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History of term "learning disabilities"

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1962: used by professional educators for the first time 1968: appeared in federal legislative documents 1975: Education for All Handicapped Children Act (PL 94-142) provided "official" definition

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History of term "learning disabilities"

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1980s: Regular Education Initiative (REI) acted as stimulant for mainstreaming children with LD into general education classroom Other legislation that has affected educational programs for LD kids: IDEA NCLB RTI

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MAJOR DEBATE: DISCREPANCY MODEL for providing services to LD children with language impairments

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Refers to providing special education services to children who show a discrepancy b/tween intelligence and achievement Those who do not exhibit such a discrepancy b/cause they scored below the normal limit on IQ tests are denied services but often referred to as SLOW LEARNERS.

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Incidence/Prevalence of Children with LD

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1 out of every 5 individuals in U.S. 2.9 million school-age children (ages 6 to 21) have some form of LD

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The definition that is used for LD is important in order to _____. (5 things) page 132

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1. DETERMINE how children are placed in educational systems and the professionals who work them 2. INFLUENCE government decisions about funding 3. INFLUENCE funding decisions by local school districts

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The definition that is used for LD is important in order to _____. (5 things)

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4. GUIDE professional preparation programs and curriculum design 5. ASSIST or HINDER discussions among parents, physicians, psychologists, teachers, SLPs, and other professionals

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DESCRIPTIVE Labels and Terminology commonly applied by educators and other professionals page 133

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Learning disabilities Dyslexia Slow learner Attention-deficit/hyperactivity disorder Phonological processing disorder

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ETIOLOGICAL Labels and Terminology commonly applied by educators and other professionals page 133

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Central auditory processing disorder Childhood apraxia of speech

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TWO Most INFLUENTIAL Definitions REFER to definitions at bottom of page 133.

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1. National Joint Committee on Learning Disabilities (NJCLD) 2. U.S. Office of Education (USOE)

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NJCLD defn. differs on 3 points.

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1. Shifts away form position that understanding perpetual-motor difficulties are at root of all LD. This change more accurately reflects research findings.

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NJCLD defn. differs on 3 points.

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2. Emphasizes heterogeneous nature of LD and fact that they are not limited to children.

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NJCLD defn. differs on 3 points.

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3. Revises interpretation of concomitant conditions. It is a contrast to USOE den. that is referred to as EXCLUSIONARY in that it stipulates conditions that cannot coexist w LD such as intellectual abilities or economic disadvantage.

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What do BOTH NJCLD and USOE make plain? page 134

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Children with LD may sow problems across a range of skills.

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What do BOTH NJCLD and USOE not make plain/say? page 134

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Do all children with LD have a single underlying problem or whether they should be regarded as falling into subgroups?

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TWO Approaches to Classification of LD into Subtypes

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1. Clinical-Inferential Approach 2. Statistical Analyses Approach

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Characteristics of Clinical-Inferential Approach page 134

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This approach has identified 3 subgroups: 1. Those with difficulty on language and language-related tasks (40 to 60% of population) 2. Those with articulatory and graphomotor (handwriting/drawing coordination) which is 10 to 40% of population 3. Those with visuospatial perceptual deficits which is 5 to 15% of population

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Characteristics of Statistical Analyses Approach page 134

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This approach has identified 5 subgroups: 1. Those with global language impairment (30% of population) 2. Those with selective impairment of naming (16% of population) 3. Those with mixed deficit of language impairment and difficulty on visual-perceptual-motor tasks (11% of population)

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Characteristics of Statistical Analyses Approach page 134

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4. Those with impairment only on non-language visual-perceptual-motor tests (26% of population) 5. Those with normal performance on all neuropsychological tests (13% of population)

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FIVE different constructs underlying definition of LD that assist in operationalizing the defn. page 135

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1. Learning disabilities vary NOT only across individuals but also w/in an individual. 2. Learning disabilities result in a wide gap b/tween children's effort and achievement. These children may not make sufficient progress despite being provided with opportunities to succeed. 3. Learning disabilities are due to deficit in CNS, persist throughout life span of person, and may vary w/in individual in nature and severity.

