final exam Flashcards
(201 cards)
1
Q
Free and appropriate education
A
all students are entitled to receive an education, it’s the responsibility of the school district
2
Q
LRE
A
least restrictive environment
3
Q
important aspects of IDEA
A
student strengths and caregiver concerns must be taken into consideration, caregiver participation, evidence based reading instruction, high standards for professionals
4
Q
UDL
A
universal design for learning
5
Q
3 aspects of UDL
A
multiple means of engagement, representation, action and expression
6
Q
sections of an IEP
A
present level of educational performance, annual goals, short-term objectives and benchmarks, services modifications and accommodations, strengths and concerns, LRE, transition services, eval procedures and results, team members
7
Q
present level of educational performance
A
assessment across all areas including academic skills, social and emotional development, sensory and motor status, and communication status
8
Q
Why is familiarity with the Common Core State Standards & other state-specific academic standards important for school SLPs?
A
a. SLP critical role in schools is to support general curriculum; should be functioning hand in hand with general classroom teacher
9
Q
2 responsibilities of school SLPs
A
prevention, program design
10
Q
RTI
A
system of supports that help identify students who need support and students who don’t, tier 3 is intensive intervention, tier 1 is general ed
11
Q
SLP roles in RTI
A
early identification and prevention of reading disability, collaboration with the RTI team
12
Q
largest category of special education services in the schools
A
specific learning disabilities (35% of students with IEPs)
13
Q
dyslexia
A
decoding, spelling, and word recognition rooted in phonological skills and word recognition, main issue is decoding but this can lead to comprehension issues
14
Q
specific comprehension deficit
A
decoding is fine but meaning behind the text is hard to grasp
15
Q
phonological characteristics of LLD
A
speech perception, phonological awareness, and phonological memory
i. Short term memory and production of multisyllabic words
ii. Speech sounds/SSD isn’t the main concern (might be cooccurring)
16
Q
syntactic characteristics of LLD
A
understanding and producing complex syntax especially relative clauses, passive sentences, and negation
i. Writing errors are more common than spontaneous speech errors
ii. Speech might sound immature rather than inappropriate
iii. Difficulty following multistep or out of order directions
17
Q
semantic characteristics of LLD
A
small vocab, relationships and categories, more use of nonspecific terms, difficulty understanding abstract vocabulary, word retrieval
18
Q
pragmatic characteristics of LLD
A
conversational skills below TD peers (initiation, knowing what the listener understands, clarification or asking for clarification), narrative skills are diminished, might have more “problem” behaviors
19
Q
oral language vs. literate language
A
oral language is listening and speaking, literate language is reading and writing; involves metalinguistic competence, decontextualized language, specific vocab
20
Q
how are oral and literate language related?
A
oral language is the base for literate language
21
Q
3 foundations for early literacy development
A
emergent literacy, spoken language comprehension, metalinguistic awareness
22
Q
emergent literacy
A
phonological awareness, print concepts, alphabet knowledge, literate language
23
Q
spoken language comprehension
A
creates more difficulty with reading comprehension
24
Q
3 components of literacy instruction according to LEARN of the ESSA
A
phonemic awareness, reading fluency, and reading comprehension strategies
25
3 impacts of ESSA on students with disabilities
a. SLPs and stakeholders must ensure academic success of students is being continually monitored
b. SLPs and other stakeholders must familiarize themselves with how ESSA can be allocated to support students
c. Professionals need to work together to align ESSA with IDEA
26
12. What are metalinguistic and metacognitive skills? Examples of each?
a. Metalinguistic: synonyms and antonyms, defining vocab words, recognizing errors and correcting sentences
b. Metacognitive: reflect and think about progress, start a task and follow through, self regulation and inhibition
27
13. What is the relationship between phonological awareness and reading?
a. Significant causal relationship between PA and reading; children with good PA skills have an easier time learning to read
b. Direct PA instruction can improve reading and spelling
28
14. Do children from culturally and linguistically diverse (CLD) backgrounds require a different method of reading instruction? What methods may be helpful in serving this population?
