considerations for determining and managing sld in listening comprehension and oral expression
DESCRIPTION
Considerations for Determining and managing SLD in Listening Comprehension and Oral Expression. Perry Flynn [email protected] Lynne Loeser [email protected]. The Process. Assessment. A Variety of Assessment Tools Observations Benchmark testing Universal screening results - PowerPoint PPT PresentationTRANSCRIPT
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CONSIDERATIONS FOR DETERMINING AND MANAGING SLD IN
LISTENING COMPREHENSION AND ORAL EXPRESSION
Perry [email protected]
Lynne [email protected]
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The ProcessAssessment
Eligibility & Present Level
CCSSGoals
Service Providers
LRE
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AssessmentA Variety of Assessment Tools
Observations Benchmark testing Universal screening results Classroom work samples Language samples Checklists Standardized assessments Dynamic Assessment (RtI / MTSS) Social and Developmental History
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3 Components of RtI/ MTSS and the SLP’s role in each
Prevention
Intervention
SLD Determination
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How SLPs provide RtI/ MTSS interventions
Interventions are the gateway to special education for every one
For mild artic, voice, fluency, language SLPs may provide interventions even in a pull out situation and “fix” kids and determine them not eligible for special education.
SLPs may not mix students receiving interventions with those receiving special education
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The SLP’s role At the level of the Common Core/
differentiated instruction At the level of supplemental supports At the level of intensive interventions In Special Education
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Layering of Support
Differentiated Core
Supplemental Support
Intensive Support
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Core
4
Supplemental
Intensive
Student Needs
Asse
ssm
ent
Universal Screening for ALL students 3x per year
Progress Monitoring 1-2x per month
Diagnostic Assessment (dynamic assessment)
Progress Monitoring 1-2x per week
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Traditional Approach (Discrepancy model)
General Education
Special Education
Severity of Problem
Amount ofResourcesneeded to solve problem
Sea of Ineligibility
Slide created by Dale Cusumano, Ph.D
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Problem Solving
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Psycho-Educational Assessments
Wechsler Individual Achievement Test (WIAT-III)
Woodcock-Johnson III (WJ-III) Kaufman Test of Educational Achievement (K-
TEA 3)Others to gather additional specific information: Key Math 3 Test of Early Reading Ability (TERA), TEMA,
TEWL CTOPP
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Speech-Language Assessments Expressive:
CELF Language Sample OWLS
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Speech-Language Assessments Receptive:
CELF TAPS
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The ProcessAssessment
Eligibility & Present Level
CCSSGoals
Service Providers
LRE
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Eligibility Possibilities Specific Learning Disability (SLD) Speech Language Impaired (SI) Specific Learning Disability with Speech-Language
Impaired as a related service Speech-Language Impaired primary with some
services/ collaboration provided by the LD specialist SLD primary and SI as secondary area of eligibility
HOW do you determine?That is THE question!
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Specific Learning Disability
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Specific Learning DisabilityIDEA 2004
“a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.”
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Disorders Not Included “…does not include learning problems
that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.”
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Dyslexia “…a specific learning disability that is
neurologically based and characterized by difficulties with decoding and encoding that are the result of a deficit in the phonological component of language and is often unexpected in relation to other cognitive abilities and effective classroom instruction, secondary consequences may include problems in comprehension.”
Research Definition-IDA, 2002
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Speech or Language Impairment A communication disorder, such as an
impairment in fluency, articulation, language, or voice/resonance that adversely affects a child's educational performance. Language may include function of language
(pragmatic), the content of language (semantic), and the form of language (phonologic, morphologic, and syntactic systems).
A speech or language impairment may result in a primary disability or it may be secondary to other disabilities.
articulation
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Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING) SIGHT RECOGNITION
SKILLED READING: fluent execution and coordination of word recognition and text comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasinglystrategic
Skilled Reading- fluent coordination of
word reading and comprehension
processes
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SLD SLI
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Guiding Questions Are academic content areas significantly impacted to the extent
they require specially designed instruction?
Which areas of academic performance are being most impacted by language difficulties?
Has the student received appropriate intervention to improve any academic skill deficit? What does the progress monitoring data show?
Has the student received appropriate intervention to improve oral expression or listening comprehension? What does the progress monitoring data show?
How can interventions/instruction for oral expression and listening comprehension be anchored in curriculum?
