part 1 providing speech language intervention …...stories, write about events in their journals,...
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Engaging Speech-Language Intervention Using
Teletherapy
About Me
Laura Finkel MS-SLP-CCC
Major Transformations in my Practice
YES and No……
• Agree or Disagree??
• Both….
BLEEP
“The ability to shift quickly to virtual learning and learning-at-home models, with increased accountability for student engagement.”
Today!
Virtual Rooms
Websites
Conducting AAC and Social Skills Intervention using Teletherapy
Day 09 of Virtual LearningApril 3, 2020
Reflecting on Practice: a Discussion on Equity in
Teletherapy
• Parent Input• Parent Coaching• Direct Service • Working with siblings• Recordings• Emails• Phone calls
• Maslow’s Hierarchy of Needs
• Refer to community resources
• Flexible Scheduling
• Continuity Plan as a fluid document
Routine
• I work..I work…
• How do you feel?
• Song or Picture of the Day
• Story Grammar Review
• Intervention
• Wrap-Up Activity
Acknowledge the Difference
Google Slides or Powerpoint I work!I work!
I work on…telling a story!
my sounds!R, S, SH
Cuento, Cuento,Cuento historias….Digo,Digo,Digo los sonidos…
Welcome to Finkel Friday Speech
• I work..I work..I work on telling stories.
• Check-In
• Song (or picture of the day)
• Story Grammar Rap
• Literacy-Based Intervention
• Game
How Kids Feel During a Pandemic
Welcome to Finkel Friday Speech
• I work..I work..I work on telling stories.
• Check-In
• Song
• Story Grammar Rap
• Literacy-Based Intervention
• Game
• I work..I work..I work on telling stories.
• Check-In
• Picture of The Day
• Story Grammar Rap
• Literacy-Based Intervention
• Game
What’s Going On in This Picture? | May 18, 2020Look closely at this image, stripped of its caption, and join the moderated conversation about what you and other students see.May 21, 2020 By THE LEARNING NETWORK
• https://www.archives.gov/education
Graphic Organizers
Speech
• I work..I work..I work on telling stories.
• Check-In
• Picture of The Day or Song
• Story Grammar Rap
• Literacy-Based Intervention
• Game
Characters are the people in a story.Setting is when and where.Problem, hey what’s wrong?
Solution, let’s solve it!
Story Grammar Rap
Brain-BreakWhat’s the Plan?
• I work..I work..I work on telling stories.
• Check-In
• Picture of The Day
• Story Grammar Rap
• Literacy-Based Intervention
• Game/Show and Tell
How important are narratives?
• We ask children to tell us about events, retell stories, write about events in their journals, and answer questions about stories.
• We analyze and judge the grammar and content of their stories, the order of events, the semantic complexity, and the narrative elements.
Why Use storybooks in speech and language therapy?
IDEA
2004
•Free and Appropriate Public Education
IEP
•Access to the General Curriculum
SLP
Services
•Least Restrictive Environment
Working Across All Levels
Serving a Range of Disorders
Ensuring Educational Relevance
Providing Unique Contributions to
Curriculum
Highlighting Language/Literacy
Demonstrating Cultural Humility
@theconsciouskid
• • Follow and learn:@theconsciouskid@iamrachelricketts@diversereads@britthawthorne@thetututeacher@apron_education@readlikearockstar@blackandembodied
Elementary Level
A Kids Book about Racism by Jelani MemoryLast stop on Market Street by Matt de la PeňaThe New Small Person by Lauren ChildLook Up by Nathan Bryon and Dapo AdeolaPlease Baby Please Spike Lee and Tonya Lewis LeeDancing in the Wings by Debbie AllenBaby Dance by Ann TaylorPeekaboo Morning by Rachel IsadoraI Can Do it Too by Karen BaickerLola at the Library by Anna McquinnWhen Grandma Gives you a Lemon Tree by Jamie L.B. DeenihanI Got the Rhythm by Connie Schofield-MorrisonJabari Jumps by Gaia CornwallRon’s Big Mission by Rose Blue and Corinne NadenThose Shoes by Maribeth BoeltsMartin’s Big Words by Doreen RappaportHenry’s Freedom Box by Ellen LevineSnowy Day by Ezra Jack Keats Hair Love by Matthew A. CherryI am Enough by Grace Byers
For Literacy-Based Teletherapy For Literacy-Based Teletherapy
For Literacy-Based Teletherapy
Immigrant Stories
5-8 Books in a School Year to Scaffold Story Re-telling
Immigrant Stories
• Islandborn By Junot Díaz
• My name is Yoon By Helen Recorvits
• Name Jar By Yangsook Choi
• One Green Apple by Eve Bunting
• Angel Child Dragon Child By Michele Maria Surat
• Grandfather’s Journey By Allen Say
• The Memory Coat By Elvira Woodruff
Shared-Reading
Switching mindset from “education” to gaining insight into the child’s thoughts
No such thing as right or wrong
Increasing use of wait time
Increasing conversational turns
Making phonemic awareness fun and silly (like making up nonsense words by taking words in the text and changing one phoneme)
Using open ended prompts: “I wish…” “I think…” “I wonder…” “What do you think?”