a. Don’t need a different type of reading instruction, they need more exposure, practice, and more individualized and intensive instruction settings
29
15. How might students be identified for a speech and language evaluation? How are eligibility criteria determined?
a. Formal and informal screenings, teacher referrals
b. Eligibility criteria determined by state/school district
i. Primary criterion: student’s impairment adversely affects educational performance (educational performance includes academics, communication, and participation in school activities)
ii. Likely include some kind of standardized test performance measure
30
What are the 4 communicative intentions you may observe in a student’s conversation?
a. Directive (directing self and others)
b. Interpretive: reporting on present and past events, explaining
c. Projective: predicting or empathizing
d. Relational: self-expression, relationships with others
31
What are 2 pragmatic skills that SLPs can observe during a student’s conversation with a peer?
a. Nonverbal communication: use of physical space between speakers
b. Introduction and responsiveness: maintains and changes conversational topics appropriately
32
18. What is the difference between literal and inferential narrative comprehension?
a. Literal: what’s explicitly said in the text
| b. Inferential: nonexplicit, reading between the lines
33
What is the difference between narrative macrostructure and microstructure
a. Macrostructure: organization, cohesion, story grammar elements
b. Microstructure: productivity, complexity
34
20. Be able to briefly describe 1 of the 4 “problems” noted by McGregor (2020) in her paper, How We Fail Children with DLD.
a. DLD is an unknown disorder: 32 different terms, primary diagnosis shifts, comorbidities like ASD and ADHD, persists into adulthoods and difficulties increase as demands on the child increases
35
What types of products might be used for an artifact analysis?
Authentic analysis of skills; use assignments, worksheets, narratives they’ve written
36
What is the difference between tier 1, 2, & 3 words?
Tier 1: basic, everyday words used in conversation, usually the first words kids learn
Tier 2: high frequency, more common in writing than in conversation, not context-based but are needed for understanding tier 3 words, best target for vocabulary instruction
Tier 3: context-specific “jargon”, learned in the context of subject matter
37
List and briefly describe the 3 steps of dynamic assessment. Goal and benefits of dynamic assessment?
pretest, teach, posttest; b. Goal: how does the student respond to different supports and cues? Use evaluation as treatment, benefits: show what the child needs to do well
38
Give an example of and explain a criterion-referenced assessment task for phonology, semantics, and syntax (appropriate for language for learning period)
Phonology: specific phonological awareness tasks (ex. “if I take the L out of plants, what word do I have?”), helps you see the child’s level of phonological awareness
Semantics: Work with spatial terms (ex. “make dots above the sticker” or “make dots around the sticker”).
Syntax: have students paraphrase a complex sentence (ex. “the boy who’s sister bought him ice cream
39
Briefly be able to describe at least one activity for semantics, syntax, or morphology, pragmatics, or narrative
Vocab word chart with synonym, sentence, definition, picture
Word maps: making connections between words
Video modeling: view, discuss, rehearse, practice
Narrative: making predictions as to where different elements/words will fit into the story
40
Summarize at least 2 recommendations for narrative intervention from Spencer and Petersen (2020) article
Arrange for generalization opportunities; Plan for generalization ahead of time, incorporate teacher and curriculum into group, Create activities to practice narratives in other contexts
Use visuals to make abstract concepts concrete, Graphic organizer for understanding elements, Pictures for reference for comprehension and production, but make sure they’re not relying too heavily on them
41
what is advanced language?
