cep 432 midterm review harold a. johnson michigan state university
Post on 19-Dec-2015
220 views
TRANSCRIPT
CEP 432 Midterm Review
Harold A. Johnson
Michigan State University
H. Johnson/MSU 2
9/04/09 Class Session Guiding Concept
Here vs. See vs. Do Language Development Theory
Essential developmental progression from reflexive, to signal, to symbolic communicative behaviors…all driven by communicative needs and supported by an effective learning environment
Three theoretical perspectives re. how and why language is developed, i.e., Behavioral, Linguistic and Interactionist
Use of Interactionist perspective to guide our decision re. how to design and implement language assessment and intervention programs for our students.
H. Johnson/MSU 3
9/04/09 Class Session Ch. 1: Functional Language Approach
Consistent with an Interactionist perspective re. language development
Focus upon the use of conversational exchanges as the essential context for both language assessments and interventions
Contrasts between the focus/strategies of traditional vs. functional approaches
Essential goal of a functional approach Critical need to create an environment that supports and
encourages language growth “Student first,” identification of language goals Teacher’s role as “facilitator”
H. Johnson/MSU 4
9/04/09 Class Session Ch. 1: Functional Language Approach (cont.)
Essential “indicators” of the success of a language intervention program
Primacy of pragmatics, over other forms of language Planning for generalization of language competencies
outside of the school setting Impact of “context” upon language learning and use Use of daily activities, routines, scripts as assessment
and intervention opportunities
H. Johnson/MSU 5
9/11/09 Class Session Prevalence
Birth- 5 yrs: 2005 – U.S. – 25 million children 30,000 children with bilateral moderate, severe, or
profound HL = Incidence rate of roughly 1.11 per 1,000 Functional Impact of HL
“Deaf” = Rate of 0.81 per 1,000 = 67,000 “Lot of Trouble” = Rate of 301 per 1,000 = 260,000
Newborn infant screening for hearing loss Use and impact of early intervention (IFSP) upon
children’s level of performance by age three
H. Johnson/MSU 6
9/11/09 Class Session Multihandicapped
Ch 2 - Language Impairements.ppt Functional definition of a language problem Owens: language problems due to an individuals difficulty
with one or more of these...perceive 'x‘……interact & communicate with others by attending, responding & anticipating 'x‘ via the use of signals and symbols that confirm to expected patterns of morphology, syntax, and semantics
Pattern of language problems demonstrated by students with different types of disabilities
Variables that determine the extent of language problems demonstrated by students who are d/hh and the resulting pattern of language problems
Impact of the disability vs. how “others” interact with individuals with disabilities
H. Johnson/MSU 7
9/11/09 Class Session Students With Multiple Disabilities.ppt
“deaf +” Unique pattern of language problems demonstrated by
each student vs. the common “guiding assumptions” that should be used with all students and the resulting instructional guidelines
H. Johnson/MSU 8
9/18/09 Class Session Conversational Model.ppt
Frequency with which individuals have conversations throughout the day
Conversational tasks that must be sequentially accomplished during each conversation
Three types of conversational behaviors, i.e., reflexive, signal, and symbolic + when they occur
Three channels of conversational behaviors, i.e., visual, motorical, and verbal
Culturally different patterns of conversational behaviors & resulting communication breakdowns Children with disabilities comprise groups of individuals
who frequently do not use, or understand, the expected patterns of conversational behaviors = resulting patterns of language comprehension and performance
H. Johnson/MSU 9
9/18/09 Class Session Sociolinguistic/Functional Perspective
Language problems occur when there is a “mismatch” between the language comprehension and performance of parents and children Sequence of problems experienced by many parents and
their children who are disabled = resulting language problems, i.e., passive learning style + communication system vs. language, and instructional implications
H. Johnson/MSU 10
9/18/09 Class Session Development of Communicative Competence
What, why and how language is developed and resulting instructional implications
Definition of Communicative Competence communication competence can be defined as the
extent to which an individual can both comprehend and convey information
