sphs 4140 introduction to language disorders
TRANSCRIPT
Becky Yates, Ph.D., CCC-SLP University of North Texas
Cristina Chen, M.Ed., RPED, NCED
Irving ISD
Irving ISD found several students who had failed TAKS testing at 3rd grade showed significantly lower Cognitive Academic Language Proficiency (CALP) scores at the Preschool level.
Directive was given to develop an RTI intervention for pre-K level to support the development of oral language
This RtI was based on the four principles of intervention:
Connect to curriculum Oral and written language Meta based (Meta-cognition, Meta-linguistics and Meta-pragmatics) Preventative
Oral, contextualized ◦ Oral, conversational style
Narratives – primary grades
Literate, decontextualized ◦ Expository - intermediate grades, relies on
linguistic processing; explanations and descriptions, new information ◦ Persuasive or argumentative – last genre to develop;
convince listener of something
Narrative skills have long been considered the bridge between oral language and literate language for monolingual and bilingual children.
The assessment of narrative skills is
recognized as an essential component of assessment of language skills due to its predictability for later school success.
Earliest emerging monologic discourse form First form to require speaker to produce
extended monologue rather than interactive monologue
Has elements of oral and literate language Bridge from oral, face-to-face language of
home to abstract language of school
Facilitates development of oral language skills to close the gap between these students and age peers
Facilitates development of semantic skills
through elaboration and cohesion Facilitates development of the ability to
understand, formulate, organize and apply the rules of syntax and morphology
Narrative skills put a higher demand on a child’s language and requires the child to apply the rules of syntax, morphology and pragmatics when formulating the discourse.
Discourse genre – organized units of language use
Orderly accounts of real or imagined events – what happened (personal, fictional, retell)
Coherent sequences of utterances with a common theme
Characters, actions, complications, resolutions Temporal order Causal relationships Character’s responses, reactions, feelings, thoughts
Folklore – the first histories ◦ Maintain social history and historical knowledge
base of a community ◦ Occurs in all societies, with variation that reflects
the culture of the teller Grimm’s Fairy Tales ◦ How does each story begin? ◦ How does each story end?
Songs. Fingerplays, nursery rhymes ◦ Itsy Bitsy Spider ◦ Jack and Jill
Language of school instruction, especially in the elementary years
Telling events Tattle-telling Lectures What did you do at school today? How do you do something? Learning an activity such as dance, piano, drill
team Conversations Bedtime stories
“Regardless of the relative weight given to story-based thinking by any given culture, stories are universal, and universally important, to the functioning of every culture.” (Miller, Gillam, & Pena, 2001).
The basic structural organization of stories is consistent across cultures and languages
Even when stories are written in multiple
languages they have similar structures, although may vary to reflect cultural values and beliefs.
Munoz et al found narrative skills to be an appropriate tool to measure language development in Latino children
English oral proficiency as well as the ability
to use higher levels of language such as those needed for narratives are critical for literacy development, especially in bilingual children.
Different cultures have different ways of telling stories
Differ in internal organization and focus Differ in degree to which children are expected to tell
stories. In traditional, high-context cultures, only elders or others with high status are expected to be storytellers.
