facilitating spoken language development in the regular classroom
DESCRIPTION
Facilitating spoken language development in the regular classroom. September 28 th & 29 th Winnipeg, MB. Attending Neighborhood Schools. OPPORTUNITIES & THREATS. Activity. In your groups, make a list of the threats & opportunities - PowerPoint PPT PresentationTRANSCRIPT
Facilitating spoken language development in the regular
classroom
September 28th & 29th
Winnipeg, MB
Attending Neighborhood Schools
OPPORTUNITIES
&
THREATS
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Activity
In your groups, make a list of the
threats& opportunities
in the regular classroom for the child with hearing aids/CI and language delay.
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
THREATS
• Hostile listening environment
• Speed of interactions – miss information
• Language lag
• Academic gaps
• Inadequate peer integration – isolation
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
OPPORTUNITIES
• Repetitive routines of the curriculum/class
• Exposure to peer language
• Exposure to peer behavior
• Modeling rules of conduct
• Making friends - social interaction
• Exposure to social trends
• Integration in school/community
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Classroom routines and directions
Repetition – daily routines, themes etc Attention fixers/Listening for directions Processing directions at sentence level Increasing auditory memory &
sequencing Identifying key words within familiar
directions (“Put your book on the desk.”;
“Sit on the carpet next to James.”)
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Key Words
The number of words the child can process will be influenced by:
developmental stage of: auditory attention auditory memory auditory sequencing language comprehension
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Simple Classroom Directions
• Line up• Get in line• Get behind John• Sit next to …• First…then….• Sit down• Go quickly/go quietly• Find your place
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Complex classroom directions
• Before you can…you must….• Whoever finished their…may….• If you’re wearing…then you may• After you….then….• Put your bags away and sit down quietly• Find your pencils and math book, then sit in your
groups• When I give you your worksheet, you may begin
the quiz.
Language of Direction
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
5 STAGES:
5. Indirect – “Careful, Scissors are sharp!”
4. Indirect – “The scissors go in this bag please!”
3.Indirect – “Will you put those scissors down please?”
2. Direct – “Put the scissors away?”
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
5 STAGES …CONT:
1. Most direct: “Anthony, put those scissors down this minute!”
Children with delayed language sometimes require more direct language to help them succeed in responding to commands.
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
LANGUAGE ARTS
• Development of listening skills• Vocabulary development• Development of syntax• Growth of conversational skills• Growth of memory and sequencing
skills• Story telling• Learning to predict, explain and ask
questions
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Music
Good listening skills Listening to singing gives pleasure
Singing to children develops listening skills
enhance speech perception Putting words to music helps
children remember them Singing songs focuses on voice
pitch/rhythm
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Music - continued
Perception of pitch and rhythm are essential to understanding spoken language
Rhythm in song helps develop rhythm in speech
Singing helps develop breath flow and breath control
Singing helps avoid weak breath flow and other speech disorders
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Math
Rote counting - repetition helps speech and language development.
Number concepts – more, less, some, one, a few, fewer, any, all, none.
Spatial concepts – above, below, next to, behind, in front, between etc.
Time concepts – before, after, until.
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Physical Education
Awareness of body parts and movements
Following directions Learning rules for games Functioning in a poor listening
environment Participating in team activities and
sports
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Recess
Learning about social trends/games Becoming aware of social language
(‘slang’) and peer interests Becoming aware of rules of conduct Learning to cooperate with peers Learning about conflict resolution
and negotiation Making friends
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Classroom communication offers:
• Sharing & social interaction
• Problem solving and thinking
• Conversing and narrating
• Negotiation and sharing
• Story telling
• Joint imaginary play
The role of peers in equipping the child as a communicator
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
INTERACTIONS WITH PEERS
• Different than adult interactions
• Child has to ‘hold their own’
• Emphasis on ‘repairing’ communication breakdowns
• Need to see the other partners’ point of view
• Learning to negotiate
• Mediated through language
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Development of peer interactions
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
UP TO 18 MONTHS:
Some unoccupied behaviour Some onlooker behaviour Solitary-functional playSolitary dramatic play (in 2nd yr) Solitary constructive play (2nd yr) Some group functional play (2nd yr)
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
FUNCTIONAL PLAY
• Repetitive
• Actions/vocalisations
• Actions on objects
• Physical
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
18 -30 MONTHS
INCREASE IN THE FOLLOWING: Half time spent in parallel play Parallel functional play Parallel constructive play Parallel dramatic play Group functional play Conflict behaviours
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
PARALLEL PLAY
Children start by examining and manipulating sensory materials.
This leads to playing associatively and cooperatively.
Parallel functional play gives less sociable children a chance to work their way into a group.
Language needs to prepare for this?
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
LANGUAGE NEEDS:
Social language
Action words
Descriptive words
Directions
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
3-5 YEARS
DECREASE IN THE FOLLOWING:
Unoccupied behaviour Solitary functional play Solitary dramatic play Parallel play ( functional/dramatic)
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
3-5 YEARS
INCREASE IN THE FOLLOWING:
Mature solitary play (drawing/building).
Cooperative group play.
More complex parallel play showing creativity, independence and perseverance.
