- StudyBlue
- Alabama
- University of South Alabama
- Speech Language Pathology
- Speech Language Pathology Slp 534
- Bbeverly
- School Age Language Exam 1
School Age Language Exam 1
Speech Language Pathology Slp 534 with Bbeverly at University of South Alabama
About this deck
By: Haley Bonner
Created: 2011-06-22
Size: 61 flashcards
Views: 21
Created: 2011-06-22
Size: 61 flashcards
Views: 21
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Components of Activity Theory
- Motives
- Goals
- Conditions
- Actions
- Operations
Motives
def: underlying motives of the individual that can assist in understanding how individual will approach activity
Q: Are the child's motivations interfering?
Q: Are the child's motivations interfering?
Goals
def: specific aims to achieve or satisfy the motives, end goals help to distinguish among activities
Q: Do child's goals fit teacher goals?
Q: Do child's goals fit teacher goals?
Conditions
def: boundaries that exist in the activity, affect the actions and operations, which in turn facilitate or constrain goal achievement
Q: Which conditions increase or decrease success or problems?
Q: Which conditions increase or decrease success or problems?
Actions
def: conscious behaviors /strategies
Q: What behaviors or strategies does the child need to accomplish goals
Q: What behaviors or strategies does the child need to accomplish goals
Operations
def: unconscious skills/processes
Q: can conscious actions become automatic?
Can weak skills or processes become conscious or modified?
Q: can conscious actions become automatic?
Can weak skills or processes become conscious or modified?
Structural scaffolds
planning the activity contexts to support the skill
- engineered, manipulated
- allow repeatability, which in turn promotes predictability
Interactive scaffolds
facilitative and responsive "moves" by the instructor during the activity
- direct attention in task
- encourage problem-solving
- point out salient features
- reduce frustration, increase confidence
Phonological awareness skills indicative of reading ability
- rhyming
- alliteration
3. segmentation/analysis (taking apart) - related to spelling
4. blending/synthesis (putting together)- related to reading
these skills can be taught and children will get better!
reciprocal teaching
skills/strategies for improved comprehension, written or oral
- summarize
- generate questions
- clarifying information
- predicting
accomodation
support child to do the SAME WORK
ex. give child all the same spelling words a week early, give more time during the test.
ex. give child all the same spelling words a week early, give more time during the test.
modification
modification IN THE CURRICULUM
may be expected to do less, judged by a different standard
ex. child only has 10 spelling words when the rest of the class has 20
may be expected to do less, judged by a different standard
ex. child only has 10 spelling words when the rest of the class has 20
relationship between oral and written language skills (4 points)
- 40 to 80% of all preschool children with speech and language disorders display later language learning disabilities
- reading disorders have underlying linguistic causes
- spoken and written language skills fall on a continuum
- phonological awareness skills are predictive of reading skills and can be taught
simple view of reading
- language comprehension
- background knowledge
- vocabulary
- language structures
- verbal reasoning
- literacy knowledge
- word recognition
- phonological awareness
- decoding
- sight recognition
dyslexia def. by Bishop & Snowling
2 dimensional model of reading
nonphonological language skills
+
classic dyslexia | no impairment
_ _________________|_________________ + phonological skills
|
classic SLI | poor comprehenders
-
nonphonological language skills
+
classic dyslexia | no impairment
_ _________________|_________________ + phonological skills
|
classic SLI | poor comprehenders
-
decoding
alphabetic principle-spelling sound correspondences
SLPs role in schools/literacy development (4 points)
- Identify children at risk (40-80% of children with preschool speech/language impairment are LLD)
- implement programs to prevent LLD (e.g., phonological awareness for kindergarteners)
- treat oral language skills known to affect school performance (e.g., comprehension monitoring)
- treat reading and writing
Curriculum
encompasses the variety of things children are expected to learn in school to become successful, independent citizens
6 kinds of curricula
- official curriculum
- cultural curriculum
- de facto curriculum
- school culture curriculum
- hidden curiculum
- underground curriculum
official curriculum
outline approved by committee, usually implemented by teacher
cultural curriculum
mainstream culture as background context; also knowledge of daily experiences
de facto curriculum
textbooks and teacher manuals used to carry out classroom lessons
school culture curriculum
rules about behavior
hidden curriculum
teacher value system about who are good students
underground curriculum
peer expectations for acceptance
curriculum based assessment methods
- artifact analysis
- interview (ethnographic/phenomenological)
- onlooker observation
- participant observation
ethnographic interview
questions are not predetermined; conversational style
elicit expository discourse (lists, priorities) and narratives (anecdotes)
elicit expository discourse (lists, priorities) and narratives (anecdotes)
phenomenological approach
"truth" is relative to person based on his/her experiences
4 questions to guide service planning
- what are the language and communication demands of the curriculum?