Low context culture (North American culture, classroom language): topic centered, linear progression
High context cultures (more traditional): topic associated, overall theme never stated
May ask child’s parent to evaluate the child’s story
Story Elements ◦ Settings-characters, locations, or habitual
contexts or states, time (who, when, where) ◦ Initiating events- problem, events, changes in
the physical environment, or a characters internal perception of an event ◦ Internal responses - character’s emotions,
goals, desires, intentions, or thoughts leading to a plan sequence ◦ Plan – intended action to resolve problem ◦ Attempt – action of main character ◦ Consequence/reaction
Episode ◦Descriptive Sequence ◦Action Sequence ◦Reactive Sequence ◦Abbreviated Episode ◦Complete Episode ◦Complex Episode
Syntax and morphology Sentence complexity Information – number of details Sentence length – MLU/words Total number of words Total number of different words Cohesion Conjunctive cohesion (and, but, then, finally, therefore, anyway)
Syntax and morphology
Pronouns and their referents Lexical and structural parallelism (repeating a word,
repeating sentence structure) Story Art Appendages – statements that introduce, comment on,
and conclude the story Orientations – provide background information on the
habitual actions and nature of the characters….usually cluster at the beginning of the narrative and invite the listener to care about the characters
Evaluations – verbal and nonverbal elements that contribute to the art of the story and the effective transmittal of listener perspective
Lexical Richness
Pronouns and their referents
Stage 1 – Heap Stories (2 – 3 years of age) ◦ labels and descriptions of events (descriptive sequence)
Stage 2 – Sequence Stories (3 years of age) ◦ label events around a central theme, character, or
setting Stage 3 Primitive Narratives (4 – 4 ½ years of age) ◦ three story grammar elements; central person, object or
event Stage 4 – Chain Narrative (4 ½ - 5 years of age) ◦ four elements; cause-effect and temporal relationships
Stage 5 – True Narrative (5 – 7 years of age) ◦ Five elements; central theme, character, and plot
Pre-K guidelines: ◦ Responds to stories by asking and answering questions ◦ Asks questions and adds information related to the
current topic of conversation or book ◦ Uses descriptive words (My baby sister laughs loudly.”) ◦ Strategy: prompts for more detail, clarification, and
elaboration as the children relate stories or show and tell times
◦ Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting
◦ Actively participate by predicting what might happen next in a story
Pre-K guidelines:
Woodcock Munoz Language Survey-Revised (WMLS-R) administered in August to all incoming Pre-K students.
A typically developing student in every way, other than language.
Students who scored a CALP level of 2 or less in both Spanish and English were considered “at risk”.
After the first 6 weeks, classroom teachers were asked to complete a checklist and make recommendations for students who may benefit from Tier II intervention.
The 20 students selected for the program were administered a pre-test and post-test.
Woodcock Munoz Language Survey
Administrators SLPs SLPAs Parents Classroom Teachers (Bilingual and ESL) Counselors
SLP – provides 15 minute session to small group of 3 to 5 children, 3 times during each week
Classroom teacher – provides 15 minute
sessions for entire class, 2 times a week Classroom teacher sends home weekly family
activity to be completed by students with their parents.
Week Date Theme
Pre-test October 24 Pre-testing
Week 1 October 31 Story parts: beginning, middle, end
Week 2 November 7 Who
Week 3 Week 4
November 14 November 28
When
Week 5 December 5 Where
Week 6 December 12 Review who, when, where, beginning, middle, end
Winter Break Winter Break Winter Break
Week 7 January 9 Review
Week 8 January 17 Problem
Week 9 January 23 Episode/actions
Week 10 January 30 Review
Week Date Theme
Week 11 Week 12
February 6 February 13
Outcome, emotions
Week 13 Week 14
February 20 February 27
Story Retell Group
Week 15 Week 16 Week 17
March 5 March 19 March 26 April 2
Create A Story Group
Week 18 Week 19 Week 20 Week 21
April 9 April 16 April 23 April 30
Create A Story Individual
Post-test
May 7 Post-testing
Itsy Bitsy Spider Brown Bear, Brown Bear Goodnight Moon Three Billy Goats Gruff The Very Hungry Caterpillar If You Give A Mouse A Cookie The Three Little Kittens Goldilocks and the Three Bears
Super Duper Fun Deck Rhyming Cards Word Wall Story Prediction Chart Story Creation Chart Teacher Created Graphics Online Resources
Target vocabulary Materials needed (embed visuals throughout) Script and directions (Provided in Spanish and
English) Data collection sheet Additional activities if time allows Teacher module – family activity (Also in
Spanish and English) Language of Instruction was the language in
which program was implemented.
Predictor of school success Avoids iIlusionary recovery – shows areas of
deficits even when standardized tests do not Shown to be sensitive to both pragmatic and
structural aspects of child’s language abilities Leads to socially and educationally relevant
goals Provides a context for observing advanced
language forms
Predictor of school success
When assessing for an impairment • Diagnosis of language impairment extend beyond
a student’s ability to comprehend and produce specific vocabulary items and sentence patterns (Lahey, 1988, Prutting and Kirchner, 1987).
• In fact, unless clinicians assess student’s oral communication skills beyond the level of the sentences, they may overlook student’s who are “at risk” and not provide appropriate language intervention (Wallach and Butler, 1994; Wallach and Miller, 1988).
