LDC Assessment #2

One Teach, One support

One of the teachers teaches, while other teaches goes around and provides support to other students.

Station Teaching

They have different stations for each group to go to and learn different things

Parallel Teaching

The teachers divides the class into groups
Each teacher is at a station
One teaching one thing and the other teacher teaching another

Alternative Teaching

The teachers take turns teaching

Team Teaching

When both teachers teach together

71 % of service delivery model

traditional pull-out service

21% of service delivery model

classroom or curriculum based services

8% of service delivery model

collaborative consultation

6% of service delivery model

RTI services

4% of service delivery model

Team services

In theory, what is the most important factor when determining the service delivery model?

...

In practice, what is the most important factor when determining the service delivery model?

1. student characteristics or
2. SLP or workplace characteristic

What is the most common model in schools?

2-3 x a week in groups outside of the classroom

What caseload approach ?

...

What workload approach ?

...

Principles of intervention at the L4L stage ?

-Use curriculum-based instruction
� Integrate oral and written language
� Go meta-
� Collaborate to prevent school failure � Participate in RTI

What is the rational for services for adolescents ?

Cognitive and academic skill requirements increase in secondary curricula
Level of abstract thinking and language required increases
Areas of communication outside of academics need to be addressed
Use a learning-strategies approach

THE ROLE OF THE SLP IN THE SECONDARY CURRICULUM

Elaborating word knowledge
Increasing understanding and use of figurative language
Building verbal reasoning skills
Enhancing complex syntax
Increasing written and oral text comprehension
Developing metacognitive strategies

What is the best service delivery model for semantic intervention?

Collaborative and classroom-based

How would you assess word knowledge ?

...

How would you assess receptive and expressive vocabulary?

...

How would you assess lexical diversity?

...

How would you assess general productivity?

...

How would you assess word retiveral ?

...

WORD KNOWLEDGE AND DEFINITIONS

Metacognitive approach to learn new words
Combine elaboration with direct instruction
Teach dictionary skills
Use word study approaches; link to spelling BE EXPLICIT!

How would you assess Semantic Integration and Inferencing?

...

Long-term supports

strategies to assist the student overall develipment and interactions to create the optimum quality of life for the student.
Example: having the school nurse check Willies hearing aid batteries each morning to be sure he is hearing.

Functional communication training (FCT)

adaptive conventional communication skills are taught so they can replace maladaptive behaviors.
Willie might be told to address questions about classroom instructions to his buddy, rather than acting out.

Differential reinforcement of other behavior

the student is reinforced after a specified period in which an undesirable behavior has not occurred. Reinforcement is not dependent on the production of any specific behavior only on some target behaviors being omitted.

Perspective sentences (social stories)

describe internal states of others during the target situation.
Ex: my teacher will feel happy when everyone is in line. I feel good that I followed the rules.

STRATEGIES FOR RECEPTIVE AND EXPRESSIVE WORD KNOWLEDGE AND DEFINITIONS

Direct instruction
Morphological analysis
Contextual abstraction (in combination with other contextual strategies)
Expand knowledge/understanding of words already in vocabulary (attributes and associations with other words-semantic features)
Address words

descriptive sentences (social stories)

identify a social setting that child finds problem and describe it
ex. the bell rings when recess is over. Everyone gets in line.

What are the behavior expectation rules ?

5 or fewer
Postive
use common and fewer words

directive sentences (social stories)

tell what the child should do to be successful in target situation.
ex. when the bell rings I stop playing. I get in line. I wait for the teacher.

Consequential straggles for PBIS

adaptive and conventional communication skills are taught so they can replace maladaptive behavior
ex. reward good behavior

Prevention straggles for PBIS

changes in environment that will minimize the likelihood that the problem behavior will occur
ex. willie will work with a buddy if he has trouble understanding what to do.

How would you assess Word Definitions?

...

Behavior hypothesis

Most probable antecedents maintaining factors and communication functions of the problem behavior.
Example: the team might hypothesize that Willie is clowning b/c he does no understand the directions for particular class activities.