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Common Core State
Standards
Using the standards to
plan intervention
Lissa Power-deFur, Ph.D., CCC-SLP
Longwood University
• As a school-based SLP, you are told that you
must start to address the Common Core State
Standards in your IEPs and interventions. With
your caseload and obligations you wonder, “just
HOW can I do one MORE thing?”
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Learner Outcomes
1. Identify the language and communication
expectations of the Common Core State
Standards
2. Use an analysis model to analyze the
standards and identify specific communication
skills a student must have to meet the
standards.
3. Develop direct and collaborative interventions
to facilitate a student's mastery of standards
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Overview of Common Core State Standards
Linguistic and Communication Expectations of
the Standards
Analysis Model
Application to Students
Agenda
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Disclosures
5
Financial
Lissa has a financial arrangements with
WiSHA for this presentation
Lissa published a book on the CCSS and
SLPs with Plural Publishing
Nonfinancial
Lissa the ASHA VP of Standards and Ethics
in SLP 2014-16
Lissa thanks her colleagues who
authored chapters in the CCSS book,
sharing their expertise
1. Research and evidence-based
2. Aligned with college and work expectations
3. Rigorous
4. Internationally benchmarked
– http://www.corestandards.org/
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Common Core State Standards
(CCSS) – June 2010
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Council of Chief State School Officers (CCSSO)
National Governors Association (NGA)
With financial support from the Gates Foundation
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Source?
• Need for Critical readers
• Thoughtfully engaged with literary
and informational texts
• Cogent reasoning
• Use of evidence for deliberation
• Responsible citizens
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Desire for literate globally
competitive persons
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Has your state adopted the standards?
• Cross-Disciplinary Standards K-5: English
Language Arts & Literacy in History/ Social
Studies, Science & Technical Subjects
• Standards for English Language Arts 6-12
• Standards for Literacy in History/Social Studies,
Science & Technical Subjects 6 – 12
• Mathematics
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Sections of CCSS
• Essential - for academic college
courses/workforce training
• Rigorous – reasoning, justification, synthesis,
analysis, problem-solving
• Clear and specific – measurable
• Teachable and learnable – instructionally
manageable
• Grade-by-grade – limited repetitions across
grades
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Criteria used in creation of
CCSS
• Students who meet the Standards
develop the skills in reading, writing,
speaking and listening that are the
foundation for any creative and
purposeful expression in language.
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CCSS Initiative, June 2, 2010
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• Reading Literature
• Reading Information Text
• Reading Foundation Skills
• Writing
• Language
• Speaking and Listening
• Mathematics
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Everything relates to language!! What the standards are not
• Directing teaching methodology
• “Dumbing-down” the standards
• Creating more tests
• Federally-run
• The precursor to a national curriculum
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• “Students with disabilities …
must be challenged to excel
within the general curriculum”
• English language learners can
excel by tapping skills they
bring to the classroom
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What does the CCSS say about special populations?
• Professional development for special educators
and related personnel is critical.
• Collaboration among education partners.
• Placement of ELL students in literacy-rich school
environments
CCSS defers to educators for
student success
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supports, accommodations, and
related services to meet the unique
needs of students with disabilities
IEP goals will be aligned with and
chosen to facilitate student attainment
of standards
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“High-quality, evidence-based, individualized instruction and support services.”
• Dynamic Learning Maps Designed to build
a bridge from the CCSS to the academic
expectations for these students
–Developed by experts in content areas
and persons with expertise in instruction
for students with significant cognitive
disabilities.
(dynamiclearningmaps.org)
Students with more severe disabilities
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• Address linguistic and metalinguistic
foundations of the curriculum
• Incorporate prevention, assessment,
intervention
• Collaborate with fellow educators
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SLPs are critical for student success!! Our Language Expertise
• Language expectations of CCSS
• Language challenges in standards and
curriculum for children with language
impairments, children who are at risk
• Appropriate interventions, accommodations,
modifications for children with speech-language
impairment
• Integrate intervention with language
expectations of the general curriculum
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But we can’t do it alone!
