transformingyourlanguage bilinguistics-outline · 2021. 1. 7. · disability/sld sld is a disorder...
TRANSCRIPT
1/7/2021
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TRANSFORMING YOUR LANGUAGE TO CHANGE THE CLINICAL NARRATIVE OF YOUTH WITH COGNITIVE AND COMMUNICATION
DISORDERS
WHY IS THIS IMPORTANT?
To effectively advocate for youth with increased risk of being placed at-risk for delinquency and involvement in the justice system, clinicians must become equipped and prepared to accurately discuss
and use terminology that is void of biases, violence, prejudice, and negative perceptions. Although clinicians may not be aware of the presence of this language in their writings and clinical discussions 75% of the time,
it is present, and the clinician has not been made aware of its impact on combatting the school-to-confinement pipeline.
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WHY IS THIS IMPORTANT: RACIAL AND ETHNIC DISPARITIES
Students of color enter schools and are greeted by more police and metal detectors annually than any other race
But few, if any speech-language pathologists qualified and knowledgeable to address the needs of the youth placed-at-risk for delinquency are present
harsh “school safety” and zero-tolerance policies are detrimental to youth of color
DeVos considers whether to undo the Obama administration’s reforms to curb racial bias in school discipline
Necessary to recognize what’s happening in schools and step into your ethical role as an SLP
2013-2014 SCHOOL ARRESTS
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BLACK YOUTH & SPED
Students enrolled in public SPED systems continue to increase at an alarming rate
Diagnosis of SLI increasing over 17% within the last ten years – 3x the rate of the overall student population.
African American students represent 20.2% of the total student population receiving special education in the United States.
50k students arrested daily
Youth Confinement
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MASS INCARCERATION & RACIAL AND ETHINIC DISPARITIES WHAT IS THE SCHOOL-TO-CONFINEMENT PIPELINE?
In Texas, youth can be charged in a juvenile court for criminal offenses committed on or after their 10th birthday.
Can range anywhere from a class C misdemeanor up to and including capital murder.
A person who is at least 10 years old and under the age of 17 can be charged as a juvenile.
Can be tried as an adult at 14 years of age.
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WHAT IS THE SCHOOL-TO-CONFINEMENT PIPELINE?
Texas Determinate Sentencing Law:
Youth can be confined up to 40 years
Confinement starts in Texas Juvenile Justice Division facility, followed by an optional court transfer to prison
SPECIFIC LEARNING DISABILITY/SLD
SLD is a disorder that begins during SA in one or more of the basic processes needed to understanding or using spoken and/or written language. It may impair the youth’s ability to:
Listen
Think
Speak
Read & Reading Comprehension
Write
Spell
Problem Solving
Daily Activities
**CREATED BY SHAMEKA STANFORD, PH.D., CCC-SLP/L. THIS MATERIAL IS NOT TO BE DISTRIBUTED BEYOND THE PARTICIPANTS IN THIS WORKSHOP WITHOUT DR. STANFORD’S EXPLICIT PERMISSION.
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SOCIAL COMMUNICATION
**CREATED BY SHAMEKA STANFORD, PH.D., CCC-SLP/L. THIS MATERIAL IS NOT TO BE DISTRIBUTED BEYOND THE PARTICIPANTS IN THIS WORKSHOP WITHOUT DR. STANFORD’S EXPLICIT PERMISSION.
Deficits: Verbal and Nonverbal communication
skills – Difficulty with understanding social cues and gestures
Emotion perception and expression –May not pick up emotional cues from others or express emotions in a socially acceptable manner
Social problem solving – Difficulty problem solving in social situations (ex. with friends, in class, other social events)
WHAT IS WRONG WITH THESE DESCRIPTIONS?
1. low intelligence, poor school performance, limited involvement in positive extracurricular activities, hyperactivity, impulsiveness and risk taking, early antisocial behavior (including aggression and bullying), few bonds to conventional society (friends, girlfriends, parents, teachers, ministers, coaches).
2. Family factors - poor parental supervision, harsh and/or inconsistent discipline, physical abuse, child neglect, low parental involvement, parental conflict, broken/divorced families, single parent families, criminal parents, delinquent siblings.