age 12-early adulthood, likely have already mastered or are working on mastering language skills discussed earlier
42
demands of advanced language
social, cognitive, linguistic
43
social/interpersonal demands of advanced language
multiple teachers and classrooms, different peers across classes, group work and presentations, higher expectations in conversation
44
cognitive demands of advanced language
previous knowledge and skills, working memory, longer more complex tasks, monitoring, organization and independence, critical thinking
45
linguistic demands of advanced language
oral and written expression, advanced morphology, flexible semantic knowledge, narrative/expository/persuasive discourse
46
adolescents with LLD
difficulties in L4L stage -> disadvantage during middle and HS grades; risk for emotional, behavioral, and attentional challenges
47
student-centered assessment with language for learning
shift from family as main social unit to independence and peer group as main social unit, student motivation and awareness of what's being assessed, self-assessment, goal: establish cooperative partnership with student
48
identification and eligibility
screening, teacher or counselor referral, the student themselves
49
Eligibility for older students
assess pragmatics and discourse skills in addition to other components of language, whether oral language skills support literate language skills required for curriculum
50
3 types of vocabulary learning
direct instruction, contextual abstraction, morphological analysis
51
literate lexicon
critical semantic categories, technical curriculum words and presuppositional verbs
52
criterion-referenced assessment for word retrieval in advanced language
reading passages followed by word recognition task, familiar and unfamiliar words
supplement one-word vocabulary testing with observation of word-finding in conversational sample
53
advanced language criterion-referenced assessment for word relations
ask student to describe all the different meanings of a word, artifact analysis, ask questions about vocab during a reading passage
54
advanced language criterion-referenced tasks for verbal reasoning
using language to problem solve, plan, organize, predict, etc.
55
t/f: advanced language learners should use comprehension strategies to understand sentence
false, should understand all sentence types
56
improving complex sentence production leads to
increased reading comprehension
57
4 types og language sample elicitation
narrative samples, expository samples, persuasive samples, written samples
58
narrative samples
ask them to describe their favorite movie/TV show
59
expository samples
tell me about something you know about; tell me the rules of hockey, etc.
60
persuasive samples
convince me of something
61
written samples
can be artifact analysis
62
3 aspects of analysis
length, complexity, correctness
63
conversational pragmatics in advanced language stage
1. initiating and responsiveness
2. turn taking and repair
3. topic structure
4. cohesion/coherence
64
shortcuts to conversational analysis
1. norm-referenced instruments
2. structured behavioral observations
3. nonstandardized role playing
65
norm referenced conversational assessment
highest content validity of assessment
66
examples of norm-referenced conversational assessments
CCC-2, CELF observation scale and pragmatic checklist, teacher assessment of competence
67
social responsiveness scale-2
used for students with significant pragmatic concerns, older children can self-report
68
structured observations use
probes for eliciting conversational behavior
69
types of probes for structured observations
topic initiation, questions, requests for repair, sources of difficulty
70
skills that contribute to conversational competence
negotiation strategies, register variation
71
negotiation strategies
ability to persuade, talk about points of view and resolve conflices
72
register variation
use and understanding of age-appropriate slang, hinting something to somene, talking to different people differently
73
examples of secondary classroom discourse
academic performance, strengths and challenges/problems, organization, participation, narrative skills, clarification, perspective-taking, listening
74
narrative text in earlier grades
story structure/story grammar (ex. graphic organizer, identify beginning/middle/end, multiple exemplars, multiple readings
75
narrative text in later grades
character analysis, inferencing, summarizing, cohesion, literate language forms
76
potential prompts for personal narrative gneeration
tell me a story about a time you were with your family or friends that you wanted something and they wanted something else; what were you thinking and how did you solve the problem?
77
macrostructure
overall structure, initiating event, setting, characteristics, plan, beginning/middle/end
78
microstructure
words and sentences that support macro (mental/linguistic words, subordinating /coordinating clauses)
79
assessing narrative macrostructure
gains in structural complexity and interpretive understanding in narratives; asking questions related to characters' problems, plans, solutions, emotions
80
6 abilities for summarizing a narrative
1. understanding individual propositions and events
2. understanding connections among events
3. identifying story grammar elements that organize the story
4. remembering the sequence of events in the story
5. selecting the most salient information to be included in the summary
6. generating a concise and cohesive vision of that information
81
Why is summarizing an important skill in the advanced language period?