• Participate in teams
– CCSS implementation teams
– Student support teams
• Joint planning for intervention
• Classroom-based co-teaching
– Whole-class lesson
– Small groups for targeted students
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Language and communication
expectations of the CCSS
• Comprehend and evaluate texts
• Construct arguments and convey intricate
information
• Adapt communication to varying demands of
audience, task, purpose, discipline
• Understand other perspectives and cultures
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CCSS expects students to have these language skills
The standards build on one another, increasing in complexity each year
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Speaking and Listening Expectations
• Students gain, evaluate and present
increasingly complex information, ideas
and evidence through listening, speaking
and the media
• Focus is on academic discussion in 1:1,
small-group and whole-class settings
• Formal presentation and informal
discussion
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Kinder-
gartena) Follow agreed-upon rules for discussions (e.g.,
listening to others and taking turns speaking
about the topics and texts under discussion
b) Continue a conversation through multiple
exchangesGrade 1
Additional
expectations
b) Build on others’ talk in conversations by
responding to the comments of others through
multiple exchanges.
c) Ask questions to clear up any confusion about
the topics and texts under discussion.Grade 2
Additional
expectations
a) Gaining the floor in respectful ways,
b) Linking their comments to the remark of
others.
c) Ask for clarification and further explanation as
needed 26
Grade 3Additional
expectations
Having discussions with diverse partners, building on
others’ ideas and expressing their own clearly.
a) prepared and draw preparation to explore ideas
c) Ask questions to check understanding, stay on
topic, and link their comments to others.
d) Explain own ideas and understanding
Grade 4 Additional
expectations
b) carry out assigned roles in discussions
c) Pose and respond to specific questions to clarify or
follow up on information
d) Review the key ideas
Grade 5Additional
expectations
d) Draw conclusions in light of information and
knowledge gained from the discussions.
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Language expectations
• Students grow their vocabularies through conversations, direction instruction, and readings
• Students determine word meanings, appreciate nuances
• Students use formal English in writing and speaking
• Students choose among the many ways to express themselves
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Nouns Grade level expectation
Expectation
G1 Common, proper and possessive
nouns
Match singular/plural nouns with
verbs
G2 Collective nouns
Irregular plural nouns
G3 Regular and irregular plural nouns
Abstract nouns
Explain function of nouns
Conventions of Standard English
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G 1 Convey past, present, and future tense
G 2 Create past tense for frequently occurring irregular verbs
G 3 Use simple verbs tenses (e.g., walks, walked, will walk)
G 4 Use progressive, modal auxiliaries (e.g., can, may, must)
G 5 Use perfect tense (e.g., had walked, have walked, will have
walked)
G 8 Explains functions of verbals (gerunds, participles,
infinitives)
Uses passive voice
Uses verbs for mood (indicative, imperative, interrogative,
conditional and subjective)
Verbs
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G 1 Personal, possessive, indefinite
G 2 Reflexive
Explain function of pronouns
G 4 Relative (e.g., who, whose, whom, which,
that)
G 6 Corrects inappropriate shifts in pronoun
number and person
Corrects ambiguous pronouns
Pronouns
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1 Uses frequently occurring conjunctions (e.g.,
and, so, but, or, because)
3 Uses coordinating & subordinating
conjunctions
4 Uses relative adverbs (e.g., where, when, why)
5 Uses correlative conjunctions (e.g., either/or)
Explain function of conjunctions
Conjunctions and Adverbs
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Vocabulary: Determine & clarify meaning
Identifying meaning
K Identify new meanings for familiar words (duck)
G 1,
2, 3
Use sentence-level context as clue to meaning
G 4 Use context (e.g., definitions, examples, or
restatements within text) as a clue to meaning
G 5 Use context (e.g., cause/effect relations,
comparisons) as a clue to meaning
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Inflections and roots
Inflections and root words
K Use the most frequently occurring inflections and
affixes (-ed, -s, re-, un-, pre-, -ful, -less) as a clue to
meaning
G 1 Identify frequently occurring root words and
inflectional forms (e.g., look, looks, looked, looking)
G 2,
3
Determine meaning of new word formed when known