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FIVE different constructs underlying definition of LD that assist in operationalizing the defn. page 135

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4. Individuals with sensory impairments, mental retardation, or auditory processing disorders may also have associated learning problems BUT these problems are not the primary cause of learning disabilities and do not constitute a learning disability. 5. Inadequate or poor instruction is not the primary cause of learning disabilities. They can occur in people from different cultural and linguistic backgrounds so assessment must be sensitive to these two factors.

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Characteristics of Dyslexia or Reading Disabilities page 135

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1. Reading disability 2. Specific reading disorder 3. Refers to a group of individuals who show problems in reading w/out having any associated sensory, motor, emotional, and/or intellectual impairments

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What do longitudinal studies show about reading? page 135

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Children who are failing to read by end of first grade ALMOST never catch up in elementary school. Three-fourths of children who are experiencing reading failure in third grade will continue to have reading problems in ninth grade.

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What are the different kinds of DYSLEXIA? page 136

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1. HYPERLEXIA 2. DEVELOPMENTAL PHONOLOGICAL DYSLEXIA 3. DEVELOPMENTAL SURFACE DYSLEXIA

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HYPERLEXIA

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Refers to problems in reading semantics, vocabulary, and comprehension Reading failure occurs b/cause words, sentences, and paragraphs are not w/in a child's semantic system

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DEVELOPMENTAL PHONOLOGICAL DYSLEXIA

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Refers to problems in applying the letter-sound rule...THAT IS...sounding out IS problem with non-lexical route (page 152)

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DEVELOPMENTAL SURFACE DYSLEXIA

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Refers to problems in visual recognition of words especially irregular words for which the phonological composition is inconsistent with usual letter-sound applications (example: yacht)

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Developmental Language Perspective page 136

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Some children fail at reading b/cause their language (syntax, morphology, vocabulary, and general comprehension) is insufficient to lead them to comprehend printed text.

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Phonemic/Phonics/Phonological Processing Perspective page 136

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Some children fail at reading b/cause their phonological awareness systems are deficient for decoding printed forms of words into auditory representations

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Scotopic Sensitivity page 136

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Refers to visual perceptual disorder that can affect a person's ability to read RESEARCH suggests that: ...it runs in families ...individuals with dyslexia may have cellular deficits in portion of brain that is responsible for low-contrast vision ...may be able to compensate for this deficit with colored lenses

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Research and GENETIC Causes of Reading Problems page 136

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DYX1C1 or EKN1 KIAAO319 DCDC2 ROBO1 Defect in these genes could lead to problems in cortico-cortico and portico-thalamic connections resulting in learning, sensory, perceptual, and motor deficits

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Characteristics of SLOW LEARNERS page 137

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1. Achievement scores are in range of low to below average but are not classified as LD b/cause their IQ levels are on par with their achievement 2. Are not classified as having mental retardation b/cause their IQ scores lie b/tween 70 and 85 which is above the cutoff for classification as mentally retarded

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Characteristics of Attention-Deficit/Hyperactivity Disorder page 137

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1. Have difficulty in directing and sustaining attention and THEREFORE often impaired in their ability to learn, especially from formal instruction 2. Likely to interfere with activities of those around them THEREFORE American Psychiatric Association considers ADHD as one class of disruptive behavior disorder

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Refer to Table 4.2 on page 138.

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"Official" Definition of ADHD: TWO CATEGORIES...inattention and hyperactivity-impulsivity

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Prevalence of ADHD

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1. Among American youths, the prevalence rate is b/tween 4 and 12% Problem in arriving at prevalence: ...its identification is commonly made from behavioral symptoms and many professionals form different specialty areas make the diagnosis ...Differentiating ADHD form SLI or other learning disorders may be difficult

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Co-occurrence of ADHD and LD

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20 to 50% of cases

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Learning and Language Difficulties Seen in Children with ADHD page 137

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WRITING ...coming up with ideas ...organizing thoughts ....translating thoughts into written words ...write as they speak

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Phonological Processing Disorder/Developmental Apraxia of Speech page 139

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1. Can refer to two different but related disorders 2. FIRST disorder relates to problems in articulation and phonology which leads to speech sound deficits 3. SECOND disorder relates to problems in phonological awareness (syllabification, phoneme segmentation, and phoneme manipulation)

