Intervention

Elementary Years
 Literacy Collaboration
Development, Curriculum Based
Core
Standards
Communication
Domains: Listening,
Speaking, Reading Standardized,
and Writing Criterion Referenced,
Probe Testing

Elementary Years
Oral Language
Development Narratives

Metas
Comprehension Scripts

Service Delivery
RTI
Assessment:
Text eligibility
 Early intervention:
oral language
Hx: late talker, mild developed, passed
SNHL, +hearing screening for
aid mainstream
Kindergarten

K: referred for SLP

for speech
intelligibility and WILLIE 1st Grade: RTI for
immature reading placed on
language Tier II and
Goal: oral language eventually moved
skills development; back to Tier I
environment
change

Emma
End of 2nd grade: was referred again
for SLP services
- Not listening in class
- Trouble with reading and writing
- Couldnt organize his materials
- Couldnt complete his work
independently
- Acting out
- Teacher felt he couldnt function
in mainstream classroom

- SST: made modifications in his

environment but change didnt help
- Whats the next step????
- Whats do we need to look at???
Birth-----------------------------5 years
Oral Language Development
+ Literacy: learning to read and write
Phonological Awareness
Phonology : 90-100% intelligible,
segment words into syllables
emerging
Syntax/morphology: Brown Stage V,
basic sentence forms acquired; later
developing morphemes acquired
Semantics: 5,000 6,000 spoken
words, some text vocab; semantic
relations
Pragmatics: can address specific
requests for clarification, narration
is at the chain level with some plot.
5 years------------------------------------ 9 years
Oral Language & Language for Learning
+
Phonology: last residual errors
overcome ; phonological skills are used
for reading and writing
Syntax: Literature language syntax
needed for academic participation
develops; mastery of basic
grammatical rules
Semantics: 3,000 words each year until
3rd grade, literate vocabulary; abstract
vocabulary is developing
Pragmatics: Narratives are true stories;
language is used to establish and
maintain status
9 years --------------------------12 years
Oral Language & language for
Learning
????
+
Literacy development & Reading and
writing for learning

Phonology: phonology in relation to

reading, morphophonological
knowledge develops,
Metas: metalinguistic and
metacognitive skills emerge in reading
and writing
???
Syntax: syntax used in texts is more
complex than used in oral language
Semantics: abstract and specific to
curriculum, acquire new information
through reading; figurative language
Pragmatics: stories are complex;
understands ambiguity.
 Guiding Principles
1. Curriculum Based:
Avoid on working on a language agenda isolated from ways the
language will be used to participate in the curriculum

2. Integrate Oral and Written Language:

Provide both written and oral opportunities to practice forms and
functions of language that is being targeted
Phonological awareness, literacy vocabulary and socialization

3. Go Meta:
Direct activities to focus on conscious attention to the language
and cognitive skills a student uses in the curriculum

4. Preventive Intervention: delaying or circumventing the

occurrence of symptoms (students in your caseload or general
education population)
Participating in RTI
 Planning your Intervention
IEP Goals at Elementary Years
Traditional oral language areas
Expanding vocabulary
Improving classroom performance
Modifying classroom environment ???
Integrating oral language and literacy
???

Transdisciplinary Planning:
Who: ???
How: ???
When: ???
 Planning your Intervention: Behavioral Issues
in Intervention

Positive Behavior Support (Bopp, Brown & Mirenda,

2004)

emphasizes functional skill development

Engineer environments that make problem behavior less likely
(Carr, 2002)
Functional Behavior Assessment (FBA)
ID why problem behaviors occur and what purpose it serves (Scott
& Caron, 2005)
Checklists, interviews, and direct observation, recording context
 Planning your Intervention: Positive Behavior
Support
Behavior Hypotheses: antecedent, maintaining factor, in
place of
Long-Term Support: strategies for optimal quality of life
Prevention Strategies: changes in environment to minimize
problem behaviors
Functional Communication Training replace socially
unacceptable behavior with a more adaptive communicative
act (Bopp, 2004)
Consequential Strategies: how to respond to the replacement
skills and maladaptive behavior
 Planning your Intervention: Social
Stories
Using stories that provide replacement behaviors for
maladaptive ones
1. Descriptive sentences identifying a social setting the
child finds problematic and describe it.
2. Directive sentences tell what the child should do to be
successful in the target situation
3. Perspective sentences: describe internal states of
others during the target situation
http://www.youtube.com/watch?v=10cYt6xIw9Q
What area of language could this technique also
remediate?
 Planning your Intervention
Clinician Directed Intervention (CDI):
Drill
Drill Play
Cognitive Behavior Modification (Marshall, 1991 & Silliman,
1987): develop comprehension-monitoring and metacognitive
strategies for increasing learning skills
Clinician tells student explicitly what strategy will be developed,
why it is important and procedure to attain strategy (i.e.
comprehension of a read paragraph)
Clinician thinks out loud to demonstrate how strategy is
accomplished (i.e. WH strategy)
Have client model thinking-out-loud process