communication competence can be measured through examination of the number of contexts (both physical and interpersonal), modalities, languages, topics, tasks, conversational repair strategies and languages that an individual can understand and convey communicative intent
H. Johnson/MSU 11
9/18/09 Class Session Owens - Ch. 3 - Assessment of Preschool and School Age
d Children with Language Impairments** Purpose of language assessments
…document and understand what students …can do in their “best” context, then work to increase the use
of existing skills in new contexts …are experiencing GREAT frustration in doing, then use “best”
context to develop needed skill, and then work to increase the use of the new skill in new contexts
Normalists vs. criterion-referenced approach to tracking student progress Restricted usefulness of normalists assessments + why Criterion-referenced approach relies upon an observational, or
descriptive approach of the student's conversational use of language = our observational studies
Accommodations used with “high-stakes” testing
H. Johnson/MSU 12
9/18/09 Class Session Owens - Ch. 4 - Assessment of Preschool and Sc
hool Aged Children with Language Differences** Grician Principles
Quantity – Quality – Relevance – Manner Impact of cultural/linguistic “mismatch” between teachers
and their students Integrated (all elements of language) vs. “discrete point”
(one element of language) models of assessment As teachers of students who are d/hh, we do not have to
“screen” to find those students with language problems, we simply need to observe, understand, document, and effectively respond to the language problems (their vs. our perspective) of our students demonstrate.
H. Johnson/MSU 13
9/25/09 Class Session Owens - Ch. 5 - Language Sampling
Impact of context upon language comprehension and performance
Identification and use of student’s “best” language use and learning context & use to: identify what students can do Establish what they need to do
Characteristics of a student’s “best” context Language sampling in “natural”/”representative” vs.
“contrived” interactional contexts Use of “evocative techniques” within language sampling Use of their topics to accomplish your language
sampling tasks
H. Johnson/MSU 14
9/25/09 Class Session Owens - Ch. 5 - Language Sampling (cont.)
Use of information from a child’s caregiver to assist in the language sampling process
Impact of the “sampling environment”/context upon the resulting patterns of language comprehension and use
Use of “low structure,” high predictability context for language sampling, e.g., routinized events or routines
The need for the teacher to establish “joint attention” with the child and be attentive/responsive during language sampling
Differences between adult-to-child, vs. child-to-child interactions and the resulting impact upon language sampling
H. Johnson/MSU 15
9/25/09 Class Session Owens - Ch. 5 - Language Sampling (cont.)
Consider the pragmatic function of the linguistic forms you are attempting to elicit. Use this information to structure the situation
“Illocutionary functions are the intentions of each utterance.” vs. the overall conversational task – see p. 131, table 5.4 for a list of these functions
Assessment = What the students can do + where Assessment = What the students want to do, + where,
but are experiencing frequent and substantial difficulty accomplishing
Presuppositional & Deictic Skills of students: importance Discourse Organization = Assessment focuses upon
how well/effectively the child accomplishes each of the conversational tasks.
H. Johnson/MSU 16
9/25/09 Class Session Owens - Ch. 5 - Language Sampling (cont.)
Language function dictates language form Students experiencing difficulty in effectively using a
language form may not understand its language function P. 138, table 5.6 “Elicitation of Some Language Features”
Transcription requirement for language sampling, but the lack of an established transcription protocol for nonverbal behaviors and/or sign languages
Guidelines for carrying out a language sample
H. Johnson/MSU 17
10/02/09 Ch. 6 of course text - Analysis Across Utterances
& Patterns & by Communication Event" “Traditional analysis has focused exclusively on the
utterance or sentence as the unit of analysis.” p. 146 p. 146, Table 6.1 “Types of Analysis Beyond the Utterance”
“To analyze language only at the utterance level is to miss many of a child’s language skills, especially those aspects that govern cohesion and conversational manipulation.” p. 146 i.e., focus upon language form/performance, vs.
