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CSUS Speech-Language Pathology > Multicultural Exam 4 > Flashcards

Multicultural Exam 4 Flashcards

(64 cards)

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1
Q

3 alternatives if RtI doesn’t work

A

1) consulatative, collaborative service with student in GE class
2) pull-out services in English
3) bilingual education or sheltered english classroom

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2
Q

Kapantzoglou (2016): If ELL ch is misidentified and pulled out of class for tx, may miss significant amount of instruction in ____ ________

A

core subjects

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3
Q

student must show delays in ____ L1 and English to be diagnosed as ___

A

both; LI

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4
Q

The student with age-appropriate L1 skills and low scores in English is ___ LI and is ___ a candidate for special education

A

not; not

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5
Q

No Child Left Behind (2001)

A

strong emphasis on achievement for low-income, diverse ELL students.

replaced by “Every Student Succeeds Act”

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6
Q

Every Child Succeeds Act

A

annual math and reading testing grades 3-8 and once in high school

Lets states set own education goals

Reduces federal government’s role in dictating sanctions for low-performing schools

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7
Q

IDEA: If a particular group is overrepresented in SpEd, the state is required to…

A

provide coordinated, comprehensive, early intervention programs

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8
Q

ELL cognitive processing difficulties (3)

A

working memory, attention and speed of processing

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9
Q

In ELL intervention, we need to … (3)

A

improve language skills, cognitive processing skills, and modify the environment using principles of Universal Design for Learning (UDL)

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10
Q

Universal Design for Learning (UDL)

A

incorporates representation, expression and engagement.

goals: competent academic language, social skills and personal fulfillment/vocational success

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11
Q

In therapy we want to support…

A

both L1 and English

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12
Q

Mendez (2015): vocab instruction in Spanish 1st then English resulted in…

A

greater learning

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13
Q

Factors in choosing the language of intervention

A

Proficiency in L1 and English

Language used at home

resources available for conducting intervention in L1 and English

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14
Q

Additive Approach

A

professionals add to and expand the existing curriculum to take other cultures into account

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15
Q

Holistic Strategies Approach

A

Ultimate Goal: vocational success
Competent Academic and Social Language
Cognitive Processing Skills
- Working memory/ attention/ speed of processing

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16
Q

RtI Tiers (3)

A

1: no modifications
2: minor modifications
3: nonspecific education interventions

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17
Q

RtI Tier 3

A

Many ELLs benefit from Tier 3
Don’t need SpEd
If 5-6 months of Tier 3 is not enough, SpEd
IEP: move to Tier 4 or 5

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18
Q

Nelson suggests that __% of students are actually enrolled in special ed

A

5

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19
Q

Einarsdottir et al (2016):

A

PA tests at 5 strongly correlated in every grade (4,7,10) with math and Icelandic language scores

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20
Q

Planning Phase

A

pictures to introduce activity, pictures about how to carry out the activity

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21
Q

Experiencing Phase

A

child acts out the activity

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22
Q

Cohen-Minran (2016) sessions

A

1-2: SLP reads book to children with illustrations and demonstrations, explaining new vocabulary.

3-6: related activities (phanning, experiencing and reconstructing phases)

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23
Q

Cohen-Minran (2016) sessions

A

1-2: SLP reads book to children with illustrations and demonstrations, explaining new vocabulary.

3-6: related activities (phanning, experiencing and reconstructing phases)

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24
Q

ELLs with LIs are vulnerable to written lang difficulties because…

A

1) written materials are in their second language of English, and 2) their LI often makes written language difficult.