much more information, kids need to know how to pick out the most important events
82
examples for assessing narrative inferencing
1. presenting a "crucial point" in a literacy text and asking student what they think will happen text
2. presenting a description of a character and asking student to infer something about them
83
cohesive markers
lexical cohesion, reference, substitution
84
artful storytelling
quality of narrative, result of full assessment of micro and macrostructure
85
components of artful storytelling
1. use of literate language forms
2. metalinguistic and metacognitive verbs
3. adverbs, conjunctions
4. connectives
86
potential areas of difficulty for expository texts
literal comprehension questions, inferential comprehension questions, short summaries of text/paraphrase
87
methods of assessing expository comprehension
adaptations of reading comprehension tests, dynamic assessment, curriculum-based materials
88
skills to probe when assessing expository comprehension
memory, strategic processing, domain-specific knowledge
89
memory
recalling details from text; make sure to take text away to test if it's the comprehension of reading or memory
90
strategic processing
comprehension monitoring
91
domain-specific knowledge
background knowledge of topic and terms
92
how to assess artifact analysis of expository writing
premise, reason, elaboration, conclusion
93
norm-referenced tests for expository texts
OWL-2
94
methods of assessment for expository production
artifact analysis, norm-referenced test, analysis of literate language from writing sample
95
phases of writing
1. prewriting
2. drafting
3. revising
4. editing
5. publication
96
assessing the writing process
"think aloud" protocols, dynamic assessment
97
think aloud protocols
can student identify the goal/purpose of writing assignment? can student account for the reader? Does student plan writing and revise thinking as needed?
98
4 methods of assessing writing samples
1. holistic
2. primary trait
3. analytic
4. curriculum-based measurement
99
holistic writing assessment
numerical score, overall impression, compare to grade level
100
primary trait writing assessment
assess based on predetermined criteria (ex. MISL)
101
analytic writing assessment
microstructure, sentence complexity, lexical diversity, type-token ratio
102
curriculum-based measurement
timed sample about a curriculum-related topic, based on curriculum goals/CCSS
103
areas of assessment for writing
1. fluency/productivity
2. lexical maturity
3. sentenial syntax
4. grammatical and mechanical errors
104
portfolio assessment
tracking progress of written samples from assessment and intervention, best work selected by student, teacher, and SLP
105
4 meta areas
1. metalinguistic skills
2. metapragmatic ability
3. comprehension monitoring
4. metacognition
106
Flynn (2013) main points of IEPs for middle and high schoolers
1. determine LRE
2. goals should be tied to educational standards
3. goals should be written with the student
107
Flynn (2013) roles of IEP team for middle and high schoolers
1. Determine the child's needs before you determine the personnel
3. functional intervention, meet students where they are
108
misc. main points from Flynn (2013)
1. individualize services
2. considerations across domains
3. we can't just stop seeing students after elementary school
109
rationale for services to adolescents
1. higher demants requires treatment to maintain adequate performance
2. abstract thinking and language
3. communication and functional skills not addressed in the classroom
4. literacy crisis in secondary schools
5. communication programs
110
educational demands for adolescents
self-initiate learning, lots of learning from reading
111
social demands in adolescents
understanding differences between going between classrooms, expectations, rules between teachers
112
roles of SLP in secondary curriculum
oral language skills, written language skills, metacognitive skills, pragmatics
113
things that aren't SLP roles in secondary
teaching basic decoding skills, teaching spelling lists, homework/assignments not related to intervention plan of providing oral language
114
4 Ss of student-centered intervention
student buy-in, skills, strategies, schoolwork
115
student buy-in
treatment should be collaborative buy-in, students need to be aware of and interested in their goals for speech and language, understand what students want to do after HS/what goals they need to be able to do
116
teaching learning
change or eliminate underlying problem, make child a normal language learner; change the disorder, teach compensatory strategies, change learning environment
117
new intervention purposes in adolescence
shift from eliminate to compensate; remediate deficits and teach compensatory strategies
118
learning strategies approach
average intelligence (think about what you're doing and monitor performance) , start introducing these skills in middle school so students have time to learn them
119
knowledge
things we know
120
skills
things we know how to do
121
strategies
attempts to use the knowledge and skills we have effectively
122
most effective intervention for adolescents
strategy-based approaches
123
academic skills