function/competence
H. Johnson/MSU 18
10/02/09 Ch. 6 of course text - Analysis Across Utterances & Pattern
s & by Communication Event" (cont.) Children’s development and use of “register shifts”
Children with language difficulties often fail to make expected register shifts, either because they do not know when, or how such shifts should be made Impact upon language competence
Language problems due to “interlanguage/Code Switching” mistakes and “channel availability”
Referential Communication… i.e., to describe ‘x’ in a way that ‘y’ can understand
Presuppositional Skills…this is how well the speaker/signer understands and then uses that understanding, to interact with the listener/”looker” in a way that they can understand For most children, the receptive and expressive ability to consider
a partner’s perspective is well established by age 10.” (p. 149)
H. Johnson/MSU 19
10/02/09 Ch. 6 of course text - Analysis Across Utterances
& Patterns & by Communication Event" (cont.) Both referential and presuppositional skills requires
adherence to the Grician Principles Deitics “…linguistic elements that must be interpreted
from the perspective of the speaker in order to be understood as the speaker intended.” (p. 150)
Cohesion....:next” sentence relates to the previous sentence
Coherence....all of the sentences relate to the same topic and/or conversational task/goal
H. Johnson/MSU 20
10/02/09 Ch. 6 of course text - Analysis Across Utterances
& Patterns & by Communication Event" (cont.) 4 categories of conversational behavior, i.e.,
active conversationalist [+/+] passive conversationalist [‑/+] inactive communicator [‑/‑] verbal noncommunicator [+/‑]
Use of “backchannel” during conversations Culturally specific patterns of turn taking and topic
establishment behaviors Concepts of topic maintenance vs. “topic shading” vs.
"discontinuous discourse” Developmental progression of topics discussed and
topic establishment
H. Johnson/MSU 21
10/02/09 Ch. 6 of course text - Analysis Across Utterances
& Patterns & by Communication Event" (cont.) Differential patterns of language required to maintain a
topical discussion over multiple turns Communication breakdowns
Who initiates vs. who repairs Language use, problems and intervention goals &
strategies Repair strategies
Language use, problems and intervention goals & strategies
Developmental progression Latency of Contingency…impact and causes
H. Johnson/MSU 22
10/02/09 Ch. 6 of course text - Analysis Across Utterances
& Patterns & by Communication Event" (cont.) Patterns of conversational language problems
demonstrated by students “rule-of-thumb” concerning what constitutes a language
problem = frequency/degree to which ‘x’ frustrates child in understanding or being understood
Impact of interruptions/”over speech” upon language use Strategies to facilitate the development of turn taking
skills
H. Johnson/MSU 23
10/9/09 Class Session Traditional Language Intervention Work in Deaf E
ducation Kretschmer-lang intervention methods.ppt
Language intervention techniques have mirrored our understanding of language development & use, i.e., historical focus upon language form, most recent focus upon language function as the determiner of form
MI - EHDI Presentation - Functional Model of Language Intervention w Families.ppt Bromwich six levels of parent/child interactions Strategies that should be used to establish an effective
language learning environment for children who are d/hh
H. Johnson/MSU 24
10/9/09 Class Session Ch. 9 - A Functional Intervention Model
“A functional language intervention model attempts to target language features that a child uses in the everyday context, such as the home or the classroom, and to adapt that context so that it facilitates the learning of language.” (p. 242) p. 243 – Table 9.1 “Comparison of Traditional and Functional
Intervention Models Key principles of a functional intervention model Generalization variables “The best way to determine need is through environmental
observation. If, for example, a child frequently requests items in the environment but is generally ineffective, then requesting might be chosen as a target.” (p. 250) = our observational study
H. Johnson/MSU 25
10/9/09 Class Session Ch. 9 - A Functional Intervention Model (cont.)