prefix/affix is added (e.g., happy/unhappy)
G 4,
5
Use common, grade-appropriate Greek and Latin
affixes and roots as clues to meaning (e.g., telegraph,
photograph, autograph)
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Explore word relationships
Categories and attributes
K,
G1
Sort common objects into categories
K Understand frequently occurring verbs
and adjectives by relating them to their
antonyms
G 1 Define words by category and one or
more key attributes (e.g., a duck is a
bird that swims)35
Nuances of meaning
Distinguish Shades of Meaning
K Among verbs describing the same general action
(e.g., walk, march, strut, prance)
G 2 Among closely related verbs (e.g., toss, throw) and
closely related adjectives (e.g., thin, slender, skinny)
G 3 Among related words that describe states of mind or
degree of certainty (e.g., knew, believed, wondered)
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Nuances of meaning
Nuances of meaning
G 3 Distinguish literal and nonliteral meanings of words
and phrases (e.g., take steps)
G 4 Explain meaning of simple similes and metaphors
(e.g., pretty as a picture)
G 4, 5 Explain meaning of common idioms, adages, and
proverbs
G 5 Use relationship between words (synonyms,
antonyms, homographs) to understand words
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Vocabulary incorporates Tier 1, 2, and 3 words
Tier 1, 2, and 3 words
K Use words and phrases acquired through
conversation, being read to, and reading
G 1 Use words and phrases acquired through
conversation, being read to, and reading,
including frequent conjunctions
G 2 Use words and phrases acquired through
conversation, being read to, and reading,
including using adjectives and adverbs
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Use grade-appropriate conversation,
general academic and domain-specific
words and phrases
G 3 … including those for spatial and temporal
relationships (e.g., after dinner …)
G 4 … including those that signal precise actions,
emotions, or states of being (e.g., quizzed), and
are basic to a particular topic (e.g., wildlife)
G 5 … including those that signal contrast, addition,
and other logical relationships (e.g., however,
similarly)
Standards Analysis and Intervention
A Step-wise approach
can facilitate
integration of the
standards with
speech-language
services
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Standard Analysis and Intervention
Step 1 Identify the Standards
Review current grade level & prior grade levels for prerequisite skills
Step 2 Identify necessary language skills
Analyze standards to identify language skills needed for success
Step 3 Analyze the child’s current skills and needs
PLOFP
IEP Goals
Step 4 Identify classroom challenges
Review classroom activities, texts, materials
Step 5 Design intervention
Direct with SLP & Classroom-based collaborative activities
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Standards
Current Grade Level
Preceding Grade Levels
Upcoming Grade Levels42
Step 1: What are the Relevant Standards?
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Step 2: What are the Necessary Language Skills?
Language Skills
Semantic
Syntax
Morphological
Pragmatic
Metalinguistic
Step 3: What are the Child’s Current Strengths and Needs?
Data sources
• IEP (PLOAFP, Goals,
Accommodations/Modifications)
• Speech-language
– standardized assessments
– skill-specific probes
• Curriculum-based assessments
• Teacher/specialists observations
• District/state assessments
Strengths
and NeedsStrengths:
Needs
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• Vocabulary probes
– Compare and contrast
– Root word/affix analysis
– Homonyms, synonyms, antonyms
• Story re-tells
• Group discussions
• Pragmatic checklists
• 1:1 Oral presentations
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Individualize your analysisStep 4: What Are The Classroom Activities That May Be Challenging?
• Linguistic complexity
• Receptive and expressive communication expectations
• Metalinguistic expectations
• Auditory and visual environments
Linguistic complexity and
expectations in the
classroom
Teacher observation/checklists:
SLP observation:
Classroom materials:
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Interventions
Direct Services
Classroom Collaboration
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Step 5: What Interventions Will Promote This Child’s Success?
Design and Implement Intervention
• The final step integration of
speech-language intervention with the
academic curriculum.
• Intervention may be appropriate in a
pull-out setting to teach specific skills.
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Caryschmidt.com (via google images)
May 2015 49
APPLICATION: Child with SLI
• Joe is a fourth grader who has received speech-
language services since preschool years and
has made great progress, yet continues to have
a vocabulary deficit.
