L4L Stage - Intervention

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transdisciplinary planning

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specialists and teachers work together across their disciplines to design effective intervention. services coordinated among specialists in consultation with teacher

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IEP

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Individual Education Plan: include reg ed teacher, student's Present Levels, annual goals, objectives, summary of services, amount of participation in regular ed, justification of student's placement, modifications/accommodation, dates of services, review date

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Positive Behavior Supports

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instruction that emphasizes functional skill development. 2 procedures: FBA and intervention. Use of positive reinforcement for appropriate bx.

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Social Story

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Carol Gray (1995)
1. Descriptive sentence of setting
2. Directive sentence - what child should do in setting
3. Perspective - internal states of others during target situation

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L4L

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Language for Learning stage:
5 - 12 years old. "talking to learn", "literate language style". *Oral narrative skills very important*

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:Principle 1: Curriculum-based

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Integrate SLP intervention with the demands of the classroom.

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Principle 2: oral & written language

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literacy socialization, metalinguistic & phonological awareness, narrative activities. A variety of language experiences for each objective

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Principle 3: Meta

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conscious attention to language. thinking and talking about forms/functions in structure of language

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Principle 4: Prevention

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For younger students: supplement oral language program with semantics, syntax, phonological awareness through classroom collaboration

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Intervention Processes

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-Clinician-directed
-Child-centered
-hybrid intervention

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Clinician-directed Activities

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*drill play
*cognitive behavior modification: tell child strategy, why it's important, think aloud, child's turn. Good for self monitoring

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Child-Centered Activities

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*Scaffolding (3 forms): 1) Optimal task conditions - reduce amt of work for student, present in smaller chunks. 2) Selective Attention - highlight important info with verbal, visual, intonational cues. 3) External Support - prep students in pull-out session prior to lecture

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Hybrid Activities

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Includes most intervention methods. Some degree of direction by clinician but less structure than operant procedures.

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Semantics

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Vocabulary development is in-depth (elaborated exposure): brainstorm about what child already knows, make connections among words and topics, use speaking and writing contexts, refine meanings, use the wrods for writing/reading.

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Word-Finding

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Visual mapping - a visual representation of words surrounding a common curricular theme. Incorporate phonological cues - organize words phonologically

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Inferencing

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Use prediction activities. Use classroom literature. Ask an inferential question following a sentence.

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Syntax

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Integrate expression and comprehension of complex forms. If comprehension is good, focus on expression and writing. Work at a metalinguistic level

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Morphology

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most incorrect usage is in writing. Match related words (social/society), incorporate spelling.

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complex sentences

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literature-based script approaches, analyze sentences taken from classroom content, match different sentence forms for same meaning. Combine sentences into 1, paraphrase sentences

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Pragmatics

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Role playing - politeness, tact, assertiveness, conversational discourse. Barrier games for presuppositional skills

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Narrative Production

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*Prewriting - drawing
*Story web - graphic organizer
*Schematic structure - a guide to including all parts of a story
*Self-regulated strategy development - "think sheets"

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The Metas

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talking about/evaluating their language and bring it to higher level of awareness: Phonological awareness, metalinguistics, metacognition,

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Phonological Awareness Normal sequence

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rhyming - segment words to syllables - alliteration - same final sounds - count sound in words and segment in phonemes - manipulate sounds

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SLP-A can:

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Assistant can: speech/hearing screenings, follow tx plans, document progress, assist assessment, file papers, program AAC, prepare schedule, maintain equipment

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SLP-A cannot:

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conduct assessments, interpret assessments, write IEPs, implement tx w/o supervision, dismiss students, make referrals, communicate with family or staff w/o SLP permission, represent self as SLP

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Service Delivery Models

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clinical (pull-out)
consultation (work with teacher) & collaboration (guest teaching)

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Co-teach approaches

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one teach/one support, parallel teaching, station teaching, alternative teaching, team teaching

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Goal of the older student

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Main goal is independence in vocational and living situations

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Adolescent in L4L intervention

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functional discourse, functional literacy, match students language to their surroundings, curriculum is community referenced, computer assisted programs, meta skills

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Goals for L4L child

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basic oral language, reading, writing, functioning in classroom