Language LAB : Response to Intervention (RTI) Program for Teaching Grammar, Vocabulary, and Sequencing. Disclosure Statements. Role of SLP in RTI

Transcription

1 Language LAB : Response to Intervention (RTI) Program for Teaching Grammar, Vocabulary, and Sequencing Created by JoAnn Wiechmann, M.A., CCC-SLP Judy Rudebusch, Ed.D., CCC-SLP Nancy Kuhles, M.S., CCC-SLP Presented by: Rynette Kjesbo, M.S., CCC-SLP Disclosure Statements The presenter is an employee of Super Duper Publications but receives no additional compensation for this presentation. The presenter has no additional financial relationship and no non-financial relationships to disclose. Super Duper Publications has developed the RTI program trademarked as Language Lab. This presentation will focus exclusively on Language Lab and will not include information on other similar or related programs. Role of SLP in RTI Tier I: indirect and direct services Student observations Teacher consultation to identify connection between oral language and literacy Staff development Expanded screening Support for oral language to literacy; co-teach lessons 1

2 Role of SLP in RTI (continued) Tier II: direct and indirect services Targeted group intervention Assist selecting research-based literacy interventions Student observations Progress monitoring Role of SLP in RTI (continued) Tier III: mostly direct services Intensive, individualized interventions Frequent progress monitoring Advising regarding referral for special education evaluation Evidence-Based Foundation for Language Intervention 2

3 Framework for Language Intervention Language Intervention Model Learning Theory Context Language Form, Content, Use Framework for Language Intervention Language Intervention Model Descriptive-Developmental Model Also called Communication-Language Approach Describe in detail child s current level of language function (form, content, use) The normal developmental sequence provides best curriculum guide for teaching language Assumptions Not always possible to know the cause of a language disorder Most important information to collect is a detailed profile of language skills in form, content, use Best way to decide what child should learn next is to determine where he/she fits in sequence of normal development 3

4 Language Intervention Model (continued) Descriptive-Developmental Model Determine where in the normal sequence a child is functioning Look at communication behaviors relative to overall functioning Compare linguistic behaviors among domains Consult research on normal language development and determine where in sequence the child falls for each linguistic behavior Identify intervention goals for language skills just above current level Corollary: age & context determine materials and settings for intervention Language Intervention Model (continued) Evidence for Descriptive-Developmental Model Reviews of research over past 20 years Guralnick, 1997 Law, Garret & Nye, 2005 Olley, 2005 Naremore, 1980 Lahey, 1988 Haynes & Shulman, 1998 Miller, 1981 Owens, 2004 Fey, 1986 Framework for Language Intervention 4

5 Learning Theory: ZPD Social Learning Theory/Zone of Proximal Development (Vygotsky, 1978) The distance between a child s current level of independent functioning and potential level of performance ZPD = what the child is ready to learn with some help from a competent adult Use ZPD (learning theory) for selecting intervention targets Learning Theory: ZPD (continued) Choosing a goal within current knowledge base is wasting time Example: 80% use of plural morpheme child does not need to be taught skill Persist on this = working short of ZPD Child is not learning. Child is demonstrating a skill already learned. Choosing a goal too far above current level Working beyond ZPD Child will not learn efficiently if at all Learning Theory: ZPD (continued) ZPD (probably) forms and functions child uses in 10%- 50% of required contexts Dynamic assessment to identify skill Diagnostic teaching to determine whether scaffolding helps child produce target If so, skill is within ZPD Teach skill when reaches about 80% continue for a few sessions where child uses skill almost all the time then move on to another target in ZPD Check back periodically on first skill to make sure it has stabilized Focusing on targets for too long is not efficient or effective 5

6 Framework for Language Intervention Context for Language Intervention: School Academic Language Proficiency: Toward Literate Language Oral Language Function Regulate interactions Request objects, actions Interact face to face Share information Literate Language Function Regulate thinking Reflect & request information Interact over time & distance Transmit to large numbers of people Build abstract theories, discuss abstract ideas 6