Read-Aloud Pre-recorded
ExampleProblem: I cannot stand
the sound of chickens.
Characters: Claire Rose, Ms. Phuong, chickens
Setting: At the speech clinic
Solution: We close the windows!
Telling: “Claire Rose and Ms. Phuong. We at speech, and we hear chickens. And and we close the door and and work on on stories. “
Retelling (after Ms. Phuong’s) 1: “ We going in speech, and the windows are window. And, I hear a chicken. Annoying! And, we close the door, and we end
speech.“
Retelling 2: Claire and Ms. Phuong in speech. I am not in school. I’m sitting down at Ms. Phuong’s desk. I am angry about these chickens, and we are
working on stories and sounds. So, Ms. Phuong closed the windows! And, Claire is sitting down in the chair.
X Characters?
X Setting?
X Problem?
X Solution?
X Feelings?
Dialogue?
TheInformedSLP.com
TheInformedSLP.com
Outside of the box pre and post-reading ideas
4 Week Literacy-Based Intervention Plan
Building Background information and intro to
Story-Tell by SLP
Round Robin Story Re-tell of “MATS”+ Song
Progress monitor by language sampling story re-tell for each
student
Middle School Book Club
Questions:1. Do you agree with the moral of this story?2. Why or why not (do you agree or disagree)?3. Can you think of a situation in real life where that moral would apply?4. Can you tell me anything more about the moral or the situation?
Language Sampling With Adolescents: Building a Normative Database With Fables, Marilyn A. Nippold , Laura M. Vigeland , Megan W. Frantz-Kaspar , and Jeannene M. Ward-Lonergan, Aug 2017
Aesop’s Fables,
Let’s Go!
The Hungry Caterpillar
Pout Pout Fish Gruffalo
Bony Legs
Words Skeleton
That’sInteresting
SticksSkinny scared
The Great White Man-Eating Shark
WordsSplashingScreaming
Swamdashed
Scavenger Hunt
Expanding Expressions Tool
ExpandingExpression.com
Increasing Vocabulary Diversity
Bilinguistics.com
Hadley, E. B., Dickinson, D. K., Hirsch-Pasek, K., & Golinkoff, R. M. (2018). Building semantic networks: The impact of a vocabulary intervention on preschoolers’ depth of word knowledge.
Informed SLP
Vocabulary!!
• “vocabulary instruction can be considered not only as a one-by-one proposition in which a single word is taught and learned but also as a systems-level approach in which broader networks of related concepts are introduced together to maximize learning.” Using perceptual features or function to form categories. Relating words thematically (e.g., for dinner: meal, family, food, evening, cook, eat, tasty, etc.) or in a taxonomy (strawberries are a type of berry, which is a fruit, which is a type of food…)”
• Wright, L., Pring, T., & Ebbels, S. (2017). Effectiveness of vocabulary intervention for older children with (developmental) language disorder. International Journal of Language and Communication Disorders. Advance online publication. doi: 10.1111/1460-6984.12361. 9-16 year olds.
Technology as a Social Engagement
Tool
What if the students didn’t touch the iPad even when you’re doing in-person learning. It’s a barrier
activity that can be used in-person and through distance
learning.
TinyBop Apps
• Creature Garden
• Weather
• Space
• The Robot Factory
• Plants
• The earth
• Coral Reef
• States of Matter
Target word:
Because
Using Technology: Sentence Combining as Evidenced-Based Practice
This Photo by Unknown Author is licensed under CC BY-SA-NC
It CAN be FUN!
Lynne Telesca (2018).
Sentence Combining
• Student will increase sentence complexity from an average of 1 clause per utterance to 1.2 clauses per utterance during a story retell, given a word bank of subordinating conjunctions.
1. The boy ran quickly.
2. The bees were chasing him.
Subordinating Conjunction
Because
Lynne Telesca (2018). Supporting Adolescent Writing Manipulating Complex Syntax Across Disciplines. ASHA Connect Summer 2018.