- what are the student's current inner resources for meeting those demands (strengths)?
- what additional abilities and strategies might the student acquire that would make processing more efficient (weaknesses)?
- what changes might be made in the curriculum, or in the way it is taught to this particular student, that would make it more accessible?
factors that affect service delivery (4 points)
- age - preschool children at-risk for reading problems are NOT eligible for services from reading teacher
- severity - mild reading problems may be served by the classroom teacher, but more severe assumed need for resource
- professional's knowledge of various service delivery models
- theoretical/political structure of educational environment
3 levels of involvement
- competitive academic involvement
- active academic participation
- involved academic participation
competitive academic involvement
able to meet academic standards of all students in regular classroom
active academic participation
participate and learn in regular classroom, but not at peer levels
involved academic participation
involved in activity and spend time with peers, but minimal level when compared to peers
service delivery variables (3)
- setting
- people
- scheduling
setting variables
pullout rooms (itinerant)
special classrooms in special buildings
special classrooms in regular building
regular classrooms
home and family contexts
social contexts
vocational contexts
special classrooms in special buildings
special classrooms in regular building
regular classrooms
home and family contexts
social contexts
vocational contexts
people variables
peers in social interaction relationships
peers in cooperative learning relationships
family members as language intervention aids
family members as primary service providers
family members as incidental intervention agents
peers in cooperative learning relationships
family members as language intervention aids
family members as primary service providers
family members as incidental intervention agents
scheduling variables
-maximize the time available for children to use language when talking, listening, reading, writing, and thinking
-be careful not to pull children out of what they CAN do to make them do the things that are difficult for them
-be careful not to pull children out of what they CAN do to make them do the things that are difficult for them
FAPE
free and appropriate public education
LRE
least restrictive environment
IEP
individualized education plan
IDEA
Individuals with disabilities education act
RTI
response to intervention
NCLB
No Child Left Behind
ESEA
elementary and secondary education act
AYP
adequate yearly progress
BBSST
Building based student support team
CST
child study team
DIBELS
dynamic indicators of basic early literacy skills
BBSST/CST process
- individuals in the school setting who can assess information provided by teachers about children who are not successful
- suggest and can assist in implementing tier II RTI interventions
- In AL, BBSST is regular ed persons only, not so in FL
- can determine need for specialized referral/assessment
Tiers of RTI
- Universal
- Targeted
- Specialized
- Referral
Advantages of RTI (5)
- Allows intervention prior to eligibility determination
- failure to make adequate progress in tiers I-III can result in eligibility regardless of standardized test scores
- prevents over-identification
- better universal instruction
- better EBP interventions
Disadvantages of RTI (1)
- Can slow the eligibility/identification process (under-identification)
content standards
define what students should know and be able to do at the conclusion of a course or grade
all students must work toward grade level content standards, or for preschool, toward developmental standards
all students must work toward grade level content standards, or for preschool, toward developmental standards
curriculum guides
companion documents to the Alabama courses of study. they include all of the components in the Al courses of study and add objectives under each standard
extended standards
downward extensions of academic content standards designed to allow students with significant cognitive disabilities to progress toward grade-level standards
developmental standards
used for preschoolers, continuum guide is the companion document that defines expectations
IEP components
- strengths
- needs
- how the disability affects involvement/progress in the general education curriculum (impact on academics)
- assessment/evaluation
- status of prior IEP goals
- teacher/parent/student input
- transition needs
S-M-A-R-T IEP goals
S- specific ( based on present level of academic achievement/functional performance)
M- measurable ( progress objectively determined at frequent data points)
A- achievable ( realistic, related to most critical needs)
R- results-oriented ( developed with a standards outcome in mind)
T- time bound ( clearly defined beginning and ending dates)
M- measurable ( progress objectively determined at frequent data points)
A- achievable ( realistic, related to most critical needs)
R- results-oriented ( developed with a standards outcome in mind)
T- time bound ( clearly defined beginning and ending dates)
5 components of written IEP goals
- who
- when (time frame)
- conditions
- behavior
- criterion
5 components of reading first
- phonemic awareness
- phonics
- fluency
- vocabulary
- comprehension
About this deck
By: Haley Bonner
Created: 2011-06-22
Size: 61 flashcards
Views: 21
Created: 2011-06-22
Size: 61 flashcards
Views: 21
About StudyBlue
STUDYBLUE makes things that make you better at school.
Things like online flashcards with photos and audio.
Things like personalized quizzes and friendly reminders about when (and what) to study next.
Think of it as a digital backpack™: access to all of your study materials online and on your phone.
STUDYBLUE exists to make studying efficient and effective for every student, for free. Join us.
“I have been getting MUCH better grades on all my tests for school. Flash cards, notes, and quizzes are great on here. Thanks!”
Kathy
Kathy