Shs 430 1st Edition Lecture 13 OUTLINE OF LAST LECTUREI. No classOUTLINE OF CURRENT LECTUREI. Communication Assessment ComponentsII. Different Methods for language programmingIII. Criteria for program selectionIV. Styles of interventionV. Different methods for language programming [cont’d]VI. Specific characteristics common to all structured programs. VII. Structured ProgramsVIII. Structured Programs difficultiesCURRENT LECTUREI. Communication Assessment Components-modality preference-articulation-knowledge and use of morphological rules-knowledge and use of syntactical rules-vocabulary-pragmatics-ability to engage in metalinguistic behavior [ ability to reflect on the meaning of language] II. Different Methods for language programming-Imitation- least effective but has its place-Echoing- prompting- child’s response is not understood and adult attempts to clarify the utterance by repeating it and leaving a blank where the unintelligible portion was-Modeling- correct the child’s language in a non threatening manner-Expansion- repeat the child’s utterance and add 1 element to it -Expansion + repeat the child’s utterance and add more than 1 element-Parallel talk- adult describes what the child is doing-Self talk- adult describes what they are doing-Description- name characteristics of an object or concept III. Criteria for program selectionThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.-type of hearing loss-severity-site of lesion-age of onset-auditory discrimination-acceptance process- family and or child-promptness in seeking service-family support-priorities [family and child], communication, education, vocation-individual problem solving skillsIV. Styles of Intervention-There are hundreds of marketed programs but they can generally be divided into 2 styles- Structured or grammatical and nurturing or natural.-Structured- teaching mode, activities are adult initiated. Language is highly directive and evaluative [language is pre-selected]. Adults will correct language with no attempt to understand the child.-Natural- nurturing mode, adult follows up and elaborated on child’s initiation. Utterances are contingent upon the child’s focus or interest. V. Different methods for language programming [cont’d]-Adults accept the child’s actions as important. The child takes the lead in the natural program.-There is a place with deaf or hard of hearing children for both programs. Structures programs are better for older children [3rd grade and up] and natural programs are better for younger children. Here at USM think of the different approaches of the Children’s center as compared to the Dubard School.VI. Specific characteristics common to all structured programs-Involve explicit instruction in all components of language [phonology]. -All use some sort of visual coding system -Use meaningful experiences involving the child’s interest and environment-Language taught must be presented in all situation-The teaching style is critical to success. -Must include work related to the development of questions.-All vocabulary should be highly familiar to the child- vocab that is taught should be 3 years below their chronological age.-Sentence length should be kept to a minimum.-Recognition and comprehension of language is worked on before production.-All programs have a means for the child to evaluate their own language.VII. Structured Programs**Fitzgerald Key- developed by Edith Fitzgerald from the Wisconsin School for the deaf. Words are in the building blocks of language. Follows a left to right progression. Visual coding- divides language into columns. Two different levels [not age defined] early sentence development and complete sentence development.**Patterned Approach- 4 goals [hear it, use it, read it, write it] Uses only 7 sentence forms [limiting in language and syntactical structure]. All sentences start with a verb +. Common in mid and northwest.**APPLE [a patterned program for linguistic expansion through reinforced experiences and evaluation] 10 basic sentence patterns. Noun phrase + verb, etc. Visual coding is super imposed above the sentence. Spiraling nature, that is, it gets more sophisticated as you advance. Five goals or instructional steps: 1) comprehension 2) manipulation 3)substitution 4) production and 5) transformation. Two unique things about APPLE that it has student work books and computer programs. These separate it from other structured programs. **Rhone Island Language Curriculum- Bloom and Lahey. 4 goals: 1) EXPOSURE to sentence patterns, prepositional phrases, personal pronouns, negatives, questions, pragmatics of turn taking, routines, declaratives, interrogative, imperative sentence forms. 2) RECOGNITION- children recognize different language structures. Some hard of hearing may recognize that it is a question but don’t understand. [how old are you? – yes] 3) COMPREHENSION and 4) PRODUCTION [speech, sign and writing. Visual coding = actor/action-Things that make the Rhode Island program unique. Only program to divide curriculum into ages. 3 age levels are pre-school, simple sentence level [lower elementary], complex sentence level [upper elementary]. Only program that addresses academic areas despite the fact that it is a language program [has language for math, science, social studies, etc.] Only program that has its own standardized assessment. **Association Method- multisensory program. Uses Northampton symbols as visual code S1,S2. Everything is in cursive [even the younger ones]. Vowels are in 1 color and consonants another. They use only lower case letters [even the students names].-Two other programs that are gaining acceptance are Tate and Reading Milestones. Tate was developed in Australia to teach English as a second language. Started to spread in Texas due to high Hispanic population and caught the interest of deaf educators.**Reading Milestones- only published reading program for the deaf. Numerous SLP’s use their books to teach language concepts.-Structures programs were first. Deaf educators and speech pathologists who had worked with structured programs were looking for a different approach to use with younger childrenand so the Natural programs began to be created. VIII. Structured Program Difficulties-Deaf educators and speech language pathologists found a generation of deaf kids with the following features of