7 Academic Language Proficiency: Toward Literate Language Oral Language Topic Everyday objects and events Here and now Topics flow from participants Meaning is contextually based Literate Language Topic Abstract or unfamiliar There and then Preselected topic Meaning from inferences & conclusions drawn from text Academic Language Proficiency: Toward Literate Language Oral Language Structure High frequency words Repetitive, predictable, redundant syntax and content Pronouns, slang, jargon Cohesion based on intonation Literate Language Structure Low frequency words Concise syntax & content Specific, abstract vocabulary Cohesion based on vocabulary and linguistic markers Kindergarten Language Form & Content Expectations Kindergarten - Simple complete sentences with noun + verb - Pronouns (he, she, it) - Prepositions (in, out, on, under) - Is + Verbing - Regular past tense - Irregular past tense - Adjectives - Articles - Possessives 7

8 First Grade Language Form & Content Expectations First Grade - Compound sentences (two simple sentences joined by a conjunction) - Third person singular & plural pronouns - Prepositions - Noun-verb agreement - Irregular past tense - Qualitative adjectives phrases ( hard kick ) - Asks questions (subject verb inversion) - Conditional dependent clauses ( if she practices hard ) Second Grade Language Form & Content Expectations Second Grade - Compound sentences (joined by a conjunction and, but, or) - Noun-verb agreement - Prepositions (around, between) - Adverbs - Adjectives - Antonyms/Synonyms - Negatives - Time-order transitions Third Grade Language Form & Content Expectations Third Grade - Compound sentences - Noun-verb agreement - Prepositions - Adverbs - Adjectives - Antonyms/synonyms - Negatives - Time-order transitions 8

9 Fourth Grade Language Form & Content Expectations Fourth Grade - Complex sentences - Noun-verb agreement - Subordinating conjunctions (before, after) - Prepositions (location, time, direction) - Comparative adjectives (bigger, oldest) - Reflexive pronouns (myself, themselves) - Negatives - Time-order transitions Language Targets for Learning Use of advanced morphological markers Complex sentences Abstract vocabulary Adverbial marking Precise conjunctions Linguistic cohesion markers Elaboration of noun phrase Increase flexibility and sensitivity of language forms with a range of pragmatic functions Politeness, persuasiveness, explicitness, clarification Literate language! Why are Narratives Important? Cognitive benefits Social benefits Academic benefits 9

10 Why are Narratives Important? (continued) Children use narrative language to create stories and descriptions of events in their daily lives. Comprehending and producing narratives require the coordination of phonologic, syntactic, semantic, and pragmatic knowledge. (Gillam & Pearson, 2004) Why are Narratives Important? (continued) Using storytelling provides opportunity for developing and strengthening skills in the language areas of semantics, syntax, morphology, articulation, phonology, pragmatics, reading and writing. (Cherry-Cruz, 2001) The Language of Narration Macrostructure Episode Structure (story grammar propositions) Microstructure Noun phrases Verb phrases Conjunctions Sentence complexity (dependent clauses) 10

11 Narrative Development Story Ideas and Language (in developmental order) Complexity of ideas extent concepts are interconnected Complexity of vocabulary Grammatical complexity degree of variation and complexity of sentences in story Knowledge of dialogue spoken interaction between characters Creativity use of humor, irony, surprise, and mystery to add interest to story Narrative Development (continued) Story grammar proposes a set of six story components: 1. Settings characters, locations, or habitual context or states 2. Initiating events actions, events, changes in the physical environment, or a characters internal perception of an event 3. Internal responses a character s emotions, goals, desires, intentions, or thoughts leading to a plan sequence Narrative Development (continued) 4. Attempts actions toward resolving a situation or achieving a goal 5. Direct consequences actions, natural occurrences, or end states representing the character s attainment or non-attainment of a goal 6. Reactions how the character feels, thinks, or acts relative to the direct consequence (Merritt & Liles, 1989) 11