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Childhood Apraxia of Speech (CAS) page 139

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Refers to problems in speech production presumably due to deficits in neuro-motor programming/planning in absence of paralysis/paresis of speech muscles

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Childhood Apraxia of Speech (CAS) Common Symptoms page 139

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1. Inconsistent sound substitutions that are often distant from the target (example: /m/ for /s/) AND exceptional difficulty producing multisyllabic words

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Childhood Apraxia of Speech (CAS) Common Symptoms page 139

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2. Unusual patterns of stress and intonation that often permit even after speech become intelligible 3. Poor response to conventional articulation therapy methods

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Central Auditory Processing Disorder page 140 and page 325

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Refers to a challenging group of children with auditory impairments who show no evidence of hearing loss but have language disorders and academic difficulties that some purport are due to poor auditory processing NOTE: CAPD remains controversial and disputable b/cause it is not well bounded clinically. READ page 140 for more explanations.

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CAPD Prevalence: Roles of Federal and State Governments

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FEDERAL guidelines do not state what requirements must be met in order for a child to receive special education. It has been left to the STATES to set eligibility criteria and procedures for diagnosing learning disabilities.

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CAPD Prevalence: Roles of Federal and State Governments

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ALMOST HALF of states do not have NEUROLOGICAL COMPONENT in definition. 29% have specified IQ CUTOFF 76% have established methods for determining discrepancy b/tween ability and achievement

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CAPD Prevalence: Roles of Federal and State Governments ONE METHOD...

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...in determining presence of a discrepancy b/tween ability and achievement has been STANDARD SCORES COMPARISON in which child's achievement scores must be TWO SD or MORE below IQ score

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CAPD Prevalence: Roles of Federal and State Governments WHY USE the ONE METHOD...

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...it reduces the # of students identified as LD. PROBLEM is...significant academic difficulties for a child can emerge when the gap b/tween achievement and IQ is much less than specified by criterion

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GENERAL ESTIMATES

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1977 to 2001: 267% increase in # of children with LD 1977 to 1983: annual rate of increase averaged 14% Since 1990: rate has slowed to 3.4% which indicates, that by changing their eligibility criteria, many states lowered their follow of children qualifying for service

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MALE to FEMALE RATIOS

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1995: only 2.1% of girls to 4.5% of boys

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Why are BOYS identified more often?

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1. Tend to exhibit more overt signs of disorder such as hyperactivity and behavioral disruption in school 2. Conditions associated with LD show gender differences such as reading disorders 3. Biological differences (hormonal, environmental, and cultural factors)

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GIRLS with ADHD tend to have...

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1. greater intellectual impairments 2. lower levels of hyperactivity 3. lower rates of mood and anxiety disorders

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RISK FACTOR...what is it?

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Refers to a condition that increases the likelihood of a particular disease or injury

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Risk Factors for LD page 141

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1. Low birth weight 2. Low 5-minute APGAR score 3. Low maternal education 4. Late or no prenatal care 5. Tobacco use

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Risk Factors for LD (from regression models on large sample of 6 to 17 year olds) page 141

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6. Gender differences (HIGHER for MALES) 7. Lower verbal and nonverbal IQ 8. Slower speed of processing BE CAUTIOUS: significance of these factors depends on definition used or classification of LD and whether cognitive levels are statistically controlled

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MORE Risk Factors for LD page 141

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9. ADHD 10. Hearing loss 11. Heredity

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NOTE: A # of studies indicate co-existnece of ADHD with LD. Therefore, diagnosis of ADHD + LD is relatively common.

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Refer to page 141.

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What overlapping problems do ADHD and LD children have?

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1. Poor attention 2. Impulsivity 3. Poor academic, social, and vocational skills

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HEARING LOSS can be regarded as a RISK FACTOR for LD in TWO ways. page 141 - page 142

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1. There appears to be a subpopulation of deaf students who also have a concomitant LD. About 23% of deaf or hard-of-hearing might have specific LD. 2. The source of the reading problems is unclear. Is it a LD OR limited exposure to auditory-oral language that underpins reading?

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Do LD run in families? page 142

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RESEARCH: the child of a parent with a reading disability is 8 times more likely to have same disability than others in general population.

