ALD FINAL

Assessment:
-Situations (Daily/New)
-Identify
-Give alternate
-Select best
-Make plan
-Evaluate decisions

Intervention:
-Frame as a question
-Teach different perspectives
-Compare/contrast alternates

Provides info primarily on cognition but also provides discourse and "meta" data.

Assessment:
-How to find an item in a new store

Problems:
-How many strategies used?
-How many prompts needed?
-Compare reports to teacher/family's

Intervention:
-Teach strategies
-Scaffolding

Something that assists the students with understanding like an outline or listening. Any aid the student is given to help them understand.

Provides information on comprehension and production of linguistic features, cognition, conversation, and nonverbal communication.

Assessment:
-Describe how to play game followed by task that req.
-Student to follow instruction (barrier games)
-Organize main idea
-Sequence ideas
-Communicate clearly

Problems:
-Organization, clarity, & precision check
-Verbal mazes/false starts cause confusion
-Use of low-info words or omission of critical elements

Intervention:
-Vocabulary/clarity of message
-Communication repair strategies
-Clarification asked pragmatically appropriate

Production and comprehension of linguistic features and narration.

Assessment: 3-grade appropriate video tapes
1-Oral Lecture
2-Taped lecture w/ outline
3-Tape of high interest

Problems:
-Ability to identify main idea/relevant details
-Accuracy consistency

Intervention:
-Printed outline
-"Selective listening?"/provide counseling

Info on discourse and cognition
Omit task if all info tasks show poor performance

Assessment:
-Ads or political speeches
-Identify false, prejudices, inferences, biases, etc.
-Summarize

Problems:
-Patterns of response (fact vs. opinion)
-Combare to cognitive skills
-Classroom difficulty

Intervention:
-Cognition enhancement
-Able to problem solve? Focus on this...

-Basic "survival language" skill
-May omit if this has been generated in other tasks

Assessment:
-Jeopardy/Imaginary situations/role-play
-Job interview role play/requesting info/increase complexity

Problems:
-Appropriate syntax/content?
-Variety of forms
-Pragmatic?
-Comprehension problems
-Response to "why" appropriate?

Intervention:
-Train variety of forms
-Teach in variety of situations/formats

Focuses on comprehension and production of linguistic features and discourse.

Assessment:
-Receptive vocab baseline
-Sentence completion task
-Naming upon description
-Word association

What type of variables are these to success of assessment?
-Word frequency
-Age of acquisition
-Category type
-Abstract degree
-Word class (nouns easier)

What type of variables are these to success of assessment?
-Naming in context easier than confrontational
-Syntactic req. (simple/complex)
-Priming (influence of prev. words)

Problems:
-Likely not vocab if able to select from MC
-Nature of substitutions
-Response accuracy
-Speed of response

Intervention:
Vocab focus
Strategies

-Assistance with higher level concepts/vocab
-Teach functional/social communication
-Help mastering formal operational thought
-Reduce drop-out
-Documentation of growth in language from intervention
-More cost-effective for taxpayers

What are the 3 service delivery models?

What service delivery model is considered "pull out." Services provided individually or in small groups within SLP resource room.

SLP, regular/spec ed teachers, & parents work together to facilitate student's comm. & learning in reg. classroom. It's an indirect model where SLP doesn't provide direct service to student.

What are the 3 different forms of collaborative consultation?

Which model of collaborative consultation does the SLP & partner co-lesson plan and each then teaches a lesson to a different group of students in classroom?

Which model of collaborative consultation does the SLP guest teach a demo lesson for all students as classroom teacher assists?

Which model of collaborative consultation does the SLP note language of instruction of classroom, then provides complementary lesson components and advises how language can be taught for effectively/efficiently?

Characteristics:
-Skills plateau 4/5th grade
-Large group instruction
-Assumes higher-order skills
-Teacher autonomy
-Students want to blend in

Challenges:
-Needs exceed time avail.
-Needs smaller/intensive tx
-Strategy deficits
-Teachers need to be convinced
-Time limits impact understanding of difficulties
-Classroom setting may need to be used

Most effective delivery model where services are provided by SLP through a course that has the same req. as any other course the student takes (a grade is given). Credit is given toward graduation

What are the 6 components of Comprehensive delivery model?

Activities in which SLP has actual contact with student.

Activities in which SLP does NOT have actual contact time with student.

Encompasses structured learning situations and SLP's interactions w/professionals and paraprofessionals in those settings.

Synonymous with "marketing the product" and refers to educating people about communication disorders.

-Expectations/problems
-Norm dev. data
-Benefits of adequate communication
-Self-referral process
-Prevention

-Publications
-Career days/job fairs
-Class lectures
-Intake screening

-Inservice
-Media
-Telecommunications
-Info/support meetings

Process of defining which students have suspected comm. disorder that warrants further eval by SLP

Refers to "the use of a systematic procedure to identify provisionally those from a population who are likely to manifest an attribute which is judged to req. special attention."

Why is screening not appropriate for adolescents?

Instead of screenings what is done?

Model which detects students who fail to match the expectations of others within a particular environment (high school)

Match/mismatch with expectaions for communication

-Self-referral
-Selective screening

Observational checklist referral form.

Thorough documentation of communication performance, should confirm or reject impressions of comm. disorder observed during identification.

History
Learning type
Emotional intelligence
Social skills
Cognition
Linguistic Features
Discourse
Written communication
Meta-abilities
Nonverbal communication

-Informal procedures
(interviews, questionnaires, profiles, rubrics, portfolios, directed tasks, etc.)
-Formal instruments

-Structure of educational system
-Teacher language/classroom routines
-Curriculum variables

-Checklist of education structure
-Self-evaluation technique
-Curriculum analysis form

-Family members
-Peer group
-Employment setting

Interviews
Observations
Checklists

Connecting link between assessment and intervention. IEP must be drafted and must also prepare for student's movement from school to post-school activities.

Involvement/Motivation
Program selection

-Writing goals/objectives
-Motivational procedures
-Selecting programs

-Educational policies/procedures
-Consultation
-Peer involvement/attitude modification

-Administrator's involvement
-Collaborative approach
-Peer tutoring

-Attitude/behavior alteration/maintenance
-Awareness of referral agencies
-Sibling acceptance/involvement

Recognition of student's efforts by offering communication intervention as a course at middle or junior high level.

What are some grading options for a credit course in communication?