Lecture 3 Chapter 8 Strategies and AAC

Audio Transcript Auto-generated

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  We're gonna touch on a couple of points about multicultural consideration

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  and also

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  where typical students with speech language disorders are placed in school.

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  And then we're gonna talk about the classroom and about a ac. So let's get started.

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  First of all, let's take a look at our multicultural considerations.

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  You might remember at the very beginning, I said

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  that students who have dialects or students who are

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  just learning a new language like English language learners

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  don't qualify for speech language disorder services because they're not,

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  they are in a whole separate category and require different assistance.

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  So

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  think about this kids who are bi uh bilingual or those of you who might be bilingual.

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  I unfortunately am not so gifted

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  can use two languages equally. Well,

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  any of you who are bilingual, you will always have a job in education.

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  That's my last piece of advice to you.

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  You'll probably always have a job in business as well.

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  So when we look at kids who are bilingual,

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  the important word in that definition is uses languages equally.

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  Well,

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  when speech language pathologists do an assessment or evaluation on a student

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  who speaks more than one language or is an English language learner

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  very frequently.

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  The assessment actually needs to be completed in the child's native language.

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  So this necessitates the use of interpreters in many situations.

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  Over my career,

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  I did a lot of assessments with interpreters because it's really crucial

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  that we determine

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  that if we are looking at a language disorder,

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  that language disorder must exist in the child's first language.

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  Before they qualify,

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  we cannot

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  cannot

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  qualify. This is my big no

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  an English language learner as having a speech language disorder,

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  read my body language.

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  If we find that that's true. Only in English,

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  you my dear students would have a language disorder if I tested you in Chinese,

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  more than likely unless you happen to be fluent in that language.

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  So we cannot look at that at at students that way. So if you are working in

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  um a public school and you have a speech language pathologist who wants to identify

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  one of your English language learning students

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  as having a speech and language disorder,

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  make sure that that assessment occurs in that student's primary language.

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  Kids who are bi dialectical use two variations of the same language.

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  So since I brought up Chinese,

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  there are infinite varieties of dialect in China,

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  oftentimes

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  Children and dwellers in China,

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  residents of China have a dialect that is spoken only

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  in the small town or village that they reside in.

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  Everyone in the country speaks Mandarin

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  kids go to school in Mandarin

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  but each family unit may speak the dialect of the area that they reside in.

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  We don't have a lot of bi dialectal.

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  There's a fancy word for you

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  here in the United States.

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  We do have English dialects that are spoken in the United States.

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  As a matter of fact, you and I speak the Midwest dialect,

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  so

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  we won't see that too frequently unless you choose to go and work in

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  a different country And then you may

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  indeed encounter Children who are bi dialectical.

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  So you have to determine, just remember, you have to determine

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  the students first language deficits.

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  You cannot determine it in English only most important takeaway from that.

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  Where are you gonna find those students with speech language disorders?

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  Almost all of them are in your classroom?

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  That's right.

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  Your average student with a speech language disorder is

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  a student who has an articulation or speech difficulty.

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  Remember, motor speech,

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  um

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  they may also have a language disorder.

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  But if we look at our chart in the book and the,

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  the current statistics aren't much different,

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  you're gonna have 87% of the kids that have a speech language disorder only.

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  Let's put it that way,

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  are going to be included in regular classes.

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  You will have 5% that may be pulled out for other reasons.

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  4% will be in special classrooms and 4% are in a separate setting.

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  So those Children who are included

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  in the alternate settings besides your classroom

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  are students who have other co

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  morbid issues.

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  So they can be dually diagnosed a student with a DH D for instance,

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  can also have a speech and language disorder.

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  A student who has an emotional behavioral disorder

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  can have a speech and language disorder.

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  A student with intellectual impairments may also have a speech language disorder.

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  So

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  kids can have both.

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  But for the majority of students that you're gonna see in your classroom,

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  they will just have that speech and language disorder

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  and you will see them all the time.

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  So that makes your job kind of big.

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  What are you gonna do?

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  How are you gonna serve them?

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  You are going to be the carryover person.

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  After this speech, language pathologist has delivered their services.

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  Sometimes those services will talk about settings in just a bit,

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  might actually happen in your classroom.

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  Other times they'll happen in a different location.

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  But it's really important

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  that language is a key component in your teaching every day.

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  So

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  language happens all the time.

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  You are using it all of the time. It is the way that you teach. We use language to teach.

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  There's very little

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  nonverbal curriculum

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  that doesn't encompass the use of language.

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  So you need to pay really close attention

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  when you have students with speech and language disorders

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  to make sure that you are implementing whatever

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  the speech language pathologist recommends to help that student

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  access your curriculum

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  for kids that have articulation issues.