Coral Reef by TinyBop
States of Matter by TinyBop
Space by
TinyBop
Mammals by
TinyBop
Simple Machines by
TinyBop
Measuring Progress
•Macrostructure
•Story Grammar
•Rubrics
¿No hablas español? ¡No problema!Let "Eric" present the digitized "frog story" and elicit your student's story retell in Spanish or English. "Eric" provides all directions and the story model in the target language.
NSS Scoring Guide-FREEAssessment of Fictional Narratives
www.Bilinguistics.com
Goals+Therapy=Outcomes
• Student will receive 22/35 points on the narrative scoring scheme by including character development (including character dialogue), setting, problem and solution given a graphic organizer and recasted language models.
• Student will score a 3 out of 5 on character development on the narrative scoring scheme by retelling a story with character dialogue and by including main and supporting characters given, “who question prompts” as needed.
Narrative Scoring Scheme
Articulation
• Student will produce /target sounds/ with 80% accuracy independently at the word level.
• Student will produce /target sounds/ with 80% accuracy given models, visual/verbal reminders, recasted productions of target words as needed at the story re-tell level.
Articulation In-Person
Articulation Distance Learning
Speech and Language Virtual Rooms (FB Group) Kristen Welsh CCC-SLP Kristen Welsh CCC-SLP
Interactive Features for Articulation
Video Example
Chrome Extensions to Increase Engagement on Google Meet
Annotate
The Cat who Climbed a tree (and got stuck)
By Santiago
Articulation Create a story with target words and sounds
Technology vs. Traditional Toys
This Photo by Unknown Author is licensed under CC BY-SA-NC This Photo by Unknown Author is licensed under CC BY-NC-ND
Auditory Bombardment, Discrimination, Phonemic Awareness Tasks
Jesus, L. M. T., Martinez, J., Santos, J., Hall, A., & Joffe, V. (2019). Comparing Traditional and Tablet-Based Intervention for Children With Speech Sound Disorders: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research. doi: 10.1044/2019_JSLHR-S-18-0301.
-The Informed SLP
Case Study 1st
grade
Selective-Communication Like
Behavior
Recently started communicating with me after 3 months of
knowing him.
Presents with phonological
processes stopping and fronting
Language Disorder
Currently being evaluated for other
dx besides SLI
Difficulties with Reading, Writing,
and Math.
Group vs Individual
Teletherapy
This Photo by Unknown Author is licensed under CC BY-NC
Considerations for Teletherapy
• There’s not a one-size fits all with families.
• When you enjoy what you’re doing, you’ll be more effective.
• Technology vs traditional toys….it doesn’t matter. It’s the approach that matters.
• Find your groove within tele-therapy while keeping yourself rooted in evidenced-based practice.
Follow on YouTube Resourceshttps://www.theconsciouskid.org/books
https://www.theinformedslp.com/
Hessling, A., & Schuele, C.M. (2020). Individualized narrative intervention for school-age children with specific language impairment. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2019_LSHSS-19-00082 [available to ASHA members].
Curran, M., & Van Horne, A. O. (2019). Use of Recast Intervention to Teach Causal Adverbials to Young Children With Developmental Language Disorder Within a Science Curriculum: A Single Case Design Study. American Journal of Speech-Language Pathology. doi:10.1044/2018_AJSLP-17-0164
Language Sampling With Adolescents: Building a Normative Database With Fables, Marilyn A. Nippold , Laura M. Vigeland , Megan W. Frantz-Kaspar , and Jeannene M. Ward-Lonergan, Aug 2017
Jesus, L. M. T., Martinez, J., Santos, J., Hall, A., & Joffe, V. (2019). Comparing Traditional and Tablet-Based Intervention for Children With Speech Sound Disorders: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research. doi: 10.1044/2019_JSLHR-S-18-0301.
Hadley, E. B., Dickinson, D. K., Hirsch-Pasek, K., & Golinkoff, R. M. (2018). Building semantic networks: The impact of a vocabulary intervention on preschoolers’ depth of word knowledge.
Nelson, L. H., Stoddard, S. M., Fryer, S. L., & Muñoz, K. (2019). Increasing Engagement of Children Who Are DHH During Parent–Child Storybook Reading. Communication Disorders Quarterly. doi:10.1177/1525740118819662
Lynne Telesca (2018). Supporting Adolescent Writing Manipulating Complex Syntax Across Disciplines. ASHA Connect Summer 2018.
Jissel B. Anaya , Elizabeth D. Peña , and Lisa M. Bedore. (2018). Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
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