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Considerations for Determining and managing SLD in Listenin Considerations for Determining and managing SLD in Listenin

Considerations for Determining and managing SLD in Listenin - PowerPoint Presentation

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Considerations for Determining and managing SLD in Listenin - PPT Presentation

Perry Flynn pfflynnuncgedu Lynne Loeser lynneloeserdpincgov The Process Assessment A Variety of Assessment Tools Observations Benchmark testing Universal screening results Classroom work samples ID: 272674

student language comprehension speech language student speech comprehension disability education process reading specific assessment performance learning primary listening academic

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Slide1

Considerations for Determining and managing SLD in Listening Comprehension and Oral Expression

Perry Flynn

pfflynn@uncg.edu

Lynne Loeser

lynne.loeser@dpi.nc.govSlide2

The ProcessSlide3

Assessment

A 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 HistorySlide4

3 Components of RtI/

MTSS and the SLP’s role in each

4Slide5

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

5Slide6

The SLP’s roleAt the level of the Common Core/ differentiated instruction

At the level of supplemental supports

At the level of intensive interventions

In Special Education

6Slide7

Layering of Support

Differentiated Core

Supplemental Support

Intensive Support

7Slide8

Core

4

Supplemental

Intensive

Student Needs

Assessment

Universal Screening for ALL students 3x per year

Progress Monitoring

1-2x per month

Diagnostic Assessment (dynamic assessment)

Progress Monitoring

1-2x per weekSlide9

Traditional Approach (Discrepancy model)

General Education

Special Education

Severity of Problem

Amount of

Resources

needed to solve problem

Sea of

Ineligibility

Slide created by Dale Cusumano, Ph.DSlide10

Problem Solving

10Slide11

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

CTOPPSlide12

Speech-Language Assessments

Expressive:

CELF

Language Sample

OWLSSlide13

Speech-Language Assessments

Receptive:

CELF

TAPSSlide14

The ProcessSlide15

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!Slide16

Specific Learning DisabilitySlide17

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.”Slide18

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.” Slide19

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, 2002Slide20

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.articulationSlide21

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

increasingly

strategic

Skilled Reading- fluent coordination of word reading and comprehension processesSlide22
Slide23

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?

Slide24

Review of Present LevelsSlide25

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

education

Litmus tests: Can another SLP take the PLAAFP and immediately see the student? Can someone match the random statement to the student?Slide26

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. Slide27

The ProcessSlide28

Common Core State Standards

English Language Arts/ Speaking and Listening

Social Studies

Science

MathSlide29

Bloom’s Taxonomy

29Slide30

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)30Slide31

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)

31Slide32

Analyze a StandardBloom’s Taxonomy

Syntactic Implications

Semantic Implications

Morphologic Implications

Pragmatic Implications

Phonological Implications

32Slide33

Some Examples

Speaking 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)

33Slide34

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 Slide35

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 certaintySlide36

Let’s practice

Speaking 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.

36Slide37

The ProcessSlide38

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 IEPSlide39

Write some goalsSlide40

The ProcessSlide41

Collaboration

T

erritorial silos to blended expertiseSlide42

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 areaSlide43

Least Restrictive Environment

Classroom,

Cafeteria

Playground,

Art

Physical education

Job sites off campus

Field trips

Speech closet“Blast” or “burst”Slide44

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”)Slide45

The ProcessSlide46

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 dataSlide47

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 languageSlide48

The “Language Lens”

Syntax

Semantics

Morphology

Pragmatics

PhonologySlide49

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”.