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  This isn't gonna be a big deal.

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  It's not going to be a big deal to understand what you're talking about.

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  But students that have language disorders

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  may require some adaptations and modifications

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  and those will be spelled out for you in the,

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  in the students IEP or individualized education program in case you forgot.

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  And the speech language pathologist will have all sorts of

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  suggestions about things that you might do for that student.

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  So just keep in mind

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  we learn through language and you will use language all the time.

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  Universal design for learning.

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  We talked about it quite a while ago. It's never going away.

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  Use all of those strategies, multiple means of representation,

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  multiple means of engagement and multiple means of expression.

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  Universal design for learning appears everywhere,

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  use audio.

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  So kids may have trouble with written language,

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  use audio formats, right?

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  Um Closed captioning for Children who might have hearing impairments and

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  a co

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  morbid speech and language disorder,

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  visual representations, pictures, pictures of verbal information.

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  When you are finished watching this lecture linked below,

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  you are going to find an example of a teacher using

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  low tech a ac or picture representations of answers she is requesting for a student

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  using graphics,

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  written words

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  might be really helpful, particularly if students

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  have receptive language disorders

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  or

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  need extra help with expression,

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  use those graphic organizers and control the amount of words.

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  So if you're having a, if you've got a student who's having some vocabulary issues

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  and needs to increase their vocabulary control

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  the amount of words that are presented

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  also, unlike my lectures, control the amount of words that are spoken.

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  Oftentimes for Children who have issues with receptive

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  language or understanding what you've requested of them.

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  Less

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  is more

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  ecological inventories for communication.

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  So your book talks a little bit about this. I'm gonna give you

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  my version of this.

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  So ecological inventories are tools that we use.

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  Oftentimes as a speech language, pathologist, I have used ecological inventories

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  to tell me a couple of things.

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  One of the things that they tell me is

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  what's in the environment,

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  right? I'm gonna look around at the environment.

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  Then I'm going to look around at the tasks that a student needs to perform in class.

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  I'm gonna look around

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  at the tool

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  that are needed. And of course, I'm gonna look at the student,

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  we call that in

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  our

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  lingo

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  the set framework, se tt all capital letters, student, environment task tools.

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  So it really takes a look at what is going the who the student is.

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  First of all, what's gonna be required of the student?

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  What kind of an environment is that gonna happen?

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  And then lastly,

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  we'll look at the kinds of things that we might need to

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  do to help that student or use to help that student.

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  These ecological inventories are not standardized,

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  they are just observational tools or observational

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  frameworks that may be used with teams

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  So when we do these,

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  if you're looking at doing one in your classroom to help

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  any of your students who might have disabilities in your classroom,

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  by the way, these are useful for all students with disabilities.

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  Um You might want to consult with your S LP,

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  you two will become close. We're actually very nice people.

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  Um But we wanna see what's happening in that natural environment.

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  The other way,

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  ecological inventories are often used is to take a

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  look at what typical kids do in an environment.

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  So if I have a student who has very significant needs

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  and amongst those needs might be support for an

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  alternative form of communication which we'll talk about shortly.

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  I might do an ecological inventory just to see

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  what other kids are saying and doing in the environment

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  that my student I'm supporting needs to be in,

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  gives me all sorts of ideas for how to program a computerized device

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  or what kinds of pictures need to be made to support a student.

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  So ecological inventories, it's a concept that you need to be familiar with

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  service delivery models.

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  So we s LP S are flexible human beings. Well,

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  all therapeutic professionals are flexible human beings.

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  So mostly if you work in an elementary school in your typical elementary school,

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  I'm gonna use a term I don't care for

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  and most graduates of our program aren't gonna care for

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  speech teacher,

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  don't say it, don't use it.

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  We are speech language pathologist. So in your school,

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  you might find this speech language pathologist actually has her own room.

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  If she's a lucky duck, she does.

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  And that room is where she will take students when she is going to deliver services

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  and she will go through her therapeutic activities with her.

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  And I shouldn't do that either her or his

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  therapeutic activities in the context or setting of that room.

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  So

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  that's not always the case though.

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  Sometimes speech language pathologists will push into your classroom.

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  That happens very frequently for students who may have

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  language issues.

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  So the speech language pathologist may come in to help support you the teacher

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  with their student in understanding what you're

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  trying to get across using language.

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  So that might happen.

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  So when you look at an individualized education program for

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  a student who is primarily a speech language disordered student,

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  you're gonna see the setting.

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  So where will the student get services your room?