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Do LD run in families? Is NOT just due to GENETICS! page 142

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ENVIRONMENT plays a role too. If a family member has LD, the family environment (in regard to learning and other factors) is different than that of a family w/out LD.

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NOTE: definitions of LD do not state a MINIMUM age for applying this diagnostic label. page 142

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It is RARE to hear the term applied to a PRESCHOOLER.

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language-learning disability

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applied to children in school when language problems are significant features of child's learning difficulties

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Whether children are described as having LD, SLI, or language-learning disabilities is often determined by...

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1. age 2. funding available for provision of services 3. orientation/acculturation of those assessing and intervening

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Most professionals now emphasize that language disorders and learning disabilities must be understood in terms of their _____. page 143

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NATURAL HISTORY

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What is meant by NATURAL HISTORY?

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1. Langauge disorder is LASTING problem that manifests itself in different ways as a child grows older. 2. Differences in symptoms and levels of severity are result of changes in communicative contexts and learning tasks that a child faces

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Note: Majority position is that language disorders and LD represent different points on a developmental continuum. However, there are some cautions. page 143

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1. Should not be misinterpreted to mean that all children with LD are also language impaired. 2. Children who have no history of spoken language impairment are not immune to language-learning deficits. 3. It is possible that there are subgroups among children with language-learning disabilities.

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RECOVERY page 143

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Do you believe that, if you had all the time in the world, and all the resources that you needed, the child would be normal one day?

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Perspective on Recovery: Illusory Recovery page 143

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appearing to RECOVER but FALLING BACK later Example: Some preschoolers appear to recover due to stair-step nature of language development ONLY to fall behind when the normal preschoolers spurt again in the early school years.

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Another Perspective on Recovery: End of Child's Education/college page 143

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To what extent do children-now young adults-show persisting social, educational, and vocational problems as a result of their deficits? They are PERSISTENT. B/tween 1988 and 2000, LD was fastest growing category of disability among students. % rose from 16% to 40%!

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Another Perspective on Recovery: End of Child's Education/technical school page 144

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Follow-Up Study Shows: 1. often had no plans for future 2. received most of their help after graduation form friends, family, and co-workers 3. often (50 to 60%) worked in areas unrelated to vocational training 4. remained at low income levels

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LINGUISTIC ISSUES RELEVANT to LEARNING DISABILITY: metalinguistic skills page 144

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Refers to ability of a person to manipulate the different aspects of a language THEREFORE Children who have problems with literacy and cognition may end up having poor metalinguistic knowledge

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Vygotsky and Olson

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Refer to page 144 to understand metalinguistics in more detail.

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LINGUISTIC ISSUES RELEVANT to LEARNING DISABILITY: differences b/tween spoken and written language page 145

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The next few slides have VOCABULARY words related to this topic on them.

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DEICTIC words

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Refers to words that work wonderfully in conversation when they are accompanied by an appropriate gesture Example: THESE and HERE

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ANAPHORICALLY

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DEICTIC words must function ANAPHORICALLY in writing. The terms or place to which they refer must have been explicitly mentioned earlier in the text. They cannot be used to overcome a lack of vocabulary.

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REAL SPEECH is characterized by...

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...relatively high rates of formulation breakdown: repetition, pauses, filled pauses, and revision NOTE: PUBLISHED WRITING is free of these disturbances.

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LINGUISTIC ISSUES RELEVANT to LEARNING DISABILITY: differences b/tween spoken and written language page 145

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1. When they SPEAK in CONVERSATION, children can take advantage of physical context and listener knowledge to patch up deficiencies. 2. In conversational speech, some allowance is made for the use of vague words. In writing, we have to use more precise communication. 3. SPEECH has a high frequency of repetition, rephrasing, and clausal coordination BUT WRITING is concise.

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LINGUISTIC ISSUES RELEVANT to LEARNING DISABILITY: differences b/tween spoken and written language page 145

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Children with LD lack: 1. awareness of speech segments 2. automatic processes such as fast mapping NOTE: The lack of these skills causes LD children to lag behind in writing.

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LINGUISTIC ISSUES RELEVANT to LEARNING DISABILITY: differences in developmental expectations for language knowledge and use

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The CONTENT and the METHOD of school instruction change from grade to grade. These changes can serve to trigger learning problems where none had been evident previously.

