Help! They’re Making Me Do Inclusion! Now What Do I Do?

ASHA 2010Linda Murdock, Ph.D. CCC-SLP

Assistant ProfessorCommunication Sciences & Disorders

University of Montevallomurdocklc@montevello.edu

Why aren’t we in the classrooms?Trained as clinical SLPsDon’t want to feel like a paraproWorried about making progress without that

intensive small group focusEveryone’s situation is different…butSample lessons, step-by-step programs, EBP

to make the most progressKindergarten through Adolescence

Why do we teach these skills?Main ideaDefiningSummarizingAnswering ‘wh’ questionsInferencesCategorizing

# 1 thing SLPs need to do…Stop using decontextualized learningExample: Idioms

Before: game, workbook lesson Were they the “right” idioms to help the child in the

curriculumNow: Use literature, Use textbook, Use

classroom content to teach idioms as they occur within a context

Don’t worry about getting 10 trials at once

Once we let go of our traditional materials, it’s easier to move our lessons into the classroom

Contextual Learning There’s more research to back it up

Cirrin & Gillam 2008 findingsExperts all agree contextual learning is keyIncreases chances of generalizationSchool SLP’s job is to support the student’s

access to the general education curriculum

Standards Support Contextual Learning

Curriculum StandardsR 1.2.3 Blend letter sounds in wordsR 4.4.7 Identify similes from a literary

passageR 4.3.3 Identify supporting statements for a

given inferenceR 11.2.3 Find one analogy in a provided

literary passage

We can teach…Idioms

as they occur in a text bookAnswering ‘wh’ questions

about content materialConversational skills

to discuss curriculum materialGrammatical morphemes

while completing classroom assignments

You Are an EDUCATIONAL SLP!

Use the textbook and classroom materials…this meansFreedom from lamination!Use your budget for printer ink and copy paper instead of the latest activity. Won’t have to send separate homework

…Are you thinking…but what do I DO? …ExamplesAs we talk- try to think of one classroom where you could intervene

Kindergarten, Craig, 2006Comparison Group: Phonemic Awareness in

Young Children: A classroom Curriculum (Adams et al., 1998). Interactive lessons targeting phonological skills

such as rhyming, initial and final sound identification, and syllables.

Target Intervention: centered on a shared text, utilizing interactive writing, and word-building activities.

Both used 4, 20-minute lessons for 16 weeks

ResultsPhonological intervention made gains in 3

areas: Phonological Awareness, Spelling, Word Attack

Interactive writing intervention group made gains in all 6 areas including: Word identification, Passage Comprehension,

Real word and Pseudoword decoding

What is the intervention?Day 1: Shared reading/Read AloudsDays 2-3: Shared writing a single message

using sound boxes, phonological problem solving. Progress to individual white boards. Tutor gives feedback and models

Day 4: Word study words selected from previous day’s content. Write a sentence and leave a blank for target word. Guess the word, make sound boxes, write graphemes, practice other target words on individual white boards. Discuss how they will use new words in classroom writing.

How can we modify for the real world?Can you go in every kindergarten class 20

minutes, 4 days per week?Can do in 2 days?Can you cross group-children from

“classroom families”?Can you train a parapro to help?Ideas?

Early Elementary Hay, Elias, Fielding-Barnsley, Homel, & Freiberg, 2007 Used multidimensional programming for

students with LD, Language delay, reading delay.

Based on Blank (2003) Levels of questioning and discourse:

1. Info directly supplied, “what is it?”2. Classification, i.e. color, function, shape3. Reorganization, i.e. linking information,

higher order reasoning, “what else do you know?”

4. Abstraction and Inference, “why?” “What caused it?”

The InterventionUsed teacher training to teach the classroom

teachers to use these levels of questioning more purposefully, scaffolding children to advance in form.

Children who had this as a supplement to the regular First grade curriculum, had improved reading and language scores over children in regular curriculum

How can you use this?Could provide theme-based lesson in the regular

classroom: whole group or small groupGardening

Level one: Name the toolsLevel two: Which tools are made of wood?

Which tools are sharp?Level three: Who else uses a shovel?Level four: Which tools could you use to

plant seeds? Why?

You already know how to do this, only difference is you’re doing it in the classroom with the curriculum theme

Plan via e-mail

Have teachercut and pasteTheme. Add objectives. Spend 5 minutesjotting down notes in each level.

More good newsWhen you tie goals and teaching to the

curriculum you can tie your data to it also.The teacher will be assessing as well!

