Author: Dr. Harold Johnson Author: Dr. Harold Johnson Kent State University Kent State University Date submitted to deafed.net – Date submitted to deafed.net – February 7, 2006 February 7, 2006 To contact the author for To contact the author for permission to use this PowerPoint, permission to use this PowerPoint, please e-mail: [email protected]please e-mail: [email protected]To use this PowerPoint To use this PowerPoint presentation in its entirety, presentation in its entirety, please give credit to the author. please give credit to the author.
Transcript
Author: Dr. Harold Johnson Author: Dr. Harold Johnson Kent State UniversityKent State University
Date submitted to deafed.net – February Date submitted to deafed.net – February 7, 20067, 2006
To contact the author for permission to To contact the author for permission to use this PowerPoint, please e-mail: use this PowerPoint, please e-mail: [email protected][email protected]
To use this PowerPoint presentation in its To use this PowerPoint presentation in its entirety, please give credit to the author.entirety, please give credit to the author.
Language Assessment: Language Assessment: Conversational Model Conversational Model
SPED 4/53310 Language Assessment & SPED 4/53310 Language Assessment & Intervention with Students who are d/hhIntervention with Students who are d/hh
Harold Johnson/Kent State UniversityHarold Johnson/Kent State University
Reference: Easterbrooks S., Baker S. (2002). Language Reference: Easterbrooks S., Baker S. (2002). Language learning in children who are deaf and hard of hearing: learning in children who are deaf and hard of hearing: Multiple pathways. Boston, MA: Allyn and Bacon.Multiple pathways. Boston, MA: Allyn and Bacon.
Multimedia segments added by Courtney Sajben, with Multimedia segments added by Courtney Sajben, with assistance from: David Sajben, Leslie Baird, Laurie assistance from: David Sajben, Leslie Baird, Laurie Suthern, Britt Andrews, John Kruger and Christina Todd. Suthern, Britt Andrews, John Kruger and Christina Todd.
Reflexive Behaviors: Reflexive Behaviors: – Occur all the timeOccur all the time– Represent external manifestations of Represent external manifestations of
internal states, e.g., an itch causes you to internal states, e.g., an itch causes you to scratch or a bit of grit in your eye causes scratch or a bit of grit in your eye causes you to blinkyou to blink
– Not Not intendedintended to convey communicative to convey communicative intent (Note: cultural differences can cause intent (Note: cultural differences can cause miss communications)miss communications)
Signal Behaviors: Signal Behaviors: – Occur from conversational tasks #2 through # 10Occur from conversational tasks #2 through # 10– Represent a purposeful pattern of behavior that is Represent a purposeful pattern of behavior that is
designed to convey communicative intent, e.g., a designed to convey communicative intent, e.g., a “wave of the hand,” a “shrug of the shoulder,” or a “wave of the hand,” a “shrug of the shoulder,” or a “head nod.” “head nod.”
– Require a supportive physical context to be correctly Require a supportive physical context to be correctly interpreted, i.e., the intended meaning of the behavior interpreted, i.e., the intended meaning of the behavior can not be correctly interpreted outside a narrow can not be correctly interpreted outside a narrow range of settings. range of settings.
Symbolic Behaviors:Symbolic Behaviors:– occur from conversational tasks # 4 through #8occur from conversational tasks # 4 through #8– Represent a purposeful pattern of either spoken or Represent a purposeful pattern of either spoken or
signed behavior that is designed to convey signed behavior that is designed to convey communicative intent, e.g., a word, phrase or communicative intent, e.g., a word, phrase or sentence. sentence.
– Represent symbolic vs. concrete communicative Represent symbolic vs. concrete communicative behaviors, as such, the intended meaning can be behaviors, as such, the intended meaning can be correctly interpreted in a wide range of settings. correctly interpreted in a wide range of settings.
Conversational behaviors are carried out through use of three channels of behaviors
Visual
Motorical
Verbal
So...how will YOU use all of So...how will YOU use all of this information?this information?
