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SLP Presentation

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Kelly Barbes

on 22 August 2018

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Transcript of SLP Presentation

Kimberly Herman, M.S. CCC-SLP
CEO By Word of Mouth, LTD

Kelly Barbes, M.S. CCC-SLP
Clinical Supervisor
By Word of Mouth, LTD

Amy Bergsbaken, M.S. CCC-SLP
By Word of Mouth, LTD

Crystal Wollak, M.S. CCC-SLP
By Word of Mouth, LTD
It's Game Day!
Teachers, parents, & students alike think that we play games all day--so that is exactly what we are going to do today!
Can you NAME THAT TUNE...I mean, Disorder?
Ok...other than play games what do SLPs really do?
Our job really covers....

Receptive Language
Expressive Language
What is the "language" in Speech-Language Pathology?


s/sh--> "soo" for "shoe"

open /r/ or distorted /r/ --> "wain" for "rain"

lisp /s/ --> ""thun" for "sun"

omit consonant blends --> "pay" for "play"

A student substitutes, omits or distorts sounds you hear.
The quality of a student's voice is examined.
Pitch - is it too high or low?
Volume - too soft or loud?
Quality - too hoarse or breathy?
Nasality - too nasal or not enough?

Interruption of smooth speech
Repetition: w-w-w-we want, we-we-we-want, we wa-a-a-a-nt
Prolongation: wwwwww-e
Blocks: we.......want a popsicle)
Fillers: well like We uh we want a popsicle,
Struggle: tension, eye brow raises, snap fingers
Receptive Language
Difficulties with understanding oral, visual, &
written communication
Expressive Language
Difficulties with using oral, visual, &
written communication
Please go to the following on your computer or phone

Share the school you work with and the population you work with
How do language disorders impact academic and social-emotional development?
Ability to identify, produce and distinguish phonemes
sounds system development
phonological awareness

Identification, analysis and description of morphemes, such as root words, affixes, parts of speech, intonation and stresses, or implied context
Vocabulary!!! - understanding and using it
word knowledge

Understanding and using correct sentence structure

Understanding and using social aspects of spoken language that include conversational exchanges

Go to your packet and match the board game to the language disorder area
Gift for you!
Evaluation and Treatment Process
How to determine when to refer
Red Flags in the classroom
Receptive language
problem following directions
lack of understanding
needing many repetitions
frustration/lack of participation
lacking social skills
can't repeat sequences.
be the last to follow direction
Red Flags in the classroom
Expressive language
word finding issues
poor memory recall for new vocabulary words
expressing thoughts are difficult because they cannot organize their ideas
difficulty putting grammatical sentences together verbally or in writing
absurd answers
delayed responses
inappropriate use of language
incomplete thoughts
omission of key words
disorganized, only speaks in phrases, pauses
searching/groping for words
difficulty initiating, maintaining and concluding conversations
difficulty with perspective taking, turn-taking, eye contact, body language and proximity, understanding your audience
It can also include difficulties with:
Inferencing & Predicting
Cause/ Effect
Vocabulary concepts such as attributes, synonyms, antonyms, multiple meaning words etc.
New classroom vocabulary
Main idea/ details
Comprehension questions (what, when where, why etc)
Figurative language
Context clues, prefixes, suffixes, etc.
Fact & Opinion
And many more
Turn to a partner, pick X or O, on a red flag you have seen in the classroom
Evaluation Process
Starts with intervention!

Work with child study team
Proceed with Evaluation
If interventions are unsuccessful....
MN State Criteria
A student must score 2 standard deviations below the mean on two different language tests when compared to same-aged peers
A language sample that shows language difficulties.
That means a standard score of 70. Average is 100.
Some kiddos have language difficulties, but don’t qualify.
Your student has qualified, now what?

What is an IEP?
Individualized Education Program
We work with the team to develop goals and objectives
Service models
Pull the student out of their classroom
PRO: This is a great way to maximize instructional time and minimize distractions.
CON: Skills in speech room don't always generalize to other environments.
Push-in the classroom
PRO: Assist with generalization. Helps with in class assignments. Functional.
CON: During this time there may be distractions in the classroom. Perhaps the teacher is behind schedule and when you arrive the class is on a different subject.
Students with language disabilities in the classroom
Now what to do?
What expressive and receptive language concerns do you see in the classroom?