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  Their role,

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  the hallway. Sometimes it's the hallway. Sometimes it's the janitor's closet.

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  I have on occasion, needed to work in a restroom

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  intensity and frequency.

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  How often

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  is the frequency?

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  How long?

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  So is it 20 minutes? Three times a week,

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  15 minutes,

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  two times a week.

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  Is it part of a new model that has popped up over the last I'm gonna say

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  10 years or so,

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  which is the five minute drill model for a lot of students that have our tick issues

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  might be five minutes a couple of times a day.

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  Um That research has backed that up.

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  So don't be surprised if you're working with an S LP who uses that five minute model.

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  And then

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  what's her role? Is her role going to be that direct instructor or will he their role,

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  not her

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  uh be more indirect

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  when we have an indirect role for a student, we are busy supporting you to the teacher

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  and the family with ideas

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  and suggestions for how you can assist that student in their regular environment.

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  So that's what you'll find on a speech language pathology only. IEP.

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  So what can you do?

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  You're the regular ed teacher,

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  you're the one who's gonna see this child day in and day out.

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  So

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  in your classroom,

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  you can always model good use of language and good articulation

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  modeling is extremely powerful for kids.

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  You can use focused contrast. So you can draw attention to the fact

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  that

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  there is a right way and perhaps a less desirable way. Let's put it that way

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  in which to

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  say a sentence.

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  So

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  here again, we're talking about our Children who may have syntax issues,

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  that whole word order thing.

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  So if a child has a word order issue or for instance,

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  perhaps an issue with pronouns also pretty common.

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  So instead of referring to boys as

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  he

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  or his,

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  um he refer, refers to boys as she or hers.

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  So when the child makes a mistake, like she is chasing the ball.

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  You can say, oh I I hear you're saying she's chasing the ball.

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  Here's a picture of a girl chasing a ball.

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  He is chasing the ball in this picture

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  focusing the contrast. OK,

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  event casts,

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  talking about things that are happening.

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  So here this is a wonderful tool to use for kids who need to develop more language.

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  So doing explanations about what is happening

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  or what you see happening for a student can be very interesting

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  and lots and a real useful tool to use. Open ended questions.

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  Ask more why? Questions

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  than yes and no questions,

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  ask questions that require the use of more than one word.

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  What's your name?

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  Johnny?

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  Do you like your name?

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  Yes,

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  you could say, oh Johnny, I I know your name is Johnny. How did you get your name?

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  That encourages Johnny to tell a story that might

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  involve his parents and how he got his name,

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  right?

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  Expansions

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  if a child gives you a simple answer, like

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  do you like her name?

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  Yes. Is the answer you might say yes, you like your name?

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  Do you think that you would like it as much? If your name was Matilda,

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  you might be getting more things from kids.

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  Recasting things is taking a sentence.

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  A child does and then saying it in a different way,

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  perhaps making it in a different tense.

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  So

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  Johnny, Johnny is playing ball, you could say Yep, Johnny is playing ball.

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  Right now. But tomorrow will say Johnny played ball,

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  right?

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  This works really well for students who are working on

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  different tenses in verbs

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  and then redirecting and prompting initiations.

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  There's lots of kids even without speech language disorders

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  who don't want to initiate communication with you

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  nor do they want to initiate answering a question. So it often requires you to prompt

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  and really encourage kids to initiate.

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  That's particularly true when it comes to peer to peer interactions and

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  more specifically applied to students who may have more disabling conditions.

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  And we'll talk about those when we get to those units.

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  So what other kinds of things can you do?

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  Well, there's tons of things you can do

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  and you'll think about all sorts of them.

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  So graphic organizers,

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  you guys are all familiar by now with what graphic organizers are,

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  how to put things in a visual form.

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  Lots of kids who have language disorders,

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  whether they be mild and just related to simple

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  syntactical errors like we've talked about maybe

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  they're having trouble with present and past tense

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  using a, a visual kind of representation for that is really good.

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  Graphic organizers are great for helping kids understand stories for instance,

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  and breaking things down who the characters are, what the setting is,

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  what actions are happening.

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  Um

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  So great for the use in literacy

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  and then

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  you can hand drum or there's awful, there's awful, not awful, really good software.

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  I wanted to say awfully good software

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  um that will generate those things for you. They're, they're wonderful things,

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  visual schedules,

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  pictures that tell kids what's gonna happen next.

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  Um In my line of work, when I worked with significantly disabled kids,

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  we used those types of schedules even to talk

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  about tasks that needed to be done and checklists,

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  visual timers.

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  This is useful for individuals that have more significant disabilities,

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  but it's really also quite useful for young Children

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  where you have a timer that actually shows the child how much time is left.