Norm-referenced procedures The Renfrew Bus Story Test of Narrative Language SNAP – Strong Narrative Assessment Procedure
Criterion Referenced Procedures Narrative Sample Analysis Narrative Rubric Story Webs PANDA Express Dynamic Assessment
Norm referenced procedures
Pre-test: Materials: ◦ One Frog Too Many by Mercer Meyer ◦ Digital recorder
Instructions: ◦ Tape over title of the book on the cover ◦ The child should sit side-by-side the SLP
Show the child the cover of the book. Turn the pages of the book slowly as child looks at the pictures. Do not comment on the pictures. If the child says something, respond with yes, and remind the child to keep looking at the pictures. After all the pictures have been shown, turn on the recorder and instruct the child. Record the child’s responses. You may encourage the child.
Here is a book. This book tells a story about a boy, (point to picture of boy on cover) a dog, (point to picture of dog) and 2 frogs. (point to the frogs) First, I want you to look at all the pictures. Pay attention to each picture that you see and afterwards you will tell the story, Now, tell me a story about a boy, a dog and 2 frogs. Tell me more. Is that all? Keep telling me the story.
Show the child the cover of theb k
Here is a book.Thi b k ll b
Mean Length of Utterance/words: _______________
Total number of words: ______________
Total number of different words: ___________
Story Component Response
Setting:
• Who:
• Where:
• When:
Problem and Emotion:
Outcome and Emotion:
“Children who receive the most practice with language come from homes in which the adults pay attention to language, value it, and use it as part of their everyday lives” (Wallach & Miller, 1988).
Beginning, Middle and End Story Grammar ◦ Setting – who, when, where ◦ Problem ◦ Action ◦ Consequence ◦ Emotion
Re-tell story Create A story – group and individual
Beginning, Middle and End
Train parts Total Physical Response activity – clap your
hands, tap your knees, touch your head Itsy Bitsy Spider – complete story chart using
pictures Family Activity – what do you do in the
beginning, middle and end of different activities – getting dressed, brushing your teeth
Story Parts
Beginning (Setting: ) (Who) (Where) (when)
Middle (Problem) (Episode)
End (Outcome – Emotion)
PANDA Express RTIStory Chart
Who ◦ Brown Bear, Brown Bear “Who” Do You See? – make
character cards and have children line up in correct order ◦ Expand on vocabulary using color words and other
descriptive words ◦ Who is in your family? Class? ◦ Rhyming activity – “Who is in the rice? The mice are
in the rice. Who is in the chair? The bear is in the chair.” ◦ List “who” words on word wall ◦ Family Activity – Draw who is in your family
◦ Goodnight Moon – look at pictures and talk about clues that tell you it is night time. Contrast to daytime. ◦ When do you ……… ◦ Today is ________, tomorrow is __________,
yesterday was ______________ ◦ Family activity: When do you ___________(go to bed,
get up, eat breakfast) ◦ Write daily schedule of what you do first, next, last,
beginning, middle of day, end of day ◦ Add when words to wall chart
◦ The Three Billy Goats Gruff – describe where characters are
◦ Add where words to word wall ◦ Rhyming activity – “Where are the mice? The mice
are in the rice. Where is the bear? The bear is in the chair.”
◦ Family activity – describe where items are in the
home – bed, refrigerator, bathtub
Create “problems” ◦ Ask child to draw, but don’t give him paper or
markers If You Give A Mouse A Cookie The Hungry Caterpillar What do you do if…………. Family activity - “What do you do if your
hands are dirty?"
Discuss emotion words and how characters felt in regard to the problem
Family activity: draw faces to represent mad, happy, etc.
Combine with problem to determine how to solve a problem
Create several ways to solve a problem Discuss emotions that motivate the solution
to the problem The Three Little Kittens Family activity: Draw a picture of one of the
problems in The Three Little Kittens
What are results of actions How do the characters feel? Discuss feelings,
compare/contrast to how characters felt before problem was solved
Review parts of a story then look at pictures of story and complete “Story Prediction Chart”
Assign a part to each child (beginning, middle and end) and draw a picture of that part of the story
SLP writes down story as child tells. Encourage child to use at least two sentences and add cohesion words as well as story art or sparkle
Have children tell story using pictures as cues or act out story
Make a cover for the story pictures.