Crowe, 2005 (an SLP) Upper Elem. to High School

Compared two strategies: Bottom-up –Comprehension is the natural

result of effective decodingDo you believe that?

Integrated learning: Top down and bottom up –focus on comprehension, thinking, and decoding in context2 hours week/ 5 weeksIntegrated group -significantly higher reading

comprehension scores, most gains in lower level comprehension (basic ‘wh’ questions)

Crowe, 2005Used Communicative Reading Strategies

(CRS) – begin by asking review questions and making predictions about upcoming chapter with picturesPreparatory Sets- “what do you know about

___?”SummarizingExplain unfamiliar wordsEmphasize pronoun referencesUse cohesive ties and connective words to tie

elements of text together.Support decoding as you are reading

How to use this studyDuring reading or content time in classroomCenter, small group, whole groupChoose a text selection, use photocopies so

everyone can write/highlight on it. Could do this every day or twice per week.

Vocabulary: 2 studies, Coyne, McCoach, & Kapp, 2007

Rich vs. Incidental, Rich vs. EmbeddedIncidental-Children heard the word, but no

further purposeful exposureEmbedded- students provided with word

definition when encountered in the story. Sentence was re-read with definition.

Rich- directly taught word meanings in context, interactive opportunities to produce and discuss the word meanings in other contextsListen for target words, define target words, re-read and

replace target word with definition, recognizing examples of the word (i.e. “which one is sturdy, a table or a house of cards?), formulating sentences with the words, asking extension questions (why do you think that one is sturdy?), restating and reinforcing student responses

Rich > embedded and incidental p< .001

How can you use this?K-12Use rich vocabulary instruction to target

multiple meaning words, idioms, synonyms, content vocabulary

Teach within the context of curriculum or theme

Can do shared reading, make interactive activity to support the vocabulary

Easily combines with the 4 levels of questioning

Middle and High School…Quote from Judy Montgomery, 2003

“Students who are still enrolled in a speech and language program when they enter middle school or high school have a variety of persistent language problems. They may not process information well, may have severely reduced vocabulary, and may not understand semantic relationships (Lahey, 1988). They often have poor short-term auditory memory skills. They usually hate to read, cannot spell, and avoid writing of any kind. They have difficulty expressing their ideas and are poor problem solvers (Lord-Larson& McKinley, 1995; Luke& Elkins, 2000).” p. 144

Montgomery recommends a 5 step narrative writing intervention that assists in problem solving, writing, dialogue, grammar, verbal expression.

Montgomery’s 5 steps: Scaffolded Narratives1.Draw a sequence story- 6 frames, stick figures2.Describe main characters-details that help define3.Begin writing the narrative-consult stories they

like as models, dialogue with student to problem solve, write interesting opening sentences

4.Write the story-Stay true to the main idea, use interesting new words

5.Re-write and correct- grammar, syntax, vocab, problem solving, self monitor comprehension.

(Can you use this for content-area writing? Think social studies)

SRSDSelf-Regulated Strategy Development

Graham and Harris- Researched over 25 years

Strong research base, very specific strategies (Baker et al., 2009)

Direct Instruction coupled with pneumonic devices for planning, drafting, and revising writing

Students who receive strategy instruction can be taught sufficient skills to pass state writing assessments (Barry & Moore, 2004,;Schumaker & Deshler, 2003)

Steps: Develop prerequisite skills, discuss it, model it, memorize it, support it, independent performance (Santangelo, Harris, & Graham, 2008 )

SRSDExamples:

DARE- opinion writing (Graham & Harris, 1999, p. 8) “Determine your premise, Assemble reasons to

support your premise, Reject arguments for the other side, End with a conclusion”

SPACE- for story writing (Graham and Harris, 1999) Setting, Problem, Action, Consequences

PLAN-for planning (De La Paz, 2001) Pay attention to the prompt, List the main ideas,

Add supporting details, Number your ideas

Secondary Strategies for Content Areas, Bryant et al., 1999

More effective when “integrated into the total school curriculum and is applicable across content-area classes” (p. 301)

Three Areas of content reading:Vocabulary, Word-Identification, &

ComprehensionTextbook are the major form of instruction

Complicated text structures, specialized vocab. Secondary students learn about 3,000 new

words/year

Vocabulary, Bryant et al., 1999

Instruction most effective if use multiple exposures, multiple contexts, link vocab to background knowledge

