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The Reading, Writing, Speaking Connection Janet S. Lehr, M.S., CCC-SLP

JanetLehrSLP@gmail.com 410-693-0887

Core Word Board

• Yellow – pronouns

• Green – verbs

• Blue – adjectives

• White – prepositions

• Pink – adverbs

• Gray – determiners

• Red outline – negative Large classroom board – to model language (Aided Language Stimulation) for the class

• Who models language on the board – EVERYONE (teacher, aide, SLP, etc.)

• Model on a Smart Board using PASS

• How do I Do It: Implementing Aided Language Input – Alicia Garcia http://praacticalaac.org/praactical/how-i-do-it-implementing-aided-language-input-with-alicia-garcia/

• Modeling on a Wall Chart, Lesson: Emergency Preparedness – Gail Van Tatenhove http://www.youtube.com/watch?v=40p5SToHmzI

• Modeling on a Student’s Device – Gail Van Tatenhove http://www.youtube.com/watch?v=QywUaX99-D4

Small boards – for the students to use and to model language for an individual student

• Put boards on desks

• Put boards throughout the classroom and home Which level to use – use the level that allows the student to be successful. Some students can use the 50 word board, some will need only a few words to be successful. What is the difference?

• Boardmaker o a symbol set (PCS – Picture Communication Symbols) – single meaning

pictures o a software program used to create communication boards

• Minspeak o a way of organizing language on a communication board o uses multi-meaning icons and sequencing

• Unity o a language program based on Minspeak o word based – core vocabulary o based on multi-meaning icons and sequencing o designed for automaticity

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• LAMP – Language Acquisition through Motor Planning o a teaching method o uses motor learning to teach the icon sequences for the words o Five components – all important

� Consistent and unique motor patterns � Joint attention � Readiness to learn � Natural consequences � Auditory signals www.aacandautism,com

• LAMP Words for Life o a language program based on Minspeak and Unity o Unity modified for LAMP o Word based – core vocabulary o Designed for automaticity o Based on sequencing icons o follows the motor learning principles of LAMP

Assessment – How can you assess which core words you student knows

• Formal Assessment o Receptive Language

� single word tests (PPVT) � receptive portions of tests (CELF, TACL, PLS) � basic concepts (Boehm or Bracken)

Testing the Receptive Language Skills of Severely Handicapped Preschool Children, LSHSS, Jan. 1985

o Expressive Language � Language sample (verbalizations, sign language, AAC)

• Informal Assessment o Receptive Language

� ‘show me’ – picture from a field of four � Following directions – go in, out, up, down � Participation in games

• Simon Says

• I Spy

• Find the object

o Expressing Language � Data logging of words used appropriately without prompting

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What to teach first – how to expand language Normal Language Development, Generative Language & AAC by Gail M Van Tatenhove http://www.vantatenhove.com/papers.shtml Data Collection

• Data Collection Sheets

• Video Tape – allows us to see o Prompts given o How questions are phrased o The structure of the environment o The total communication occurring o How communication attempts were responded to o Progress

Classroom Visits – Dec. 9, 11, 16, 17

• Positives o Adapted books (Goldilocks, Getting Gifts,

Snowman, Weather book, ‘Get) o Low tech board on every desk – a few

classrooms o Students using their devices – a few

classrooms o Teaching gestures – ‘hi’ bye’ ‘high 5’ o Small groups – learning centers o Making Cookies Activity – using core o OT Activity – using core – Put on o Classroom control o Sentence punctuation o Modeled commenting

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• Concerns o Sensory needs

� Readiness to Learn: “In order to learn, an individual must be in an arousal staten compatible for attending and learning http://www.aacandautism.com/lamp

� In preparation for learning the child may need:

• Calming: rocking, brushing, massage, push/pull, oral motor (chewing, sucking), quiet sounds, slow repetitive movements, heavy work / resistive activities, deep pressure

• Alerting: swinging, rolling, dancing, oral motor (sour, crunchy).

