School Age Language Exam 1
- University of South Alabama
- Speech Language Pathology
- Speech Language Pathology Slp 534
- School Age Language Exam 1
Last Modified: 2011-06-22
Q: Are the child's motivations interfering?
Q: Do child's goals fit teacher goals?
Q: Which conditions increase or decrease success or problems?
Q: What behaviors or strategies does the child need to accomplish goals
Q: can conscious actions become automatic?
Can weak skills or processes become conscious or modified?
- engineered, manipulated
- allow repeatability, which in turn promotes predictability
- direct attention in task
- encourage problem-solving
- point out salient features
- reduce frustration, increase confidence
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!
- generate questions
- clarifying information
ex. give child all the same spelling words a week early, give more time during the test.
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
- 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
- language comprehension
- background knowledge
- language structures
- verbal reasoning
- literacy knowledge
- word recognition
- phonological awareness
- sight recognition
nonphonological language skills
classic dyslexia | no impairment
_ _________________|_________________ + phonological skills
classic SLI | poor comprehenders
- 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
- official curriculum
- cultural curriculum
- de facto curriculum
- school culture curriculum
- hidden curiculum
- underground curriculum
- artifact analysis
- interview (ethnographic/phenomenological)
- onlooker observation
- participant observation
elicit expository discourse (lists, priorities) and narratives (anecdotes)
- 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?
- 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
- competitive academic involvement
- active academic participation
- involved academic participation
special classrooms in special buildings
special classrooms in regular building
home and family contexts
peers in cooperative learning relationships
family members as language intervention aids
family members as primary service providers
family members as incidental intervention agents
-be careful not to pull children out of what they CAN do to make them do the things that are difficult for them
- 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
- 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
- Can slow the eligibility/identification process (under-identification)
all students must work toward grade level content standards, or for preschool, toward developmental standards
- how the disability affects involvement/progress in the general education curriculum (impact on academics)
- status of prior IEP goals
- teacher/parent/student input
- transition needs
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)
- when (time frame)
- phonemic awareness
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