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Step 1: Review the Standards
• Language Standards – Vocabulary Acquisition &
Use
– L.4.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 4 reading and content
• a. Use context as a clue to meaning (e.g.,
definitions, examples or restatements in the
text)
• b. Use common, grade-appropriate Greek and
Latin affixes and roots as clues to the meaning
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Context:
• G4: definitions, examples, or
restatements in text
• G3, G2, G1: sentence-level context
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Step 1: Review preceding grade levels
• G4: Common Greek and Latin affixes
– e.g., telegraph, photograph, autograph
• G3: Determine meaning when known affix is added
– e.g., agreeable/disagreeable, care/careless
• G2: Determine the meaning when a known prefix is added
– e.g., happy/unhappy, tell/retell
• G1: Use frequently occurring affix/root word as clue to meaning
– e.g., looks, looked, looking
• K: Use most frequently occurring inflections and affixes as clue to meaning
– e.g., -ed, -s, re-, un-, pre-, -ful, -less
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Preceding grade levels: affixes & roots
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Step 2: Analyze needed language skills
CCSS Expectation Needed Language Skill
Use of Context Comprehension of definition vs. example vs.
description
Knowledge of syntax to identify part of speech
Use of affixes and
roots
Morphological awareness skills:
- Recognize affixes
- Isolate the affix from the root
- Identify morphological constraints (what
affixes can be joined to what roots; which
affixes are prefixes and which are suffixes)
- Synthesize affix and root
- Phonological skills to adjust phoneme and
stress as new word is produced
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STEP 3: Analyze child’s current skills
• PLOAFP:
– Oral and Written Language Scales –II reveal
that Joe’s language skills are scattered with
significant weaknesses in understanding and
use of abstract vocabulary and figurative
language.
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• Teacher report:
– Attentive, yet seldom asks questions
– Frequently slow in completing language arts tasks
– Masters vocabulary if taught in the classroom
– Difficulty with vocabulary generally understood by
other students.
• Written narrative analysis:
– Heavy use of simple, concrete vocabulary
– Misunderstanding of terminology
– Misapplication of new vocabulary.
• SLP probe of morphological awareness skills
(from Larsen & Nippold, 2007) revealed
weaknesses in understanding meaning of
words with affixes
• Difficulty identifying and explaining affixes
and roots in selected vocabulary from G4 and
G3 textbooks
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• IEP goal: Joe will demonstrate mastery of 80%
vocabulary words from the grade 4 reading,
social studies, science and math content by
June 15, 2015.
• Accommodations:
– use an on-line dictionary program on his
classroom computer
– additional time on in-class writing
assignments
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Step 3: Information from the IEP
Step 4: Analyze Classroom challenges
• Language Arts, Social Studies, Science and Math
texts vocabulary words that may be difficult.
– Mixture of vocabulary that would be mastered at
an earlier age and that presented in grade 4.
– His use of words with affixes
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Step 5: Design Intervention
• Collaborate with Teachers
– Task:
• pre-teach meaning of common prefixes
– Location:
• individual session
• small group in the classroom
– Target vocabulary:
• The teacher identifies the vocabulary he will be teaching the entire class
• The speech-language pathologist focuses on vocabulary that may be difficult for Joe, but would not be the focus of the class instruction.
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Step 5 – Direct Intervention
• Focus on morphological analysis skills to master
new vocabulary
– The SLP identifies the word “absorption” in the text as
an opportunity to teach the meaning and use of the
suffix “tion.”
• frequently used suffix that means “act or process.”
– Review the various meaning of “tion” and apply it to
the verb “absorb.”
– Joe completes a word web with “tion” in the middle
and identifies 6 other words that include the suffix
“tion” with a comparable meaning.
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STEP 5–Small group in the classroom
• Lead students in creating an “antonym scale”
• Students complete with various terms that describe geographic groupings of people (e.g., settlement, neighborhood, territory, precinct, city, subdivision, state). – (from Diamond, L. & Gutlohn, L. ,
2009)
Antonym Scale
Country
Neighborhood
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From the work of Perry Flynn, MS, CCC-SLPNC Dept of Public Instruction and
University of North Carolina Greensboro
Secondary Students
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Step 1: Analyze the Standards
• CCSS.ELA-Literacy.SL.9-10.4: “Present
information, findings, and supporting evidence
clearly, concisely, and logically such that
listeners can follow the line of reasoning and
the organization, development, substance,
and style are appropriate to purpose,
audience, and task”.