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25
Cohen-Minran (2016): What worked?
repeated readings of the same book, different activities enabling children to use words in different settings, to see children in small groups in regular classroom during the school day
26
ELLs with LIs are vulnerable to written lang difficulties because...
1) written materials are in their second language of English, and 2) their LI often makes written language difficult.
27
Nanci Bell:
visualize and verbalize. Helps students learn from detailed mental images to increase skills in vocal, reading, writing.
28
Total Physical Response (TPR)**
Clinician: touch your chin (clinician alone does this) Clinician: touch your chin (clinician and children do this together) Clinician: touch your chin (children alone carry out the command)
29
Marklund et al. (2015). Pause and utterance duration… Journal of Child Language, 42, 1158-1171.
Study carried out in Sweden with parents and 1;6 years olds Found: ch whose parents responded the fasted to their utterances had the largest vocabularies Ch of slow responding parents had smaller vocabularies
30
Lewis, N, (2017). Our role in early identification. The ASHA Leader, 22(1), 6-7.
It is very important to help parents learn the signs of potential LI, ASD, etc.—they need to understand typical developmental milestones
31
Key changes in ELA standards
- Increase text complexity, emphasis on expository (informational) text - Students have to analyze, infer and provide evidence.
32
Bitetti, C., & Hammer, C. (2016). The home literacy environment… Journal of Speech, Language, and Hearing Research, 59, 1159-1171.
The availability of books in the home was key- many homes owned very few books We need to increase the number of books available The more often the moms read with their children, the greater the child narrative growth
33
Ron Gillam
Low-SES (some bilingual) parents given wordless books to read; other books with print Wordless books generated richer language during reading than print books! Parents were more animated; discussed wordless nooks more creatively
34
Teach parents to CARE
Comment: on the print Ask questions: about story Respond: when kids say something Extend: adding vocabulary
35
Most SpEd referrals involve difficulty with writing because...
- Poor composition skills - Weak hand/finger muscles, poor finger dexterity - Less background: limited writing, other pre-readiness fine motor skills
36
Handwriting Without Tears
multisensory, developmental approach that is virtually 100% successful. It is excellent for ELL children; it is very visual and tactile. It is also good for children who are left-handed, who reverse their letters, and who have difficulty forming their letters.
37
4 goals of CCSS
1) Create globally competitive citizens in 21st century 2) Prepare – college 3) Create critical readers who “read deeply” 4) Students responsible citizens who use evidence for deliberation
38
CCSS are in __/50 states
46
39
CCSS address which 2 subjects?
ELA and Math
40
(Biemiller)
choose words that give children more sophisticated ways to talk about what they already know
41
Key changes in ELA standards
- Increase text complexity, emphasis on expository (informational) text - Students have to analyze, infer and provide evidence.
42
If ELL students with LI sound out basic sight words each time they encounter these words, reading comprehension and fluency will be ....
slowed down greatly.
43
which Tier of words is optimal to focus on?
Tier 2 - high frequency found across a variety of domains
44
Preview
(1) Overview of the chapter or story (2) Read main idea sentence of key paragraphs (3) Highlight key vocabulary (4) Read concluding paragraph of summary
45
View the Chapter
helps students visualize what is being read - read aloud have ch. follow along - explain in own words - organize and outline - scaffold - use context
46
Review
- summarize - opinions - questions - make up test questions
47
(Montgomery) How many encounters to truly learn vocabulary? and with LI learners?
12 25
48
multiple exposures + ______ __________ = success!
active engagement
49
new vocabulary needs to be...
contextualized
50
To increase comprehension of vocabulary...
- When reading, place each word in context of the story - Define using student-friendly definitions - Provide examples beyond story context - Students provide examples beyond story context
51
CCSS ELA emphasizes...
synonyms
52
which Tier of words is optimal to focus on?
Tier 2 - high frequency found across a variety of domains
53
More than __% of English words are morphologically complex
50
54
MA helps...
decoding, spelling, comprehension and oral language
55
teach the terms...
affix, prefix, suffix and root word
56
Schwartz (2016): found that bilingual children had ______ MA skills than monolingual children.
better
57
Decreasing numbers of IAC in the U.S
In 2004, 23 ,000 children In 2012, 8,668 In 2015, 5647 adopted is about ¼ of what it was
58
Some top countries children adopted from:
1. China 2. Ethiopia 3. Haiti 4. South Korea
59
Hwa-Froelich
U.S families adopt children abroad 4-16x more than families from other countries Most studies: South Korean and Romanian orphans most South Korean: positive outcomes Romanian: negative outcomes
60
BECOMING AN “ORPHAN”**
Dead parents Parents cannot afford to feed them Parents are not married; great disgrace in some countries, so the child is placed in an orphanage
61
Kathleen Morris
Russian cities mothers abandon children on the streets Walking along holding hands; mother says “look there!” drops ch’s hand, runs away Orphanage workers go out PMs to look inside manholes –Ch hiding from cold
62
Former student: Marilyn Stansfield
- Orphanage workers stole supplies diapers, wheelchairs parts, bottles, soap, combs, toilet paper - Sometimes told not to change a wet diaper or use shampoo during a bath - Workers took orphans’ food - Only human contact= diaper change - Not held or cuddled
63
General considerations for IAC
-Possible post-traumatic stress syndrome -emotional support Malnourishment– lack of brain development, general health -Bad/ lack of dental care -Decreased/Lack of gross--fine motor skills -Behavior issues -Physical abuse, neglect -Decreased emotional bonding opportunites -Potential alcoholism in birth mothers (esp. Eastern Europeans)
64
Hwa-Froelich—major parent concerns: who are adopting
*****HIV infection is number one -Latent TB -Immunization Status- we don’t know Short stature

CSUS Speech-Language Pathology (23 decks)

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