Semantic Maps- G.O. with main idea in the middle

Defining, word relations

Comprehension, Bryant et al., 1999

Before Reading- ID purpose, advance organizer, activate prior knowledge

During Reading- Self-questioning, comprehension monitoring and repair, textbook skills

After Reading- reflect, answer questions, summarize

“RAP” paraphrasing (Hagaman & Reid, 2008)

Follows the SRSD steps – but for comprehension and recall of main idea and details

R-read a paragraphA- Ask myself “what’s the main idea and two

details?”P- Put it in my own words1. Teach the strategy, importance of each step2. Practice with example paragraphs3. Ask students to think of when they could use

strategy4. Review strategy and ask students to memorize

it.

Hagaman & Reid, 2008Single subject designStudents read social studies text selections

independently Students increased the percentage of details

they were able to recallStudents increase the number of

comprehension questions they were able to answer

Could you use the strategy with COMPREHENSION across the board- not just reading comprehension?

Look at the Content Selection:What vocabulary could you target?

How can you make it “rich” instruction?What decoding rules could you target?What language skills can you target?What “textbook skills” can you teach?How can you use the writing process?How can you do this in the classroom?

Cuban Revolution lessonCohesive Ties-while, howeverTime/Sequencing- Since, by, later – expository

essay, timelineQuantity- many, a fewFigurative Language- “We were walking on a

cloud”, “paths to change”, “gain favor”Descriptive language- “Overcome with joy”, Opinion/persuasive essay- “…political prisoners

were routinely tortured”Content Vocabulary- social order, revolutionary,

dictator, Marxist, superpower, overthrowVocabulary- subsidies, dependence, routinely,

disaster

Inclusion StrategiesTry it out, one classroom at a timeTeach within curriculum contextReading, writing, language, vocabulary are

all tied together. Use multidisciplinary lessons

Take advantage of the special education literature

References Baker, S. K., Chard, D. J.,Ketterlin-Geller, L. R., Apichatabutra, C., Doabler, C. (2009).

Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75, 303-318.

Barry, L. M. & Moore, W. E. (2004). Students with specific learning disabilites can pass state competency exams: Systematic strategy instruction makes a difference. Preventing School Failure, 48 (3), 10-15.

Bryant, D. P., Ugel, N., Thompson, S., & Hamff, A. (1999). Instructional strategies for content- area reading instruction. Intervention in School and Clinic, 34, 293-304.

Cirrin, F. M. & Gillam, R. B. (2008). Language intervention practices for school-age &children with spoken language disorders: A systematic review. Language, Speech, and Hearing Services in Schools, 39, 110-137.

Coyne, M. D., McCoach, B., Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disabilities Quarterly, 30, 74-88.

Craig, S. (2006). The effects of an adapted interactive writing intervention on kindergarten children’s phonological awareness, spelling, and early reading development: A contextualized approach to instruction. Journal of Educational Psychology, 4, 714, 731.

References Crowe, L. K. (2005) . Comparison of two reading feedback strategies in improving

the oral and written language performance of children with language-learning disabilities. American Journal of Speech-Language Pathology, 12, 16-27.

De La Paz, S. (2001). Teaching writing to students with attention deficit disorders and specific language impairment. The Journal of Educational Research, 95, 27-47.

Graham, S. & harris, K. R. (1999). Assessment and intervention in overcoming writing difficulties: An illustration from the self-regulated strategy development model. Language, Speech, and Hearing Services in Schools, 30, 255-264.

Hagaman, J. L., & Reid, R. (2008). The effects of the paraphrasing strategy on the reading comprehension of middle school students at risk for failure in reading. Remedial and Special Education, 29, 222-234.

Hay, I., Ellis, G., Fielding-Barnsley, R., Homel, R., & Freiberg, K. (2007). Language delays, reading delays, and learning difficulties: Interactive elements requiring multidimensional programming. Journal of Learning Disabilities, 40, 400-409.

Montgomery, J. K., & Kahn, N. L. (2003). You are going to be an author: Adolescent narratives as intervention. Communication Disorders Quarterly, 24, 143-152.

Santangelo, T., Harris, K. R., & Graham, S. (2008). Using self-regulated strategy development to support students who have “trubol giting thangs into werds”. Remedial and Special Education, 29, 78-89.

Schumaker, J. B. & Desher, D. D. (2003). Can students with LD become competent writers? Learning Disabilities Quarterly, 26, 129-141.