12 Narrative Development Story Grammar Preschoolers Descriptive sequences Action sequences Kindergarten Causal relations + problems + efforts at resolution (emerging) Grade 3 (age 8) Episodes clearly established Grade 4 and beyond Internal responses, attempts and consequences continue to develop and increase in frequency of use Narrative Development Macrostructures: global properties Kindergartners: Basic episodes (an initiating event, goaldirected actions, and a consequence) Kindergartners: May be inconsistent across storytelling contexts Older elementary: more story propositions 3 rd -5 th graders: generate goal-based actions with one or more obstacles, elaborated endings, internal responses, plans, reactions, and multiple conjoined or embedded episodes Narrative Development Microstructure level: local properties of narrative (semantics, syntax, morphology) Length of sentence in stories steadily increase during the elementary years Syntax becomes more complex (add adverbial clauses, relative clauses, multiple clause embeddings) Older elementary: increase more abstract vocabulary 5-6 year olds: setting information (place, time, or both) and character dialogue year olds: multiple mental verbs, temporal adverbs, and causal adverbs in stories 12

13 Why Use Narratives? Narratives provide a natural bridge between oral and literate language. Narratives contain structure, predictability, and story grammar rules for telling the story. Narratives are less formal than literate language and contain conversational elements and greater context clues than literate language. Introduction 15-hour oral language intervention program Syntax, semantics, and pragmatics Verbs and verb phrases Nouns and noun phrases Connected speech Kindergarten-fourth grade English speakers 13

14 Who provides the intervention: SLP/SLP-A Where: in speech room or classroom When: designated intervention times, suggested first/last 30 min. of school day How often: total 15 hours, typically min./wk. How: small groups up to four students (may be adjusted slightly for groups of five) Student Selection Classroom data sources: Universal screener reading comprehension Teacher report lack of expected progress on grade level standards Expanded Screening Data: Language Lab Screener 14

15 Kindergarten Screener Kindergarten Listen For Simple sentences (complete noun + verb) Pronouns (he, she, it) Prepositions (in, out, on, under) Is + Verbing (hopping, screaming, running) Regular/Irregular Past Tense Adjectives Articles Possessives Story Retell 15

16 Third Grade Screener 3 rd Grade Listen For Compound Sentences Noun-Verb Agreement Preposition Adverbs Adjectives Antonyms/Synonyms Negatives Time-Order Transitions Story Retell is a True Narrative 16

17 Station rotation 30-minute session Four stations Participate in three stations each session 2-individual or 1-pair/share stations 1-group station with SLP 1-homework station 17

18 Skill Drill Station Independent practice Talk Aloud Cards Nouns Verbs Connected Speech 18

19 Talk Aloud Cards Grades 3-4 Pair-share activity Practice target skill(s) in connected speech Listen and Learn Station Auditory bombardment CD player or computer CD Listen to target skill(s) 19

20 Story Station Whole group lesson with SLP/A Developmentally sequenced lessons Story grammar components Visual supports Story cards Story station prediction chart Create-a-story chart Target skills addressed in Story Station 20

21 21

22 Story Station Story grammar components Story cohesion Work on macrostructure and microstructure (target skills) Story Station (continued) Story Retell (group) Story Retell (individual) Create-A-Story (group) Create-A-Story (individual) Homework Connections Station Homework activities Practice target skills at home to facilitate carryover 22

23 Progress Monitoring Data sources Student demonstration of target skills Student demonstration of story grammar Narrative storytelling Language LAB Screener (re-administration) Teacher report on classroom performance Report progress to parent(s) 23

24 Pilot Programs Three districts (2 Texas, 1 Nevada) Spring 2010 pilot focused on program development Fall 2010 pilot focused on student responsiveness During the fall semester, 81% of students exited or were progressing at the expected rate to recommend continuing Language Lab 19% of students did not respond at expected ratereferred for special education testing More data to come Adaptations for Language Lab Use for Tier I Classroom Intervention Use with students who have an IEP for Speech-Language Impairment Use with groups of five students Questions? slphelp@superduperinc.com 24