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  So they're called time timers and they usually have blue or red or

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  some other type of color that disappears as the time goes away.

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  It helps kids understand

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  that their time to do. One thing is ending

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  and the time to do something else is coming up.

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  A ac systemss,

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  just a warning. This was my passion and area of expertise.

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  So a ac stands for

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  augmentative and alternative communication systems.

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  This encompasses a broad range of different ways to help Children who are

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  minimally verbal

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  to non verbal.

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  It also assists kids who have lots of difficulty with

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  receptive language or understanding what you're saying to them.

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  So, a ac systems come in three different types.

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  Your book doesn't necessarily go into these, but I'm gonna break them down for you.

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  There's low tech devices,

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  those are

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  pictures,

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  words

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  uh might be visual schedules, they might be, it's anything that doesn't involve

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  any form of technology that uses a battery

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  of any sort or needs to be plugged in.

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  That's how I consider low tech.

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  So it can be a single picture, it can be a page of pictures,

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  it can be a book filled with pictures.

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  Um There are many,

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  many different steps that's part of your assignment is to search out

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  all of those different types of ac devices. They're vast and many

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  um when you do your web quest,

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  mid

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  tech,

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  mid tech devices, I always think of ones that have

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  maybe you know,

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  2349,

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  maybe up to 20 pictures on a page or on a

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  device that also talks to you when you push a button.

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  So it can also be a single button

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  that when you hit it has a message.

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  Pretty simple.

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  Oftentimes those very simple mid

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  tech devices are used for lots and lots of different things in classrooms,

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  particularly in the earlier grades, preschool and early elementary.

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  Then there's high tech.

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  So high tech communication devices are those

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  devices that contain a robust vocabulary.

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  So here we're talking about

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  apps that may be contained on a tablet device like an ipad or an Android app

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  or we're talking about dedicated computers

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  that contain

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  a vocabulary that can be extremely robust 7 to 10,000 words. As a matter of fact,

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  that is used solely for an individual to communicate.

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  So everybody thinks the high tech stuff is really glamorous and it is and it's fun.

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  Um but it's also

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  a real effort to learn how to use a system like that.

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  So we organize language in our heads a little bit different

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  than the way um it can be organized on a computer.

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  So whenever you have a student who is learning to use any type of a ac device,

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  it's going to require a lot of effort, effort.

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  And your part, the student's part, the S LP S part,

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  any paraprofessionals and the family's part, it's a team

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  effort to help a student understand a ac.

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  So

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  this is um where specialization really comes in.

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  Um often times now,

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  the preferred method for teaching A AC is actually called aided

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  language input or aided language stimulation or system for augmenting language.

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  Where teachers parents,

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  family members model the use of a device for a

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  student who is just learning how to do this.

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  So it's a complex process. It's like learning another language.

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  It's like that for you. And it's certainly like that for the student in question.

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  But the these types of systems are magnificent and allow individuals who

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  do not have the gift of speech for one reason or another

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  to lead lives that include robust communication.

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  I have a dear friend and former client who

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  graduated from college just a couple of years ago

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  using only their augmentative communication device.

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  So that device was very robust and allowed that individual

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  to not only converse but also complete school work.

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  And in addition,

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  deliver their

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  Soutar

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  um speech as they graduated from college.

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  So many, many things are possible using computer technology.

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  So

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  kids that have speech language disorders are gonna

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  participate in that regular curriculum unless you're looking at

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  students who may have much more significant cognitive

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  impairments in addition to their speech language issues.

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  So you're gonna look at what happens in the regular curriculum

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  and you're gonna, you know, when it comes to assessment,

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  it depends on what you're looking for.

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  Clearly. If you have an assessment that involves writing

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  and your student, only as an oral speech issue, like an articulation issue,

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  there's really no modifications or adaptations that need to be made.

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  But in the case of students that have language disorders,

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  those will be specified in their individualized education program.

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  And if it involves understanding

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  what's going on

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  um with that assessment,

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  then you can expect to find many more adaptations and modifications

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  that kind of wraps what I have to say about this.

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  So I have a lot more to say, but I'm not gonna bore you with that.

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  So please do go go down below and make sure that

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  you click on the video that I have posted there.

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  I have also put um in the list

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  a in them

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  in the um underneath part underneath me.

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  Um You will find a website that is a pretty robust listing

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  of lots of different types of communication applications that might be available

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  and different types of a

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  techniques

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  and then you're gonna comple complete your web quest on, on this

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  and there is a discussion item as well.

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  So you'll do the web quest first and wrap up this unit with the discussion.

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  See you for the next one.