� Be aware of:

• Noise level (including videos)

• Lights – especially florescent

• Visual distractions

� “Whether the child is experiencing sensory overload which will make concentrating and learning difficult, or they need more sensory input to help them stay on task, THERE ARE modifications, techniques, and treatment you can implement within the classroom which will help children with sensory processing disorders (and even children without!)” http://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html

o Passive kids not involved

o Prompt dependent � When teaching vocabulary on the device, use the least amount of

prompting required for the learner to successfully complete the motor movement. Fade the level of assistance as quickly as possible so that the motor movement is as independent as possible and so that the learner doesn’t assume that the prompt is part of the motor plan and become prompt dependent. When expecting a response, allow the individual time to process and initiate the

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task independently. Don’t intervene with assistance until it is obviously necessary. (LAMP Manual – page 6)

o Scripted language – structured activities

o Hyperlexic child

o Yes / No questions � If a child has a vocabulary of less than 35 words and no knowledge

of syntax, teaching yes is particularly difficult, because it depends upon linguistically processing a prior utterance. The only utterances that can probably be responded to by the child are related to identification of objects and actions already taught, for example, "Is that x?" This leads to interactions that are more like testing than teaching communication of ideas important to the child. (JOURNAL OF SPEECH AND HEARING DISORDERS XLII 340-350 1977)

� Further, such interactions as "What's that?" and "Is that a ____ ? "stress the labeling of objects rather than the relationship of objects and events to each other and to the child. Thus yes has not been included as a form to be directly taught to the child in the very early stages of language learning. (JOURNAL OF SPEECH AND HEARING DISORDERS XLII 340-350 1977)

� By 30 months they should be:

• Naming colors

• Referring to self with pronouns

• Generating short sentences

• Using past tense

• Using negation

• Using prepositions Answering questions with yes and no – 30 to 33 months Typical children answer ‘what’ questions before they answer “yes/no” questions LinguSystems: Speech and Language Developmental Milestones

� Communicating with “yes’ or “no” responses is not as simple as playing “twenty questions.” Think of all the situations when you find it difficult to choose between “yes” or “no” and one of these responses would be more appropriate:

• Neither

• Maybe either

• Yes if only…

• No if only…

• Yes but no late

• Option C?

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• A version of yes or a version of no

• I don’t know. The Problem with Yes/No by Lauren Zubow, MA, CCC-SLP

http://community.advanceweb.com/blogs/sp_11/archive/2013/10/11/the-problem-with-yes-no.aspx

� Order of Complexity of Yes/No Questions

• Do you want _____? (requesting or rejecting)

• Do you like_____? (communication of preference)

• Is it a ______? (labeling)

• Do you have a snack in your bag? (information sharing)

o Communication devices not being used o Many classed did not have the wall chart, so no modeling of language o Aides not trained

� Many were excellent with the kids, but…

• Some sat and watched the kids but didn’t get involved

• Some played or worked with the children but didn’t facilitate language

• Some did the work for the children (hand over hand, choice making, etc.)

• Many over prompted

• Some adies didn’t seem to understand how to handle children with challenging behaviors

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o Choice making – Give REAL choices

o Expectations

Ways to Expand Language Use

• Bag Activity – opportunity to teach asking questions

• Videos – Wooden Roller Coaster (up, down, fast, slow, in, out, turn, go, stop) https://www.youtube.com/watch?v=9dC6uJDNf64

o Use videos interactively – stop the video and talk

• Doll House / Dolls

• Art – Beau doing a Christmas Project http://www.youtube.com/watch?v=gWK6uG7IRng&list=UL&playnext=1

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• Songs – change vocabulary to core (stretch = put; freeze = stop)

• Label classroom

• Computer closed (need to ‘open’ ‘turn on’ ‘get that’ ‘turn up’ etc.)

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• Snack time

Preschool

• Active Play o Wagon – in. out, go, stop, turn, fast, slow o Swing – go, turn, more, stop, fast, slow, big, little, on, off, help o Walking – go, stop, turn, slow, fast, big, little, look o Riding toys – go, stop, come, on, off, my turn

• Toys – novel toys o Spinning toys, light up toys – go, stop, on, off, turn, my, colors o Blocks and marbles – make, more, on, off, put, go, in, out, stop, up, down,

help, look, get, ready, again, different o Dress up – put, on, off, big, little, look, like, don’t

Content Area

• Common Core – use core words to o Ask and answer questions o Describe o Compare and contrast o Describe o Explain differences

• Science Lesson – planets (big, little, near, far, hot, cold, round, mine)

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• Rephrase question so they can answer with core – i.e. Tell me about Jupiter (It is big.) – Descriptive Teaching

Heterogeneous classroom

• Different questions to different students

Activity: • Choose a toy, activity, or lesson

o Choose core words that you can model o Chose core words for your child to use o What adaptations will you make? o What props will you use?