3. Socio-economic factors - low family income, lack of roots/stability (high mobility coefficient), rent vs. own home, high aggregate socio-economic inequity coefficient in the community, limited opportunity structures
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THE POWER OF THE TONGUE
We often function in the practice oflabeling and categorizing children
based upon the results of theirassessments and standardized testsoverlooking abilities and potential to
be habilitated. (Stanford 2019)
THE TROUBLE WITH LABELS
Labels Impact how others view the child
Issue first terms – gang member, delinquent
Low-SES
Not cooperative
Non-compliant
Disruptive
Rude
Jerk
Problem
Behaviors
Violent
Labels Impact how YOU view the child Hard time
Refuses
Can’t
Struggle
Family Issues – mom doesn’t come, brother in jail, dad is abusive, drugs etc.
Overarching Disabilities – Behavioral, Learning, Communication
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LABELS IMPACT HOW THE
CHILD VIEWS THEMSELF: THE
LABELING THEORY
Labeling Theory Two different mechanisms by which a “label” can lead to increased deviancy
(Paternoster and Iovanni, 1980) in youth. The first primary mechanism is that a delinquent label redirects a youth’s self-conception or personal identity toward a deviant self-concept, (e.g., Matsueda,1992).
Edwin Lemert’s (1951) - depiction of the progression from “primary deviance” to “secondary deviance.” Individuals come to internalize the deviant status stemming from societal reaction to their behavior, and youth involved with the system start to organize their lives around this status and then associate with more deviant peers(Wiley Slocum, and Esbensen, 2013), and engage in criminal offending at a higher rate than similar peers who have not been labeled
SLPS ON THE FRONTLINE
Whenever a school reports a crime allegedly committed by a youth with CCD or any disability, school officials must provide copies of their SPED and disciplinary records to the appropriate authorities to whom the school reports the crime to the extent that the FERPA* permits the transmission
Some courts have found the juvenile court lacked jurisdiction in cases involving noncriminal school- related misconduct in which special education procedures had not been followed – No report advocated for the rights or needs of the child
A school’s responsibility to comply with IDEA procedural requirements does not end when a youth with a disability enters the juvenile justice system - OJJDP
* Family Educational Rights and Privacy Act
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HOW DOES YOUR REPORT HELP OR HURT THE STUDENT
Assessments and Progress Reports
Academic Impact
Subjective and Objective Information
Quality before Quantity
Alignment Statements
QUALITY (QUALITATIVE) BEFORE QUANTITY (QUANTITATIVE)
Formal testing no qualitative discussion of the testing outcomes – specific examples of the child’s performance
Numbers/scores mean little when attempting to demonstrate impairments and why the impairment exist and how it academically or socially impacts the child
No Academic Impact Statement
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ASSESSMENT AND INTERVENTION GUIDING QUESTIONS
1. What are the language and communication demands of thecurriculum?
2. What are the student’s current inner resources for meeting those demands?
3. What additional abilities and strategies might the studentacquire that would make processing more effective andefficient?
4. What changes can be made in the curriculum or in the way it istaught to this particular child that would make the informationmore accessible (collaboration and modifications)
Assessment and InterventionFocus on the areas of greatest significance for the student assessing
Areas of significance – contextually based areas that twoor more informants identify as being of primary concernto the child and significant others
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QUALITY (QUALITATIVE) BEFORE QUANTITY (QUANTITATIVE)
Receptive:
Answer ‘what’ questions
Answer ‘what doing’ questions
Answer ‘who’ questions
Answer ‘where’ questions
Answer ‘yes/no’ question
Answer ‘when’ questions
Answer ‘why’ questions
Identify pronouns
Pragmatics:
Respond to joint attention
Follow a point
Track eye gaze
Identify perspectives of others
Talk about the perspectives of others
Consider
Topic Maintenance
Attention to task
Recalling Information
Theory of Mind
Problem Solving
Consequential Thinking
Inference Prediction
HOW ARE YOU DISCUSSING A YOUTH’S SIGNS AND SYMPTOMS
Trouble answering who, what, when, where, why, and how questions – Hierarchy
Difficulty recalling information (remembering) – Processing/ APD
Trouble following directions
Difficulty remaining on topic/task
Difficulty learning and retaining new concepts/information
Difficulty communicating grammatically accurate sentences (verbally or written)
Difficulty explaining/summarizing one’s ideas and/or thoughts
Trouble with processing word problems verbal or written
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ACCESS TO CCD + PERCEIVED DELINQUENCY/INCREASED RISK CHART
You may access similar versions of the chart I referenced in todays lecture by:
1. Purchasing the Doing the “Work” Book (chart in back of book) via: https://the-juvenileforensic-slp.myshopify.com/
2. A version is provided in ASHA Perspectives August 2020 Publication: https://doi.org/10.1044/2020_PERSP-20-0002
CONTACT INFORMATION
Dr. Shameka Stanford, CCC-SLP/L
609-568-0358
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