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Consider Alternate Standards for
Students with Severe Disabilities
• Dynamic
Learning Maps
http://dynamicle
arningmaps.org/
• National Center
and State
Collaborative http://www.ncscpar
tners.org/resources
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• EE. SL. 6.1 Engage in collaborative discussions
– With guidance and support from adults … follow
simple, agreed[upon rules for discussions and
contribute information
– Ask and answer questions specific to the topic, text,
or issue under discussion
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Dynamic Learning Map Standard
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Step 2: Identify Necessary Language
Skills
• Taking turns
• Maintaining topic for an appropriate period of
time
• Greeting and departing behaviors
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Step 3: Analyze Student Current Needs
Consider all the data,
standard and non-standard on a student
As a TEAM write the PLAAFP and standards based goals for this IEP
period.
Determine the LRE and service delivery
providers.
First – let’s recall
the ideal IEP
Process
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Continuum of Services
Consultative
Services on behalf of the student
Homebound
RtI Public Separate School
Student Assistance Team Residential
Self-Contained
least restrictive more restrictive
Classroom Speech “Closet”
Job setting
leisure activities/ clubs
home economics setting
“burst/ blast”
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Collaborative Partners
• Vocational Rehabilitation
• Job coaches
• Occupational Therapists
• Physical Therapists
• Supervisors
• Teachers (vocational, art, physical education…)
• Teacher assistants
• Child nutrition workers
• Parents
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Jay, age 20, ASD and mild ID is in an
internship as a bagger at a local
grocery store. He is very social, yet
he needs specific skills in following
directions and interacting with
customers.
Step 4: Identify “Classroom”
Challenges
• Enjoys greeting and carrying on very appropriate
brief conversations
• However …. Jay assumed everyone enjoyed his
greetings and small talk.
• He would leave his duties to pursue customers
until they engaged in what he believed was an
appropriate social interaction.
• He was scaring and annoying customers and
abandoning his duties.
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Step 5: Design and Implement
Intervention: with Jay
• Counseling
• Collaborating with job coaches and employers
• Scripting responses
• Practicing in a variety of environments with a
variety of conversational partners
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Step 5: Plan Intervention with
Collaborative Partners
• SLP worked with the teacher and job coach to
help Jay move past his NEED for reciprocal
greeting
• SLP and job coach role-played various grocery
store interactions
• SLP worked with the grocery store manager/
cashiers to support Jay
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From the work of Brenda Seal, Ph.D., CCC-SLP
Gallaudet University
Students who are Deaf and Hard
of Hearing
Students with Hearing Loss
Profound
Loss
Severe Hearing
Loss
Moderate Hearing Loss
Mild Hearing Loss
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Case Study: Olivia
• Olivia: 6 years old K, recessive genetic
(connexin) deafness
– Early intervention in total communication
– Bilateral hearing aids until 12 months
– Bilateral cochlear implants at 12 months
– Fully integrated in school
– Not inclined to talk in class
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Step 1: Identify the Standards
English Language Arts Standards: Speaking and Listening,
Comprehension and Collaboration:
• Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and
adults in small and larger groups.
• Ask and answer questions in order to seek help, get
information, or clarify something that is not understood.
• Speak audibly and express thoughts, feelings, and ideas
clearly.
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Step 2: What language and communication
skills are required for to meet these standards?
• intelligible spoken language represented by (near) age-appropriate vocabulary, syntax, morphology, phonology, and pragmatics.
• conversational competence in asking and answering questions, and taking conversational turns about different topics with different partners.
• ever-growing vocabulary, and an awareness of conversational breakdowns and willingness to ask for repairs when she is not understanding or is not understood.
79 80
Step 3: Analyze Student Needs
Speech intelligibility averaged a 4.75 (of 5) judged by
unfamiliar adult listeners
GFTA-2 standard score of 105.