Begin with Story Chart and basic information Pictography of beginning, middle and end Edit picture by adding more details SLP write story as told by child Edit by adding more cohesion and story art
(sparkle) Practice telling story Make a title and cover for book
Begin with Story Chart and basic information
Here’s a “Make Your Own Story” Example You Ask the Question Grands Give the
Answers
Who can be in our story? Two cats What are their names? Uma and Clocka
What do they look like? Uma is a kitten and
Clocka is a tiger
You can continue to expand on the description of the cats if you
want. For instance, What color is their fur? How big are they, Where do they live? And so forth.
When did this happen? One day
What was the problem?
The prince and princess were captured by the dragon.
Oh no! What are we going to do?
They need to be rescued.
What can Uma and Clocka do? Go to the castle.
So, Uma and Clocka go to the castle.
Is it daytime or night time? ◦ Night time.
Is it really dark, or is there a full moon? ◦ There’s a full moon.
At about this point, review the story. Uma and
Clocka decide to go to the castle to rescue the prince and princess. There’s a full moon, so they can see the way. They sneak from one tree to the next and finally get to the castle, but it is locked!
What are they going to do? I don’t know.
You may need to provide a solution to the dilemma. Lead the grand through a possible solution, but be ready to switch your thoughts as they jump in and add their own.
“Well, since Uma is a kitten, she is small enough to go under the gate. So, she crawls under the gate and climbs up it and jumps on the latch to open the gate. Now, Clocka is in the castle, too. “What happens next? [Whisper urgently.] Very quietly, they go up the stairs to find the room where the prince and princess are. Uh oh! They see the dragon, but he is snoring. ZZZZZZ. Finally, they find the room, but it is locked, and the key is on the table.”
How can they get the key? General discussion
Review the conclusions after the discussion. Clocka tells Uma to climb on his back and then she can reach the key. So she does and then Clocka walks over to the door with Uma on his back, and Uma puts the key in the lock! They open the door and see the prince and princess.
What happens next? They sneak out of the castle.
So Uma and Clocka tell the prince and princess to
be very quiet and they will sneak out of the castle. And they do.
What happens to the dragon?
The prince and princess send a knight to kill him.
Conclude the story. That is what happened! The prince and princess asked Uma and Clocka to live with them in the castle
18 Students participated in the program Two male students in intervention (10%) were identified, referred and found eligible for special education services as Speech Impaired. Two students did not complete the program. Of the 14 remaining students, 50% achieved age-appropriate language skills in language of instruction. During the 3 months intervention period, universal testing
indicated; ◦ 7 students demonstrated gains in oral language development of 6 months ◦ While an additional 7 students demonstrated a 12 month growth
in language development.
Coleman, M. R., Roth, F/ P., & West, T. (2009). Roadmap to Pre-K RTI: Applying response to intervention in preschool settings. National Center for Learning Disabilities, New York, New York.
Munoz, M. L., Gillam, R. B., Pena, E. D., & Gulley-Faehnle, A.
(2003). Measures of language development in fictional narratives of Latino children. Language, Speech and Hearing Services in Schools. 34, 332 – 342.
Paul, R., Hernandez, R., Taylor, L. & Johnson, K. (1996) Narrative
development in late talkers: Early school age. Journal of Speech and Hearing Research. 39, 1295 – 1303.
Paul, R., Looney, S. S., & Dahm, P. S. (1991). Communication and
socialization skills at ages 2 and 4 in “late-talking” young children. Journal of Speech and Hearing Research. 34, 858 – 865.
Coleman, M. R., Roth, F/
Alvarado, C., Ruef, M., & Schrank, F. (2005). Comprehensive Manual Woodcock-Muñoz Language Survey – Revised. Itasca, IL: Riverside Publishing. •August, D., Carlo, M., Dressler, C., & Snow, C.E. (2005). The critical role of vocabulary development for English language learners. Learning Disabiliies Research and Practice, 20 (1), 50 – 57. •August, D., & Shanahan, T. (2006). Developing Literacy in Second Language Learners. Report of the National Literacy Panel on Language Minority Children and Youth, Mahwah, NJ: Erlbaum. •Robseberry-McKibbin, C. (2002), Multicultural Students with Special Language Needs: Practical Strategies for Assessment and Intervention. Academic Communication Associates.
Becky Yates, PhD., CCC-SLP Visiting Assistant Professor at the University of
North Texas
Cristina R. Chen, M.Ed., RPED, NCED Bilingual/Special Education Coordinator Irving Independent School District