11stst you will use the information to carry out an you will use the information to carry out an informal analysis of your own language use and informal analysis of your own language use and problems. problems. – as you carry out this analysis, you will learn how to as you carry out this analysis, you will learn how to
observe, record and chart data, analyze problems, observe, record and chart data, analyze problems, hypothesize solutions and then, through a trial-and-hypothesize solutions and then, through a trial-and-error process, you will see if your hypothesis were error process, you will see if your hypothesis were correct, finally ending with a summary written correct, finally ending with a summary written synthesis of what you found and what you learned. synthesis of what you found and what you learned.
...how will you (cont.)...how will you (cont.)
Once you have learned the information as it Once you have learned the information as it applies to you, applies to you, thenthen you apply the same process you apply the same process in your study of a student who is d/hh within your in your study of a student who is d/hh within your practicum placementpracticum placement
Basic conceptBasic concept....first understand something as it ....first understand something as it relates to you, then to others...ergo, if you can’t relates to you, then to others...ergo, if you can’t figure out how the information fits for you, you figure out how the information fits for you, you will not be able to figure out how it fits for otherswill not be able to figure out how it fits for others
What are the steps you will use to What are the steps you will use to implement this conversational model implement this conversational model
of language assessment and of language assessment and intervention?intervention?
In essence, the steps are as follows:In essence, the steps are as follows:1.1. identify the best context (i.e., person, place identify the best context (i.e., person, place
& time) to observe& time) to observe What makes for a good context?What makes for a good context?
...What are the steps... (cont.)...What are the steps... (cont.)
2.2. Topic identificationTopic identification What do you talk about & How often do you talk What do you talk about & How often do you talk
about ‘x’ vs. ‘y’about ‘x’ vs. ‘y’
3.3. Identification of communication breakdownsIdentification of communication breakdowns What does a breakdown look like?What does a breakdown look like? Which Topics have the most breakdowns?Which Topics have the most breakdowns? What happens following a breakdown?What happens following a breakdown?
...What are the steps... (cont.)...What are the steps... (cont.)1.1. ...context iden....context iden.2.2. ...topic iden....topic iden.3.3. ...com. breakdown iden. ...com. breakdown iden. 4.4. Intervention EffortIntervention Effort
Target the topic with the most com. breakdowns.Target the topic with the most com. breakdowns. Analyze what occurs just before the breakdown and why the Analyze what occurs just before the breakdown and why the
breakdown occurs.breakdown occurs. Refine description of the com. breakdown indicatorsRefine description of the com. breakdown indicators Hypothesize why breakdowns occur on that topic (e.g., topic Hypothesize why breakdowns occur on that topic (e.g., topic
establishment patterns or conflicting conversational tasks)establishment patterns or conflicting conversational tasks) Identify an ‘alternative behavior, i.e., one that might reduce the Identify an ‘alternative behavior, i.e., one that might reduce the
frequency or severity of topical com. breakdowns.frequency or severity of topical com. breakdowns. Try out...several times...the alternative behavior...use data to Try out...several times...the alternative behavior...use data to
decide if you are successful or not. decide if you are successful or not.
...What are the steps... (cont.)...What are the steps... (cont.)1.1. ...context iden....context iden.2.2. ...topic iden....topic iden.3.3. ...com. breakdown iden. ...com. breakdown iden. 4.4. ...intervention effort...intervention effort5.5. Resulting Insights re. Resulting Insights re.
Language useLanguage use Occurrence and Causes of Communication BreakdownsOccurrence and Causes of Communication Breakdowns Assessment of Communication ProblemsAssessment of Communication Problems Intervention of Communication ProblemsIntervention of Communication Problems Gathering and Tracking Assessment and Intervention DataGathering and Tracking Assessment and Intervention DataNoteNote: this is where YOU reflect about what you have learned via the : this is where YOU reflect about what you have learned via the
obs. study – this is where an ‘A’ is earnedobs. study – this is where an ‘A’ is earned