important for students to complete formal schooling and for those pursuing higher education
124
functional skills
necessary for home, job, community, and school settings
125
process of intervention
1. describe the strategy
2. activate and develop background knowledge
3. discuss current performance level
4. model the strategy and self-instructions
5. collaborative practice
6. independent practice and mastery
7. generalization
126
how many words do student know in 3rd grade vs. high school gradtion
13,000 words vs. 40,000 words
127
after 4th grade, most new vocab is learned through
reading
128
reading at grade level gap is caused by
large gap in what students are reading
129
improving vocabulary knowledge improves
overall reading comprehension
130
basic skills approaches
literate language, direct vocabulary instruction, building on existing knowledge, word retrieval, figurative language, verbal reasoning
131
basic skills approach for literate language
preteaching -> identification and meaning of key words with words that occur across academic contexts
132
basic skills approach for direct vocabulary instruction
looking up definitions, oral definition, use in sentences, synonyms, important to provide (definitions, multiple exposures and contexts, spoken and written)
133
basic skills approach for building on existing knowledge
diagrams, graphic organizers, concept maps, semantic feature analysis
134
basic skills approach for word retrieval
concept enhancement, similar strategies
135
basic skills approach for figurative language
repeated exposure, identification and discussion of figurative language in poetry and other literaure
136
learning strategies approach for learning new words
context clues, morphological analysis, polysemy, word consciousness, metalinguistic skill, appropriate word choice
137
learning strategies approaches for word retrieval
reflective pausing, figurative language
138
basic skills approach for syntax
direct instruction for sentence combining, lexicon-syntax interface, complex talk requires complex thought
139
scaffolding complex talk and thought
use classroom texts and assignments, scaffold comprehension of vocab and complex syntax, model combining simple sentences to make complex sentences using curriculum vocabulary, have students discuss
140
2 broad syntactic goals
multiclausal sentences with adverbial, object complement, and relative clauses; verb structures (tense agreement, aspect)
141
6 sequenced steps for teaching syntactic
1. define
2. identify
3. combine
4. unscramble
5. expand
6. combine to imitate
7. write your own
142
learning strategies approach for syntax
1. teaching self-cueing
2. showing students where and what needs editing
3. Identifying and analyzing complex sentences from texts
143
7 elements of social skills instruction
1. introduction
2. guided instruction
3. modeling
4. rehearsal
5. feedback
6. planning
7. generalization
144
modeling
video modeling, intensive interaction, peer-mediated interventions, behavioral intentions
145
EBP for adolescent social and conversational skills
video modeling, intensive interaction, peer-mediated interventions, behavioral intervention
146
what to do after pragmatics intervention with adolescents
construct opportunities to apply in skills in naturalistic settings, clinician "coaches" during or after interactions, student helpers and peer networks
147
SLP consultation in classroom discourse
graduated task sequences, multimodal instruction
148
importance of strengthening background knowledge
activating or strengthening is the most important thing we can do to support comprehension
149
what can we do to work on strengthening background knowledge
pre-teaching/push-in services, collab with teachers, reading and telling good stories, repeated reading
150
narrative comprehension instruction involves
direct instruction of new vocabulary, oral summary of the text, and/or providing related experiences/activities
151
importance of reading and listening to good stories
gives multiple exemplars of complex, rich narratives puts them in a better position to understand their own
152
pre-reading discussion topics
1. author's purpose
2. activate prior knowledge
3. make predictions
4. ask questions
5. visualize
6. make connections during reading
7. review story elements
153
follow-up activities
sequencing (usually for younger students/most basic task; know if they understand the order the main events happened in the story), story mapping, mock interviews, role playing
154
scaffolding narrative composition
1. role of student as author
2. visual support and discussion of story elements
3. draw story sequence
4. brainstorm main characters
5. dictate before writing
155
brainstorming main characters
helps students understand the connection between this is how we understand vs. this is how we produce
156
benefits of dictating before writing
allows the student to talk to you, guide them on how we can say a sentence better or add more detail, etc. (won't work for all students)
157
writing mechanics
spelling, punctuation, capitalization, and handwriting
158
SLP role in writing mechanics
not our role to directly instruct on these things but "embed this instruction in a language-based context"
159
3 phases of instruction for expository and argumentative tasks