Technique will be used until student can generate self-monitoring

strategies
 Planning your Intervention
Child-Centered Intervention (CCI)
Scaffolding: most common strategy (Zone of Proximal
Development)
The Instructional range: zone in which the student is really
learning
Optimal Task Condition: reducing the amount of stress
and undue effort a student uses to complete a task (less
material and broken down in smaller units
Guidance of Selective Attention: highlighting important
information by using visual, verbal and intonational cues.
External Support: prime students to succeed in classroom
activities (self-esteem)
 Planning your Intervention
Hybrid Intervention: a great number of intervention is the
combination of CDI and CCI
Semantics
5 Step-Program (Blanchowicz, 1986): elaborate approach
Activate what students already know: exclusive
brainstorming (list vocabulary that was found to be hard in a
text compared with list from a different class unit discuss
words and see which one goes with the current unit)
Make connections among words and topics: give student a
list of words and have them guess that topic (graphs)
Use both written and spoken contexts
Refine and reformulate meanings: expose in varying contexts
Use the words for writing and additional reading
Visual map for the visiting the post-office script used in working on word retrieval
in primary grades
 Hybrid Intervention
Semantics

Metacognitive approach (Dole, Sloan, and Trathen,

1995)
Learning new words: (1) must not know what the word
means, (2) must be used in an assigned selection, (3) key
to describing a character, event or idea in the selection
Look up word in a dictionary
Reread word aloud in context and read definition they found
connection?
How each meaning relates to the plot or main idea which
gives a better description of the topic
 Hybrid Intervention
Semantics
Dictionary Skills
Keep a dictionary available in each classroom
Teach alphabetizing
Explicitly teach each part of the dictionary
Focus on word study (root, affixes)
Explain meanings of abbreviations
Point out use of sentences
Use thesaurus once a definition is found
Teach how to use synonyms
Take newly defined words back to context - curriculum
 Hybrid Intervention
Word Finding
Wallach and Miller (1988): visual maps to increase
semantic associations -Use familiar scripts
Mass practice: students time themselves as they produce
a list of vocabulary words
Listing would be timed until retrieval is rapid and effortless
then new vocabulary can be introduced

Phonological cues (German, 2002): vocabularies can be

organized by phonological similarities (i.e. bl words)
Cloze activities: student supply words in sentences
constructed by the clinician
Phonological cues (i.e. rhymes with, # syllables) could also
work with spelling
 Hybrid Intervention
Syntax
Integrating Expression and Comprehension
Morphology: develop understanding of the
relationship between root words and derivations;
work on spelling as well (i.e. muscular and muscle,
medical and medicine)
Complex Sentences: Deconstruct and/or Construct;
paraphrasing, picture sequences
Noun phrase elaboration, verb phrase elaboration,
auxiliary verb marking
 Hybrid Intervention
Pragmatics

Conversational Discourse
Role-playing (Scaffolding, think-aloud)
Scrapbooking: conversational mapping
Short film-clips (Brinton, Robinson, and Fujiki, 2004)
Barrier game: learn presupposition

Classroom Discourse Skills

Hidden curriculum
Mini classroom: hidden curriculum is unveiled
 Hybrid Intervention
Narrative

Preparatory Set: activate background knowledge

and get students ready to take in new information
Directed reading-thinking activities (shown book and
told the title but not asked to read it) predictions
Literature webbing: key events on cards students
are asked to organize them
Questions-Answers Relationship Technique (QART,
Raphael, 1994): systematic in assessment of areas of
difficulty; 4 types of questions
 Hybrid Intervention
Composition
Stickwriting (Ukrainetz, 1998): encourages students
to plan and record stories using simple photographs
Story maps or webs
Generate stories by modifying stories they have heard
or read
Computer software: make graphics of stories
 Hybrid Intervention
Metas
Phonological Awareness (Van Kleeck, 1990)
Rhyming
Ability to segment words into syllables
Ability to identify words with the same beginning sound
(alliteration)
Ability to identify words with the same final sound
Ability to count sounds in words and to segment CV, VC,
CVC words into phonemes
Ability to segment CCVC, CVCC, and CCVCC words into
phonemes
Ability to manipulate sounds in words (say fun with the /f/,
take /t/ from the beginning of ten and add it at the end)
 Hybrid Intervention
Metacognition

Comprehension Monitoring
Inadequate acoustic signal: clarification (in noise, whisper,
etc.)
Ambiguous statement/sentences

Organization and Learning Strategies

Actively control, coordinate, and monitor their learning
Creating Inferential Set: what student knows
Self-questioning: self-guiding questions
Think aloud/s
Reciprocal Teaching: students cue each other
Graphic organizers and sensory imaging: visualize material to
help them comprehend and recall
 Adolescents and Young Adult who are
functioning at Elementary grade level
Maximize literacy:
Continue to hear and read stories
Focused instruction in PA, letter-sound correspondence,
comprehension, writing and spelling
Apply literacy to interests: ?
Vocabulary development: ?
Functional social discourse: ?
Switch from core-curriculum to community referenced
curricula.
 Intervention
Oral Language Skills
Reading
Writing
Functioning in the classroom
Learning Skills
 Early intervention:
oral language
Hx: late talker, mild developed, passed
SNHL, +hearing screening for
aid mainstream
Kindergarten

K: referred for SLP

for speech
intelligibility and WILLIE 1st Grade: RTI for
immature reading placed on
language Tier II and
Goal: oral language eventually moved
skills development; back to Tier I
environment
change
End of second grade: was referred
again for SLP services
- Not listening in class
- Trouble with reading and writing
- Couldnt organize his materials
- Couldnt complete his work
independently
- Acting out
- Teacher felt he couldnt function
in the mainstreamed classroom

- SST: made modifications in his

environment but change didnt help
- Whats the next step????
- Whats do we need to look at???