【正文】 rrierWoods Angela Ciraulo Joan Cortright Gail Curi Candy Cutt Susan Dilgard Amy Dinno Gail Elliott Kelly Falter Laura Griffith Marybeth Grosfield Katy Hime Anne Howard Cathryn Kelenske Ilene Klegon Mary Ann Knittel Jill Konwinski Alicia Li Judy Lytwynec Dara Ludeus Lynn Marshall Shirley Matuszewski Mary McAuliffe Carrie McCarterBarnes Arlene Millman Stephanie Nagy Nickola W. Nelson Kimberly Renshaw Sue Rosko, Susan Swarz Megan Shuboy Sally Shumway Susan Smith Gail Speiwak Maureen Keating Gail Sterling Carol Washchuk Katy West Alesia Williams Jane Witkop Alex Johnson Johanna Bauer Sandra Ponzetti Yvette Hyter Kelly Cosguff Colin Macpherson Ant Lauria Diane Shovan Elizabeth Semple Marianne Fish Julie Angeli Eileen Presnell Deanna DeVlaminck Rae Mendell Susan Hardin Karen Sabuda Kathleen Juhl Lisa Boike Nancy Garan Katie Flannery Mary Towler Lee Timer Thank You to the many professionals amp。 Nelson, 1998) L19 MSHA Staskowski 2022 28 CBLA Examples page L20 A teacher reports that student has difficulty understanding the classroom discussion and the textbook. Together, you have agreed that these difficulties would most likely be observed during social studies. The SLP decides to observe a classroom discussion and group assignment, then to take the student to the therapy room and discuss what went on. The SLP helps the student by showing the student how to use imagery and questioning as they discuss the content and plete the assignment. A teacher reports that a student’s language is confusing and hard to follow (disanized discourse). Together, you have agreed that these difficulties would most likely be observed during a story retelling task. The teacher described how they typically do retellings and the SLP simply brought the task to the therapy room. The task is pleted with no help, then varying degrees of help. In some instances, the SLP may add the student to a language intervention group working on something similar. The teacher reports that a student has difficulty following oral and written directions. Together you have agreed that these difficulties would most likely be observed during a science lab project. This could be an observation in the classroom followed by a brief retell of instructions outside the classroom, or the SLP may decide to review oral and/or written directions for a home science project in the therapy room. A teacher reports that a student has difficulty with pragmatics. Together, you have agreed that these difficulties would most likely be observed when the student is participating in cooperative groups for science experiments. This could be an observation in the classroom followed by a brief retell of instructions outside the classroom or in the therapy room. MSHA Staskowski 2022 29 Tools for You CBLA Language Assessment and Summary Reading Assessment and Summary Writing Assessment and Summary L3540 MSHA Staskowski 2022 30 Record Results of RTI or Dynamic Assessment Try out language strategies or skills that might help the student access the curriculum How does the student respond to intervention? Single or multiple sessions In the classroom, in a group, or alone SLP or other team members MSHA Staskowski 2022 31 Collect oral and written samples and consider prehension amp。 s per mi s sion MSHA Staskowski 2022 45 Curriculum Relevant Intervention Goal Monitoring Team responsibility Addressing Goals Noting progress Service delivery fits the goal/strategies Progress data analyzed Intervention approach adjusted Team considers next steps MSHA Staskowski 2022 46 So……. what has changed? 47 Culturally Linguistic Diverse Populations Michigan Guidelines Karen Graham – L’Anse Creuse 48 Cultural Competence of the SLP The awareness of the SLP’s own cultural values and standards which could impact the assessment and intervention process. It is necessary to understand the history and social customs of the student’s culture. Self Assessment for Cultural Competence. Got It? ASHA web site. projects/multicultural/ Graham, 2022 49 BICS and CALPS Basic Interpersonal Communication skills Develops informally through conversations and social interactions Cognitive Academic Language Proficiency Develops through anized instruction of literacy skills in school settings. Graham, 2022 50 Second Language Acquisition Conversational skills often approach native proficiency with about two years of exposure to English. Academic proficiency may require five or more years to reach proficiency levels. Graham, 2022 51 Bidialectal Students who use dialect of English other than SAE are called Bidialectal. Example: Southern Dialects of English Students can be dialectal in other languages as well. Graham, 2022 52 Use of interpreters Interpreters can be used throughout the prereferral and assessment process. Should be fluent in both oral and written modalities of the student. Facilitators of language between the parents/caregivers and the SLP. Graham, 2022 53 Interpreters Discuss roles and responsibilities Review key concepts, phrases, words, and procedures Remind the interpreter that he/she must not alter, omit, or add to the munication. Ask the interpreter if specific words/concepts are not translatable. Ask about cultural considerations Graham, 2022 MSHA Staskowski 2022 54 Team Summary CLD Referral Decision C U LTU R A LLY AN D LINGU I ST I