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COMMUNICATION PROBLEMS in CHILDREN with LD page 146

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Can be divided into problems in: Grammar Narratives Reading Semantics Writing

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COMMUNICATION PROBLEMS in CHILDREN with LD: SEMANTICS

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1. Difficulty organizing word meanings 2, Difficulty in retrieving lexical items either during naming tasks or spontaneous speech

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Incidental Word Learning or Fast Mapping page 146

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Refers to children's word learning through minimal exposure and indirect instruction

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COMMUNICATION PROBLEMS in CHILDREN with LD: WORD MEANINGS

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Children with LD have underdeveloped lexical systems. This is reflected in their IMPOVERISHED VOCABULARIES and poor METALINGUISTIC KNOWLEDGE. Examples: difficulties with multiple meaning words, antonyms, synonyms, superordinates, subordinates, idioms, metaphors, AND abilities to provide definitions of abstract nouns

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COMMUNICATION PROBLEMS in CHILDREN with LD: WORD RETRIEVAL

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Refers to word-finding difficulties which are generally characterized by repetitions, filled pauses, and reformulations

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COMMUNICATION PROBLEMS in CHILDREN with LD: Range of Behaviors in Confrontation Naming and Spontaneous Speech that Are Different from Normally Achieving Children or Occur with Higher Frequency

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1. Items are described w/out being named directly (circumlocutions). 2. Another word is substituted for the target. 3. A previous response is repeated (perseveration). 4. Low-information words such as pronouns and indefinite adverbs are used excessively.

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COMMUNICATION PROBLEMS in CHILDREN with LD: Range of Behaviors in Confrontation Naming and Spontaneous Speech that Are Different from Normally Achieving Children or Occur with Higher Frequency

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5. There is greater delay in producing the target word. 6. Extra verbalizations are produced such as "oh, it's uh..." 7. Target words are preceded by initial-sound repetitions, for example, "f, f, thumb"). 8. There are greater difficulties in naming to description, for example, "What do you call the end of your shirt sleeve?"

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COMMUNICATION PROBLEMS in CHILDREN with LD: GENERALIZED SEMANTIC DEFICIT

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Refers to the clinical categories of WORD MEANING and WORD RETRIEVAL Suggests that language impaired children retrieve words the same way that non-impaired children do BUT they are less SUCCESSFUL b/cause the words have been learned LESS COMPLETELY.

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COMMUNICATION PROBLEMS in CHILDREN with LD: In comparison to GENERALIZED SEMANTIC DEFICIT, another view has two levels of representation for word retrieval. What are they?

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1. LEMMA 2. LEXEME

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LEMMA

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Refers to SEMANTIC and SYNTACTIC aspects of a word

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LEXEME

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Refers to PHONOLOGICAL representation of a word

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NOTE: Studies show that both the LEMMA and the LEXEME are important in novel word learning.

answer

Refer to page 148

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COMMUNICATION PROBLEMS in CHILDREN with LD: GRAMMAR

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LD children have: 1. poor command of past tense inflections 2. lower average utterance length NOTE: Difficulties with grammatical morphology impact literacy acquisition.

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COMMUNICATION PROBLEMS in CHILDREN with LD: NARRATIVES

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Children with LD: 1. Spontaneous narratives are shorter and contain fewer complete episodes. 2. Character descriptions are shallow and lack coherence and organization. 3. They are less successful in judging comparative importance of info in a story. 4. They give the impression of being egocentric narrators who do not consider needs of audience.

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COMMUNICATION PROBLEMS in CHILDREN with LD: NARRATIVES

answer

5. They may have less knowledge of world to help them interpret events and motivations in stories. 6. In retelling stories, they reduce amount of info contained in original narrative. 7. They show greater rate of communication breakdowns in narration than in conversation.

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COMMUNICATION PROBLEMS in CHILDREN with LD: NARRATIVES

answer

8. They are immature in ability to answer inferential questions about stories read to them. They are more successful with stories they read. 9. Girls with LD have fewer high points in their narratives. 10. They obtain low scores on: production of total # of words, total # of different words, and # and types of conjunctions. They also score low on mean length of T-units (refer to page 191).