Now it's your turn!
Strategies for Following Directions
Following Directions
Obtain their attention before giving the directive
Following Directions
Write it on board or sticky note
Following Directions
Highlight or underline keywords in the written direction
Following Directions
Buddy system
Following Directions
Repeat, Rephrase
Following Directions
Visual Reference
Remember we gave you a visual reference
Comprehension of new content
Comprehension of new content
give them a picture book of the content
discuss new vocabulary
Google images (caution!)
Comprehension of new content
Manipulate the information
Comprehension of new content
Manipulate the information
Act out and/or Role Plays
Comprehension of new content
Manipulate the information
Incorporating vocabulary or spelling list
Comprehension of new content
Manipulate the information
You Tube video (caution)
add "summary" or "nutshell" to your search
Virtual Field Trips
Comprehension of new content
Manipulate the information
Curriculum based learning
Comprehension of new content
Highlight main ideas in the text for the student to preview as more manageable information

Highlight new vocabulary prior to reading and discuss

Sticky notes for longer texts
write main idea on each page or paragraph
write self to text connection
unfamiliar words
Comprehension of new content
Comprehension of new content
Use visuals with your students to help them make associations
Strategies for new vocabulary
Strategies for new vocabulary
Strategies for new vocabulary
Strategies for new vocabulary
Strategies for new vocabulary
Homestead act
Diversified farming

20 most common prefixes and suffixes

Strategies for new vocabulary
Use visuals to help make personally relevant references

Remember, multiple exposures to the word needed

wordly wise examples
Strategies for Grammar
Strategies for Grammar
Reread the sentence for errors

Hearing the auditory message
Strategies for Grammar
grammatical structures to look for while editing
commonly misspelled words
Strategies for Verbal Expression
Strategies for Verbal Expression
Allow bullet points for main idea instead of sentences

What are the steps of photosynthesis?
Sugar and oxygen
Energy and carbon dioxide
Strategies for Verbal Expression
Use graphic organizers to help organize thoughts and concepts
Strategies for Verbal Expression
sentence starter
The character felt ___ because ____.
give verbal choice
Did the character feel anxious or frustrated?
Strategies for Written Expression
Strategies for Written Expression
Graphic Organizers
Strategies for Written Expression
Word lists
list of adjectives
list of character traits
list of adverbs
Strategies for Written Expression
Alternative Writing Assignments
Strategies for written expression
Alternative Writing Assignments
Acrostic Poems
Strategies for Written Expression
Alternative Writing Assignments
I'm making a list by Shel Silverstein
Strategies for Written Expression
Alternative Writing Assignments
If I were .....
Strategies for Pragmatics/Social Communication
These students need to be taught explicitly what to do
Strategies for Social Communication
Telling them what to do

Not what not do to
Strategies for Social Communication
Role play or video model

Practice practice
Strategies on IEPs
You may see a lot of these on IEP accommodations and modifications

Think about using brain based approach
More opportunities creates learning

Testing Modifications
and Accommodations
Testing Modifications and Accommodations
We all know these:
multiple choice questions will have one less option
matching questions will be grouped in to sections with no more than 5 options
fill in the blank sections will have word banks with no more than 5 options
short answer questions do not need to be answered in complete sentences
essay questions will be accompanied with a graphic organizer
essay questions will be answered in bullet or outline format
tests will be read to the student when reading is not being assessed
student may use a self-created note sheet on all assessments

Testing Modifications and Accommodations
But what about these:
visual references will be used.
Use the same visual that was used for comprehension/introduction of the topic.
Now add it to a test.
Testing Modifications and Accommodations
Avoid negation.
Which of the following is not a theme?
Which of the following is not true?
These are fine for teaching the subject, like the example/non-example, but confusing for testing scenarios.
Testing Modifications and Accommodations
Move the WH question to the beginning of the sentence.
What year did the Civil War begin?
Instead of: The civil war began in what year?
What type of rock contains the most fossils?
Instead of: Most fossils can be found in what type of rock?
Testing Modifications and Accommodations
Eliminate questions or don't score questions that may be culturally biased

Example: Hmong language does not have plural -s
Wait!! - My student is bilingual
Speech-language disorder versus
speech-language difference
Bingo time!
Speech-language difference
A rule-governed language style that deviates in some way from the second learned language

Hmong language does not use plural "s" (i.e. dog)
I have two dog.
Acquisition of academic language
It can take 5-7 years to learn a new language for academics for a bilingual students
Multicultural Considerations
Some students aren't true bilinguals
One language may be stronger than other other
May only understand receptively
One language may be academic language while the other may be used for social

Multicultural Considerations
Central Theme
Temporal Sequence
Embedded stories
Eye contact
General participation

each sentence below.
one of the two words in parenthesis listed in the sentence, then
the sentence correctly.
Take out your math book and turn to page 63 and do the odd numbers.
Rephrase by saying: Math book, page 63, odd numbers

"sh" is one sound represented by two letters

"tub" versus "cub"
Fun Fact: Number of exposures to learn a new word

Average IQ 90-109 requires 35 exposures

Gates, 1931 & McCormick, 1999
Spelling word "First" Sentence: The first layer in the rainforest is the forest floor.
Spelling word "When". Sentence: When hot lava cools, it turns into igneous rock.
More manageable to refer to the sticky notes compared to general text
link to google doc in hand out
Morphology and root words
What accommodations would you give?
Credit: Judy K Montgomery Ph.D. CCC-SLP
Write the select words vertically. Write related words that begin with the corresponding letter
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