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
FROM 3 YEARS ON:
CHILDREN CAN: Get peers’ attentionLead an activityImitate a peerExpress affection/hostilityFollow or refuse to follow peer’s requestBegin to negotiate solutionsPlay in a group for longer periods
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
GROUP PLAY
• Grows out of parallel functional play
• 3 to 31/2 year olds spend approximately ¼ of their time in group play.
• By 5 years of age cooperatve dramatic play can take up long periods of time.
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Language learning with peers
• Imaginary play encourages use of language for:
• Planning• Explaining• Negotiating• Creating imaginary situations• Role play• Conflict resolution
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Language Learning with Peers:
INITIATING INTERACTIONS:
“Can I play/have a turn/see…..?”
“Me/my turn”
“You…take it/do it”
“Please…?”
“Look…”
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Social interaction
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
– 3 stages:
• GOOD VS BAD – 2 to 3 years of age
• RULES – 3 to 5 years of age
• WHO – 6years +
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Good vs bad (2;0-3;0)
- operates in the present
- responds to immediate praise/reinforcement
- temper tantrums – intense but short lived
- easily distracted
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Stage 2 – Rules – 3 to 5 yrs
• Understands cause and effect
• Responds to conditionals (‘if…then’)
• Requires external controls
• Uses rules to guide interactions
• Lacks self awareness
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
STAGE 3 – WHO – 6 yrs +
• Shows empathy
• Appreciates others’ viewpoints
• Offers help without needing reward
• Demonstrates inner controls
• Shows concern about doing the “right thing”
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Examples of delay
1. Jimmy, aged 6, uses a CI. His HA is 3;0.
Jimmy is told that “If” he eats all his vegetables “then” he can have ice cream. He leaves his carrots, doesn’t get ice cream and throws a tantrum. WHY?
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Examples of delay:
2. Charlotte tells her teacher that her friends are leaving her out of the game. When the teacher probes the group it emerges that Charlotte always wants to play the role of ‘oldest sibling’, parent or teacher and is unwilling to play other roles. WHY?
HOW MIGHT HER FAMILY HELP?
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
To reach stage 3:
• To talk about feelings and thoughts
• Listen to others express themselves
• Learn stories about the richness of variety and differences in people
• Environments where skills can be practiced and mastered
Supporting and Encouraging
PeerInteractions
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
HOME & SCHOOL?
• Role of parents?
• Role of educators?
• Role of the child?
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Problem solving approach
• Determine what needs to be addressed/learned
• Teach and practice
• Support and model
• Sensitize peers
• Provide suggestions for parental involvement – extracurricular activities, social stories, talk, concept development.
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
STEP IN, SET UP, FADE OUT
For younger children:
• Set up interactions from inside the group – create a role for the child which adds to the play
• Set up interactions from outside the group
• Pair up two children
• Assign a collaborative task
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Facilitating interactions within the classroom
• Prompt the child to use words
• Prompt repetition/clarification requests
• Model request for repetition/clarification
• Encourage other children to ask for repetition
• Start a conversation..and allow group to take over (eg: at lunch time)
• Structure simple turn taking games
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Case Studies
Bring together what we have learned about
• hearing age
• language development
• facilitating early language development
…to predict what the classroom experience will be like for two different children….
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
CASE STUDY 1
Identified with profound hearing loss at 11 months.
No benefit with hearing aids. Cochlear implant at 18 months. Second implant at 24 months.
Corrina
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Expectations in K
Child has a Hearing Age of 3.5 years Child will be at the sentence level Broadly speaking – child is within normal
range – able, with help to meet many of the curricular outcomes
Expect immaturities in vocabulary, grammar and phonology
Mild delay in literacy development Possibly immature social skills
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Role of AVT
• Monitor listening environment
• Provide results of listening/language tests
• Highlight gaps in spoken language development
• Support language literacy development
• Continue regular intervention during K
• Discuss level of intervention required in Grade 1+
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
CASE STUDY 2
Identified with profound hearing loss at 3.5 years.
No benefit with powerful hearing aids – has a cochlear implant at 4.5 years.
Enters K at 5 years of age with hearing age of 6 months
Cayden…
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Expectations in K
Significant delay in listening and language development
Unable to follow simple directions In need of a great deal of individual
attention Uneven development (physical vs
listening development) Curricular adaptations required – focus on
early listening & language goals
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
• The child has a low level of communicative competence with limited listening and language knowledge
• Many compensatory behaviours are in place
The Challenge: to create “real” communication and learning
opportunities through listening when:
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Adjusted expectations
• Identify goals with AV therapist & parents• Intensive application of strategies and
techniques in all environments• Recognize child’s strengths and interests• Review goals regularly• Increase liaison with AV team and Support Staff
(Resource Teacher; SLP;)• Consider repeating K program• Recognize the pre-requisites for K readiness –
(listening; pre-verbal skills)
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Goals might include..
Sound word associations – based on sound awareness and discrimination
Comprehension of early phrases Early vocabulary development –
comprehension Turn taking – vocal & verbal Responding to name Production of intonation patterns and
vowels
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
What will Grade 4 look like?
• Hearing age is 4;6 and chronological age is 9;0.
• Significant language delay, even if ‘typical’ gains have been made
• AV therapist will continue to offer high level involvement
• Child will require additional support from other specialists (SLP; Resource Teacher)
Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009
Curriculum support
The child will require: Modification of the curriculum Pre and post teaching Considerable home support for curricular
and social development Continued use of specific techniques and
strategies….