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COMMUNICATION PROBLEMS in CHILDREN with LD: PRAGMATICS...topic management

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Children with LD behave differently in verbal interactions with their peers and, therefore, find less social acceptance. ...they seek less info so may appear as boring or disinterested ...less likely to take the lead in a group, keep group on task, and persuade peers to agree with their opinion ...passive when asked to be the interviewer of a peer ...when called on to correct their peers, they may show less tact in word selection

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COMMUNICATION PROBLEMS in CHILDREN with LD: PRAGMATICS...conversational repair

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Children with LD are less effective, as speakers and listeners, in effecting conversational repair. ...may offer confusing explanations ...have trouble reformulating messages ...less likely to request clarification

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Conversational Repair

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Detecting and repairing disruptions in conversation

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COMMUNICATION PROBLEMS in CHILDREN with LD: reading

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Refer to page 151 and Coltheart's definition.

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COMMUNICATION PROBLEMS in CHILDREN with LD: PRAGMATICS...five essential components of effective reading and reading instruction

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1.phonemic awareness 2. phonics 3. fluency 4. vocabulary 5. comprehension

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Lack of reading proficiency in early elementary school years reflects _____ and in later school years reflects _____.

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...difficulty learning to decode ...difficulty understanding and interpreting words, sentences, and texts

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Refer to page 53 for Figure 4.1.

answer

DUAL ROUTE to READING

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DUAL ROUTE to READING

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Two routes: 1. Lexical 2. Non-lexical

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Lexical Route

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1. known, familiar words activate lexical representations in child's already existing semantic system 2. some refer to as SIGHT WORD reading

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Non-lexical Route

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1. unfamiliar printed words or nonword activate grapheme-phoneme rule system where graphemes are converted into phonemes 2. This is PHONOLOGICAL system 3. Problems with this route result in developmental phonological dyslexia

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How to Assess Non-lexical Route

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1. Ask child to read aloud non-words that conform to usual grapheme-phoneme rules Example: rane 2. Assess phonological awareness, rapid automatic naming, and verbal short-term memory

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How to Assess Lexical Route

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1. Ask child to read real words that activate the semantic system...LEXICAL MEMORY 2. Problems with this route result in developmental surface dyslexia

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Main goal of assessment of children with dyslexia

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to establish a profile of their relative strengths and weaknesses that can be used to distinguish them from typically developing children and from each other

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COMMUNICATION PROBLEMS in CHILDREN with LD: writing

answer

1. Productivity: produce fewer words and sentences 2. Text structure: overall lack of coherence and text organization (topics not introduced and conclusions not logical) 3. Sentence structure: grammatically less complex sentences and errors of omission, substitution, and form agreement (AND is overused and IF, BECAUSE, SINCE are used incorrectly)

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COMMUNICATION PROBLEMS in CHILDREN with LD: writing

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4. Spelling: higher frequency of spelling errors and tend to produce more non-phonetic errors 5. Lexicon: type-token ration (TTR) is lower which indicates that words tend to be used repetitively 6. Handwriting: poorly formed letters and unevenly spaced/may have mix of upper and lowercase, printing, and cursive

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COMMUNICATION PROBLEMS in CHILDREN with LD: IMPLICATIONS for INTERVENTIONS...PROFESSIONALS

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Refer to page 157 for Table 4.3 with list of professionals involved in assessment and treatment of LD and their job descriptions.

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COMMUNICATION PROBLEMS in CHILDREN with LD: IMPLICATIONS for INTERVENTIONS

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1. Problems are DIVERSE! 2. EXPERTISE of a # of professionals is needed! 3. Most remain in GENERAL/MAINSTREAM classrooms for large portion of instruction and services

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Issues in General and Special Ed

answer

As playtime decreases and # of subjects and teachers increases, LD children require more educational assistance

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COMMUNICATION PROBLEMS in CHILDREN with LD: IMPLICATIONS for INTERVENTIONS...PROFESSIONALS and CONFUSION It Causes

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CONFUSION is caused by: 1. poor understanding of and communication about one another's roles 2. professional jealousies develop over issue of job responsibilities 3. boundaries b/tween psychology and SLP and special ed are not clearly drawn

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SLPs and other educational specialists may now be more likely to work with children who are struggling with reading as a result of several evolutions...