Impact of frequency of need/use upon the development of ‘x’ language skill
Students need to not only learn ‘x,’ but also when and why to use ‘x’
Use of “content” vs. “function” words in language Muma’s instructional strategies: what, where, and why to
use “Because a young child lacks metalinguistic awareness,
rule explanation is not a viable clinical tool. An SLP must structure the environment so that linguistic regularities are obvious.” (p. 251)
Use of “contrast training” to assist generalization of student’s developing language skills
H. Johnson/MSU 26
10/9/09 Class Session Ch. 9 - A Functional Intervention Model (cont.)
Method of Training…Key information to keep in mind “Successful use of the language taught in intervention
programs depends, in part, on the expectations of these significant others in the child’s environment.” (p. 255) Intervention must not simply focus upon the student, but
also the individuals who interact with the student Need for students to learn the “cues” of when they
should use ‘x’ language skills Students should be taught to both recognize and use
natural contingencies in all their language intervention work.
Impact of frequent topical changes upon both comprehension and language development
Guidelines for language facilitators
H. Johnson/MSU 27
10/16/09 Class Session Ch. 10: Manipulating Context
Categories of “speech acts” and their impact upon language development
Developmental progression of “illocutionary functions” tables 7.5 & 7.6, p. 182-183 Implications
If language function drives language forms Then language intervention efforts should be designed to
foster the student’s development of increasingly sophisticated language functions
= manipulating the context to foster the student’s development of “speech acts,” “illocutionary functions,” “conversational tasks”
= the more direct the teaching, the less the learning + the more the student may avoid interactions with you
Nine techniques for manipulating the linguistic context to foster language development
H. Johnson/MSU 28
10/23/09 Class Session Ch. 11: Specific Intervention Techniques
Linguistic forms should be taught within the context of the functional purpose they serve to accomplish, e.g., why we use adjectives, prepositions, conjunctions, etc.
Intervention…establishing a learning environments, i.e., both physical and interpersonal, in which students have the opportunity and need to observe, comprehend, use increasingly effective forms of communicative behaviors to accomplish their increasingly complex language “speech acts,” “illocutionary functions,” conversational tasks.
Students must demonstrate ‘x’ language skills in face-to-face interactions before you expect them to demonstrate the same language skill via reading or writing.
H. Johnson/MSU 29
10/23/09 Class Session Ch. 11: Specific Intervention Techniques
(cont.) Narration…Intervention
Focus upon helping students to understand how stories are structured via story telling, scripts, plays …. READING to students and pointing out the cues, e.g., pictures, headings, punctuation marks, etc., used to infer meaning & the constant need to check for comprehension = build on student’s topical knowledge and interests = develop their desire/ability to recognize & repair com.
Breakdowns + expect to understand = give them both reasons and opportunities to read
increasingly formal reading material
H. Johnson/MSU 30
10/23/09 Class Session Ch. 11: Specific Intervention Techniques
(cont.) Student’s expecting story cohesion and learning to
recognize cohesion “cues” \ Semantics
“Word meanings form relationships with other words that help categorize and organize not only the language system but also cognitive processes, particularly for older children.” (p. 299) = categories of words/concepts/meanings that do vs. do
not go together- See p. 304 for examples = an increasingly “rich” vocabulary Use of graphic organizers to assist students in making
the conceptual links between words
H. Johnson/MSU 31
10/23/09 Class Session Ch. 11: Specific Intervention Techniques
(cont.) Vocabulary learning by students who are d/hh and the
empirical evidence concerning which instructional strategies improve vocabulary
The role of letter-to-sound recognition in vocabulary development
“At its core, word meaning consists of concepts or knowledge of the world. Words do not name things, but rather refer to these concepts. What is lacking in the experiences of students who are d/hh
that impedes the development of such conceptual knowledge?
H. Johnson/MSU 32
10/23/09 Class Session Ch. 11: Specific Intervention Techniques
(cont.) New words/word meaning must be linked with students
current words/word meaning = all learning occurs from old information to new
information Four strategies for vocabulary development…