1. modeling
2. joint construction
3. independent construction
160
learning strategies approach for writing mechanics
encourage conscious planning, self-cueing, and self-monitoring to give students tools for improving their own performance
161
learning strategies approaches for conversational discourse
teaching self-cueing strategies after directly addressing through basic skills approaches
162
classroom discourse
dialogic mentoring, postscript modeling, control complexity of reading
163
dialogic mentoring
offering verbal cues/choices to support students in solving a problem - goal is for students to scaffold themselves
164
steps for dialogic mentoring
predict, question, summarize, clarify
165
postscript modeling
review discourse and determine what they can provide or describe afterwards
166
narrative comprehension strategies before reading
1. activate prior knowledge
2. identify author's purpose
3. set a goal for reading
4. predict
5. preview
167
narrative comprehension strategies during reading
1. identify main idea
2. self-question
3. visualize
4. monitor comprehension
5. relate ideas to existing
168
narrative comprehension after reading
1. paraphrase
2. summarize and retell
3. use graphic organizers
4. think aloud strategy
169
SPACE
setting, elements, problems, actions, consequences, emotions
170
story grammar cue-cards can target
setting, problem, internal response, plan, attempt, consequence, reaction
171
goal of expository text
convey new information that's meant to be learned/expressed to demonstrate understanding
172
evidence based strategies for expository comprehension
1. comprehension checks
2. cooperative learning
3. graphic organizers
4. generating and asking questions
5. identification of macrostructure elements
6. summarization
173
6 types of macrostructures for expository text
sequence, enumerative, cause-effect, descriptive, problem/solution, compare/contrast
174
expository comprehension during reading
note-taking forms, controlling complexity, match expository text with genre, comprehension monitoring, compare/contrast example
175
RAP
read a paragraph, ask questions, put it in your own words
176
strategies for expository comprehension after reading
RAP strategy, lookback, SQ3R learning strategy, POSSE
177
SQ3R learning strategy
survey (peruse the text), question (ask prelim questions based on survey), read, recite, review
178
POSSE program
predict, organize, search, summarize, evaluate
179
effective strategies for expository production
1. set specific goals
2. teach and model pre-writing activities
3. allow the opportunity to dictate first drafts
4. peer collab groups
5. teach basic skills as they come up
6. provide feedback and progress
7. Pneumonics
8. revise
180
secondary classroom discourse
skills student needs in a classroom to succeed
181
POWER
plan, organize, write, edit, revise
182
COPS
capitalization, overall appearance, punctuation, spelling
183
POWER - plan
visual organizers
184
POWER - organize
define structure, instruct and model different types, work together to write a paragraph, individually write a paragraph, eventually became more flexible in using different expository structures
185
WRITE - write
pr
186
POWER - edit
read what they wrote aloud, review important aspects, COPS; correcting mechanical errors and mistakes
187
POWER - revise
improving overall quality of writing
188
SCAN
does it make sense, is it connected to main idea, can I add more, note errors
189
persuasive text - STOP and DARE
suspend judgement, take a side, organize ideas, plan more as you write, develop your topic sentence, add supporting ideas, reject at least one argument, end with conclusion
190
agents of intervention in language
mostly SLP in collaboration with other professionals or peers; peer tutor training
191
peer tutor training
learning strategy instruction, student with LLD in role of tutor for younger students
192
crucial elements across settings
individualized, responsive, dynamic, systemic, intensive,
193
where can SLPs intervene with adolescents
explicit vocabulary instruction, explicit instruction in comprehension strategies, metalinguistic and metacognitive skills
194
service delivery methods
pull-out, push-in, course for credit, consultation, collaboration
195
problems with pull-out model
taking time away from free periods and study halls, less connection to curriculum/decontextualized, less interprofessional communication and collaboration
196
push-in
small groups or whole class, not individual
197
course for credit model
an "elective" for students with LLD that counts towards graduation, students with similar needs and language levels, students understand purpose and assist in curriculum and goal setting
198
consultation
offer in terms of advice, helpful materials and resources
199
6 effective consultation practices
1. mnemonic strategies
2. visual aids and organizers
3. guided notes
4. class-wide peer tutoring
5. linking current knowledge to new information
6. reciprocal teaching
200
goal of consultation
modify presentation of material, make accommodations for students
201
collaboration
reach out to teachers and other professionals who work with your students, talk to teachers about what you can work on with students, clear roles for SLP and teacher