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1. Shift that views reading as component of larger language disorder 2. Evolving professional associations' statements about roles/responsibilities such as ASHA 3. Implementation of NCLB legislation and RTI programs that impact students in both general and special education

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NJCLD's Recommendations for FOUR Steps of Ongoing Assessment

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1. Describing the Problem Define LEARNING PROBLEMS and use student-centered assessments to gather info necessary for beginning intervention process. 2. Identification Multidisciplinary team uses info gathered from STEP 1 (along with case history, interviews, direct observations, criterion-referenced assessments, dynamic assessment processes, and norm-referenced assessments) to arrive at diagnosis.

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NJCLD's Recommendations for FOUR Steps of Ongoing Assessment

answer

3. Evaluating the Eligibility for Special Education Thru assessments (listening, reading, speaking, reasoning, writing, and/or math), multidisciplinary team decides if students require special ed and other related services or can be assisted general ed thru consultation and collaboration 4. Intervention A collaborative process in which students with LD, teachers, parents, and experts in field develop and implement RTI program if remaining in general ed or IEP if determined eligible for special ed

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Principles and Components of RTI page 158 and page 159

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1. Qualified professionals deliver the instruction. 2. Data on baseline performances are obtained and re-assessment is conducted at regular intervals to determine response to intervention 3. Instructional approaches are modified as result of students' data and intensity increases as if students do not progress

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Principles and Components of RTI: THREE-TIERED FRAMEWORK page 158 and page 159

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Tier ONE: 1. primary instruction delivered by general ed teachers in classrooms 2. students are screened for levels of performance 3. formative assessment approaches are used at frequent intervals to monitor progress 4. instruction is differentiated

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Principles and Components of RTI: THREE-TIERED FRAMEWORK page 158 and page 159

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Tier TWO: 1. secondary instruction implemented as result of findings from screening 2. instruction focuses on student's specific needs 3. instruction delivered by any professional or combination of professional 4. instruction occurs in any setting or combination of settings 5. instruction and interventions supplement general ed but do not replace it

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Principles and Components of RTI: THREE-TIERED FRAMEWORK page 158 and page 159

answer

Tier THREE: 1. targeted interventions are delivered by specialists along with general ed teachers 2. interventions are intense and often in small groups of students or individually and in any setting 3. progress is monitored frequently 4. is considered special ed in some frameworks

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COMMUNICATION PROBLEMS in CHILDREN with LD: PSYCHOSOCIAL PROBLEMS and REACTIONS

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LD children... 1. tend to avoid social interaction 2. are more likely to feel rejected, neglected, and lonely in school experiences 3. BOYS react with more FRUSTRATION and ANTISOCIAL behavior that girls

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NOTE: Why are there such PSYCHOSOCIAL PROBLEMS and REACTIONS? page 160

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1. ONE VIEW: associated with high rates of undetected psychiatric diagnoses such as ADHD or depression 2. ANOTHER VIEW: reflect children's negative adaptations to their problems

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The Collaborative Service Delivery Model includes... page 160

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1. Professionals work as part of a transdisciplinary team consisting of educators, parents, specialists, special educators, and the student. 2. All instructional and intervention goals, assessment methods, intervention procedures, and documentation stymies are planned mutually by members of the team.

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The Collaborative Service Delivery Model includes... page 160

answer

3. Team members share responsibility for implementation for student's progress and implementation of the programs and plans. 4. Special education as well as general instruction takes place w/in classroom to the extent appropriate for each student.

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ADVANTAGES of The Collaborative Service Delivery Model include... page 160

answer

COPY and PASTE page 161.