Preschool Language Scales-4: Total Score: 90; Expressive
Communication: 92; Auditory Comp: 88
Expressive Vocabulary Test-2: SS at 87
Mixed scores on the Preschool Screening Instrument for
Targeting Educational Risk (Preschool SIFTER):Expressive Communication: 14 (“at risk” is 13)
Socially Appropriate Behaviors: 11 (At Risk)
IEP Goals:
• Olivia will use intelligible spoken language to
interact with peers and teachers in at least 70
percent of documented interactions.
• Olivia will ask and answer questions appropriately
and maintain conversations with peers and adults
in at least 80% of documented interactions.
• Olivia will indicate a need for/attempt to repair when
she fails to understand others or is not understood
by others in at least 80% of prompted opportunities.
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Step 4: Classroom Challenges,
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• Olivia needs to have functioning amplification in
the best auditory environment
– Routine Ling 6 Checks
– Teacher-worn mic for FM boot
– Mic transfer for speech, library, PE, art
– Classrooms are not acoustically treated, with much
reverberation in the gym and excess noise in classes
• Olivia is not a self-advocate
Step 5: Design Intervention: Collaborative
Practices
1. Address all children by name and encourage Olivia (and
others) to “ask ____”, or “tell ___ he dropped his hat; it’s time for
calendar; you need help with clean-up”
2. Make transition announcements and directions (e.g., “It’s
story time, please put away your ….”) from a consistent spot in the
classroom and ensure Olivia’s attention before making announcements
or giving directions.
3. Follow spoken directions and transition
announcements with written details (e.g., Wash up and Line
up, Page 2 in ____)
4. Use “raise your hand if you hear me” prompts to gain
Olivia’s (and others’) attention.
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5. Instruct all children about hearing, listening,
and noise; reinforce their learning with numbers 2,
3, and 4, and incidentally when appropriate.
6. Use pause time (e.g., an intentional self-count to
5) to encourage Olivia (and others) to respond to a
topic, to ask and answer questions, to encourage
conversation turns.
7. Collaborate—plan, instruct, assess, discuss,
document, and work together for Olivia’s
(and others’) best learning.
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From the work of Peggy Agee, SLPD, CCC-SLP
Longwood University
Students with Autism
Meet Sarah, age 10
• Diagnosed with Asperger Syndrome (DSM-IV) at
age 5
• Currently meets the criteria for ASD (DSM-5),
moderate severity who is a voracious reader, has
difficulty with peer interactions.
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Step 1: Review the Standards
• CCSS.ELA.LITERACY.SL.4.1
– Engages effectively in a range of collaborative
discussions with diverse partners on Grade 4
topics and texts, building on others’ ideas and
expressing one’s own clearly.
• CCSS.ELA.LITERACY.RL.4.1
– Refers to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
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Backing through the strand, Sarah does not meet:
• 2.1.B standard: builds on others’ talk in conversations by linking one’s own comments to the remarks of others.
• 3.1 standard. She does not consistently ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as support.
THESE becomes the language and learning targets for Sarah.
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Review Prior Standards
• Identify others’ perspectives
• Identify topic of conversation and ideas to
contribute to the topic
• Listen to others
• Use polite conversation
• Identify main idea(s) of text
• Create questions to probe for additional
information
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Step 2: Identify Needed Language Skills
• Sarah earns acceptable grades in math
• Low average grades in reading and writing
• Is a voracious reader with excellent decoding skills but reduced comprehension
• Has significant difficulty with peer interactions
– (most often assumes the role of “director”)
• Initiates conversations
– has difficulty following and contributing to the conversations of others
• Has significant difficulty with transitions both within and between activities
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Step 3: Analyze Student Needs
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Step 4: Identify Classroom Challenges
A classroom observation:
Sarah stands behind the fish tank in her fourth-grade classroom watching the children in her collaborative group as they complete their assignment nearby. She twists her long hair into a tight knot and begins to sway from side to side. Periodically, she calls out to the group, “No, not like that!” but does not offer suggestions or comments. Sarah frequently interjects evaluative statements (“That’s not right.” “That’s stupid”). Her group does not respond to her verbally but eye-rolls, audible sighs, and head shakes suggest they have heard her. The group continues with their in-group discussion.