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Review of Present Levels
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Present Level of Academic Achievement and Functional Performance (PLAAFP)
Current Relevant Objective Measurable Understandable Related to one academic or functional domain Related to progress in general educationLitmus tests: Can another SLP take the PLAAFP and immediately see the student? Can someone match the random statement to the student?
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Final Determination
Which disability category is the strongest match with the student’s greatest areas of need?
The final determination of primary disability is made by the multidisciplinary eligibility team and is based on the body of evidence.
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The ProcessAssessment
Eligibility & Present Level
CCSSGoals
Service Providers
LRE
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Common Core State Standards English Language Arts/ Speaking and
Listening Social Studies Science Math
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Bloom’s Taxonomy
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Bloom’s Taxonomy, cont. Applying: can the student use the information
in a new way? (choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. )
Understanding: can the student explain ideas or concepts? (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase)
Remembering: can the student recall or remember the information? (define, duplicate, list, memorize, recall, repeat, reproduce state)
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Bloom’s Taxonomy Creating: can the student create new
product or point of view? (assemble, construct, create, design, develop, formulate, write.)
Evaluating: can the student justify a stand or decision? (appraise, argue, defend, judge, select, support, value, evaluate)
Analyzing: can the student distinguish between the different parts? (appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test)
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Analyze a Standard Bloom’s Taxonomy Syntactic Implications Semantic Implications Morphologic Implications Pragmatic Implications Phonological Implications
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Some ExamplesSpeaking and Listening Grade 3 Comprehension and Collaboration:
#2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (p.24)
Language Standards Grade 1 Vocabulary Acquisition and Use
- #5.a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (p.27)
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Some Examples Writing/ Text Types and Purposes W.6.1
Write arguments to support claims with clear reasons and relevant evidence. Introduce claim and organize the reasons and
evidence clearly Support claim with clear reason and relevant
evidence, using credible sources… Use words, phrases and clauses to clarify the
relationships among claim(s) and reasons. Establish and maintain a formal style Provide a concluding statement or section that
follows from the argument presented
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One more… Language/ Vocabulary Acquisition and
Use L.3.5 Demonstrate understanding of figurative
language, word relationships and nuances in word meanings. Distinguish the literal and nonliteral meanings of
words and phrases in context Identify real-life connections between words and
their use Distinguish shades of meaning among related
words that describe states of mind or degrees of certainty
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Let’s practiceSpeaking and Listening/ Comprehension and Collaboration Grade 2 1. Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).b. Build on others’ talk in conversations by linking their comments to the remarks of others.c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
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The ProcessAssessment
Eligibility & Present Level
CCSSGoals
Service Providers
LRE
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Measurable Annual Goals Flow from the PLAAFP Include givens/conditions Address one skill/domain area Tie to the educational standards Describe observable learner performance Contain measurable criteria for acceptable
level of student performance Mastery component Can be accomplished within duration of IEP
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Write some goals
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The ProcessAssessment
Eligibility & Present Level
CCSSGoals
Service Providers
LRE
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CollaborationTerritorial silos to blended
expertise
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Service Providers Do students meet the three prongs to
eligibility for primary services? Disability Negative impacts academic achievement or
functional performance Need specially designed instruction of the SLP
Do students meet the definition of a related service? They require speech to fully meet the goals/ fully access services in the primary area
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Least Restrictive Environment Classroom, Cafeteria Playground, Art Physical education Job sites off campus Field trips Speech closet “Blast” or “burst”
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The IDEAL IEP Process Interview teachers/ students to learn
what educational standards kids can and can’t do
Analyze the things they can’t do from the SLP’s lens
Capitalize on strengths to meet needs Collaboratively (with parent….input)
author goals, Maybe circulate a DRAFT. Finally, determine service delivery
providers and least restrictive environment (“the buffet is open”)
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The Process
Assessment & Data
Present Level
CCSSGoals
Service Providers
LRE
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Data Collection Should be meaningful to all parties Kids can keep their own data Agree on a system that EVERYONE can
live with 4 independent 3 prompted 2 modeled 1 did not occur
We are not the sole collectors/ keepers of data
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Some Ideas Consult that Common Core Standards in
Language for expressive or receptive goals and create activities that focus on the expressive or receptive aspects of language
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The “Language Lens” Syntax Semantics Morphology Pragmatics Phonology
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Plan some therapy Create a couple activities that represent
differentiated instruction for this case study based on the theme/ content/ media provided that could be targeted in an environment other than the “speech closet”.