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A Traditional Service Delivery Model

answer

1. some times referred to as "pullout" model 2. students leave general ed classrooms temporarily to receive services individually or in small groups

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General recommendations to promote effective language learning include...

answer

1. Create physical setting that promotes talk by providing work stations for collaborative learning and maintaining set of regular changing classroom displays to serve as focus of conversation 2. Promote verbal interaction in process of learning by leading group discussions, asking students to verbalize as they problem solve, and use cross-age and cross-ability groupings so that children explain concepts/processes to audiences other than their teachers

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General recommendations to promote effective language learning include...

answer

3. Provide opportunities to use language for variety of purposes other than traditional ones 4. Encourage children to talk by avoiding evaluative responses or overly directive comments and give children ample time to respond to questions and prompts 5. Incorporate aspects of content of students' general ed into intervention plans

question

Profile of Children with LD page 162

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1. Respond with more IMPULSIVITY and use LESS MATURE strategies in PROBLEM-SOLVING AND have difficulty in SHIFTING from now intellectual task to another 2. Show LESS MATURE strategies for organizing and rehearsing words for recall AND rehearse ISOLATED or FRAGMENTED bits of info

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Profile of Children with LD page 162

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3. Older children with LD may not detect logical inconsistencies in stories they read unless they are cued 4. May learn less successfully in newer curriculum frameworks that emphasize data collection, problem solving, and reporting

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Strategies for Information Processing and Strategies for Cognitive Learning page 162

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1. Identify instances of IMPULSIVE RESPONDING and then prompt/reinforce acting REFLECTIVELY 2. Uncover immature rehearsal or problem-solving strategies 3. Introduce graphic organizers (Refer to page 163).

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Strategies for Lexical Semantics: PARADIGMATIC

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1. Teach diverse functions of word's referents, for example, ball (object in a game or shape formed from clay). 2. Illustrate referent of word with non-identical exemplars, for example, capsule (form of medicine, a way of space travel, or infant car seat).

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Strategies for Lexical Semantics: PARADIGMATIC

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3. Compare and contrast referents from similar categories, for example, clothing (shirt, blouse, blazer, jacket). 4. Teach superordinate categories (reptiles, senses, or forms of government).

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Strategies for Lexical Semantics: SYNTAGMATIC

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1. Illustrate attribute, agent, and locative terms commonly used with word, for example, handcuffs (pair of, police, wrist). 2. Illustrate word's syntactic privileges of occurrence, for example, DESPERATE precedes a noun or follows a copular verb. 3. Explain phonetic and morphological characteristics of word, for example, PREJUDICE. (It has 3 syllables, begins with a consonant cluster, and contains a prefix.)

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Key Word Mnemonic Strategy

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1. specific approach to word retrieval improvement 2. target words are recoded as other key words that are familiar and picture able 3. Target and key words are then related by means of visual image 4. Example: celibate ...It might be related to word CELL. ...Visual image: priest who is celibate sitting in small room with bars on windows (CELLS).

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CWPT and CTD: approaches for intervening and maximizing LD children's engagement in learning activities NOTE: Studies show that when both approaches are combined, they are effective in improving vocabulary skills.

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CWPT: classwide peer tutoring CTD: constant time delay BOTH involve PAIRING students with PEER TUTORS giving several opportunities for students to respond and provide immediate feedback on students' errors

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Improving Narratives page 165

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1. Ask children to pay close attention to goals, thoughts, motives, and feelings of characters as they listen to and read narratives. 2. Engage children frequently in reading and listening to and discussing narratives. 3. STICKWRITING 4. NARRATIVE ELABORATION TRAINING

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Improving Reading and Writing page 165

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1. Multimodal reading instructions that entail using touch, vision, and hearing (Braille, talking books, books with audio, and video clips) 2. STEPPING STONES to LITERACY: has phonological awareness focus that moves from simple to complex phonological awareness tasks 3. SELF-REGULATED STRATEGY DEVELOPMENT (SRSD): requires entire schools to implement evidence-based intervention strategies for remediation of children with wiring difficulties 4. STRATEGIC INSTRUCTION MODEL

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Six Stages of Self-Regulated Strategy Development

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1. Evaluate child's prerequisites for implementation of specific writing strategy (If prerequisites are missing, they are taught.) 2. Student and teacher discuss advantages of using a new strategy, perceptions of student about writing, and how it can be improved. 3. Teacher models use of new strategy.

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Six Stages of Self-Regulated Strategy Development

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4. Student memorizes new strategy. 5. Student accountability is implemented for using the strategy. 6. Student uses the new strategy in different settings for generalization and maintenance.

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SPA 522: Chapter 4: Language and Children with Learning Disabilities – Flashcards

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