• Questioning techniques – highlighting particular words in reading passage and use adult questions to relate these words to the main idea
• Anaphoric cuing – underlining pronouns to have Sarah identify the noun referent
• SLP & teacher supported thinking/talking about
– thinking and reading
– thinking and conversation
• Role playing peer interactions
• Social scripts and video modeling to focus on entry into and maintenance of conversation
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Step 5: Design Intervention –
Collaborative Practices
From the work of Judy Rudebusch, Ed.D., CCC-SLP
Consultant
Students who are English
Language Learners
CCSS and ELPD
• ELPD standards aligned with language
demands of CCSS
• Use state’s ELPD standards alongside the
CCSS
– Embed linguistic accommodations
– Provide scaffolding for English language acquisition in
content instruction
• Listening, Speaking, Reading, Writing
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Language Acquisition ~
A Complex Issue
• Heterogeneous group
– Ethnic background, first language, SES, quality of prior
schooling, level of English proficiency
• Strong academic background?
• Limited formal schooling?
• Little literate language structures in either language?
• Long-term English learners ~ >5 years
• Risk factors for school success
– Poverty, mobility, trauma, language
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English Acquisition
(Reminders)
• Sequential language acquisition
• Six predictable stages of acquisition
• Normal aspects of learning L2
– Interference or transfer of L1 to L2
– Silent period
– Code switching
– Language loss in L1
– Unusual prosody
– Speech sound production influenced by L1 phonemes
– Word-finding difficulties; limited vocabulary
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Social – Academic – Language & Literacy
• BICS
• CALP
• Language & Literacy Issues
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Difference or Disability?
• Important SLP Role
– Distinguish between communication disorder and perception of a language disorder that is actually a language difference
– Both over- and under-identification
• Language Disorder
– Child’s language skills deviate significantly from norms and expectations of child’s home community
– Child’s language skills considered defective by child’s cultural community
– Must be present in the child’s native/home language
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Challenging Standards for ELLs
• Speaking and Listening
– Engage in a range of collaborative discussions
– Present claims & findings, sequence ideas logically
– Use appropriate eye contact, adequate volume & clear pronunciation
– Adapt speech to a variety of contexts
• Language (listening speaking reading writing)
– Command of conventions of Standard English grammar & usage
– Determine meaning of unknown & multiple-meaning words
– Figurative language, word relationships, nuances in word meanings
– Grade appropriate conversational, academic and domain-specific words & phrases
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Case Study: Maria
• 10 years old; fourth grade; bilingual class
• Enrolled in bilingual education in same school
district since pre-k
• Home Language: Spanish
• Provided reading and language interventions
through campus RTI services (non-responder)
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• Classroom teacher, ELL teacher and SLP
identify the need to focus on speaking and
listening and language standards from prior
grade level.
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Steps 1 & 2: Analyze the Standards
and Needed Language Skills
• Concerns: low achievement in reading, writing, math, science
– Slow progress in English Acquisition
– Trouble expressing herself in writing (both English and Spanish)
– Less developed academic language in Spanish
• Comprehensive special education evaluation in English and Spanish by bilingual evaluation
• Eligibility: LD in oral expression; SLI with language disorder in Spanish
– Adverse effect on educational performance in reading comprehension, written expression, verbal skills for class participation
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Step 3: Identify Student Needs
1/29/2016
18
• Difficulty expressing herself in writing in Spanish
and English
• Difficulty with academic language in Spanish
• English language acquisition is slower than her
bilingual peers in conversation and reading
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Step 4: Identify Classroom ChallengesStep 5: Design Intervention:
Collaborative Practice
• Classroom teacher, ELL teacher, and SLP
scaffold language skills and use common
linguistic accommodations
• New IEP aligns with CCSS
• ELL Language Action Plan is coordinated with
IEP
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• American Psychiatric Association.(2013). Diagnostic and statistical manual, 5th edition. (DSM-5). Autism spectrum disorder. Retrieved from http://www.dsm5.org
• American Speech-Language-Hearing Association. (2006a). Knowledge and skills needed by SLPs for diagnosis, assessment, and treatment of ASD across the lifespan [Knowledge and skills]. Retrieved from http://www.asha.org/policy
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