Teach the Content

• expose the students to the content words We use core

• to explain the content

• to talk about the content Students use core

• to talk about the content

• to ask and answer questions

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Hands on Learning:

• Mayer Johnson – Boardmaker - http://www.mayer-johnson.com/support/learn/videoLibrary/

• PRC Trainings (Vantage Lite, Accent, Unity, LAMP Words for Life) http://www.prentrom.com/training

• PRC YouTube Training Videos http://www.youtube.com/user/PRCaccess/playlists

• LAMP Word for Life (iPad) http://aacapps.com/lamp/

• LAMP Training www.aacandautism.com o Jan. 29 – Enola, PA o Mar. 27-28 – Rockville, MD o Aug. 12-13 – Chambersburg, PA

• Pittsburgh Language Seminar Series http://www.minspeak.com/PittsburghAACLanguageSeminarSeries.php#.VHstAWctA5s

Multiple Disabilities

• Scanners – CoreScanner – manual has teaching activities for core for scanners www.AACLangauageLab.com/Resources/free

Severe to Profound

• Every Move Counts, Clicks and Chats EMC3 Jane Edgar Korsten, MS/SLP, Terry Vernon Foss, M.Ed., Lisa Myer Berry, MOTR/L

Upper Grades – consider what adolescents like to do – put core in the activities Time to Make Materials

• Make and Take o Jan. 22 o Feb. 24 o Mar. 25 o May 14

• Volunteers o High school students o Parents o Grandparents o Students

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Reading, Writing, Speaking

• Center for Literacy and Disability Studies – University of North Carolina at Chapel Hill http://www.med.unc.edu/ahs/clds

o Dr. Karen Erikson o Dr. David Yoder o Dr. David Kopenhaver

• “All individuals, regardless of their abilities or disabilities, have the right to an opportunity to learn to read and write in order to increase and enhance the educational opportunities, vocational success, communicative competence, self-empowerment capabilities, and independence. http://www.med.unc.edu/ahs/clds

• Tar Heel Readers http://www.med.unc.edu/ahs/clds/products Writing

• “Without writing, reading development will be limited.” – Dr. David Kopenhaver Prewriting

• Drawing o “Drawing is an important part of literacy development. – Judy Potter

http://www.wiu.edu/thecenter/articles/draw1.html o “The abilities to write and to read depend upon core skills including the

ability to pay attention, to extract information, to communicate ideas and emotions clearly, and to use both words and images. In short, to use the whole brain. These skills can be learned through training in drawing. Drawing is a universal skill. Everyone can draw. No one teaches us how. Drawing is a language instinct.” Marks and Mind http://www.drawingwriting.com/

o “When talking and writing accompany drawing, verbal skills grow.” http://www.drawingwriting.com/

o You should not encourage children to draw things which look realistic. Drawings have to make sense from the child’s point of view – not our own. Scribbles are a stepping stone toward early writing and reading skills. Children need to practice this newfound talent of scribbling and be encouraged to experiment. – Tisha Rivera http://aplaceofourown.org/question_detail.php?id=559

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o The Thinking Child: A Handbook for parents: How literacy at home starts with scribbling and drawing – The Drawing/Writing Program http://www.drawingwriting.com

� It is my conviction that children who scribble and draw and who talk about scribbles and drawings will read and write text more easily, and will tend to be lifetime readers and writers. It is also my conviction that children’s brains that are at risk for difficulties with reading and writing text and other symbols will reconfigure themselves neutrally for reading and writing text and other symbols through the activities of successful, meaningful scribbling and drawing.

� Beginning Scribbling Exercise – up to age 2

• Take a piece of paper and a drawing tool yourself, and scribble. As you scribble, talk to yourself, “Now I’m going up, and now I am going down. … My loops are getting bigger…..

• When you finish scribbling and talking about scribbling and labeling your scribbles, write about them.

• Peer Share with your child – I would leave aside imaginative story-telling. That is for your child to discover.

� Spontaneous Drawing – ages 3-6

� Ages 4-6

• Before the written word carries meaning for the child, drawings are capable of carrying information. If we connect reading and writing with children’s own drawings, we’ll encourage a natural unfolding of the literacy process for children.

• Children naturally pay attention to scribbling and drawing. Mark-making helps little children to teach themselves how to pay attention.

• Play with Words – Magnetic Poetry o “I think that one of the most important things a teacher can do is to get

kids playing with words. Word play can ignite a love of language in general, which is essential in a lifetime of reading, writing, and higher thinking and learning.” – David Kapell

o Let’s Talk AAC Blog: Stories and Strategies for Success, Remember Who You Are – Darlette Navrotski, MA, CCC-SLP https://aaclanguagelab.com/blog/remember-who-you-are

o Magnetic Poetry in the Classroom: Directed Activities http://www.stonefaceskit.com/classroom.pdf

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� As each magnet is chosen, children experience writing as a series of deliberate decisions about words and word order, thus creating a higher quality product. http://www.stonefaceskit.com/classroom.pdf

o StickyWords App https://itunes.apple.com/us/app/stickywords/id513192201?mt=8