【正文】 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 C A LLY D I V ER SE GU I D E/ TEA M SU M M A R Y Stude n t B i r t h d at e D at e Speec h Lang uag e Pat hol og i st Team Me m ber s N at i v e Lang uag e O t her L ang uag es Spok en D i al e ct s Spok en Lang uag es Spok en i n H om e . S u g g e st s S p e e c h o r L a n g u a g e D I F F ER EN CE S u g g e st s S p e e c h o r L a n g u a g e D i so r d e r T e ac h e r (s) □ int e rvie w / obser va ti ons B il in g u al S ta f f I n te r view Obta in i nf or mation about the studen t and the c ult u re P ar e n t C o mp l e t e p a r e n t i n t e r v i e w ( w i t h i n t e r p r e t e r , i f n e e d e d . T o o b t a i n so c i o c u l t u r a l h i s t o r y , d e v e l o p me n t a l h i st o r y , a n d i n f o r ma t i o n a b o u t l a n g u a g e c o mp e t e n c e S tud e n t int e rvie w / c omm e nts In put Re view of P e r tinen t Inf or m at ion Educ a ti ona l a c hieve ment a nd other r e c or ds suc h a s: M L P P , D I B E L S , stu de nt per mane nt re c or d (CA 60) F a m il y S tud e n t Obs e r v at ion – if avai lab le O b se r v e t h e st u d e n t i n t e r a c t i n g w i t h f a mi l y Ob se r vation s Classroo m Ob se r vation O b se r v e t h e st u d e n t p a r t i c i p a t i n g i n t h e c u r r i c u l u m Curr icul u m Pr e se n ta tion/ S tud e n t te ac h e r in te r ac tion De ter mi ne whe the r the student is re spondi ng to t he pr e se ntation for mat of the c lassro om o r c u rr icu lum mate ria ls. Doe s the student e x pe c t a dif fe r e n t pr e se ntation g iven their c ult ur a l ba c k g round ? I s thi s mi smatc h c a using lea rnin g or lang u a g e di ff iculti e s?。 P r e d i c te d )W r i t e s s h or t pi e c e sU s e s s i m pl e s e nt e n c e sRe du nd a n t w o rd u s a g eD oe s n39。 P r e d i c te d )T h e r ap y T ar ge tsL on g t e rm t h e ra py g o a l : I E P : O : T h e r a py S t ra t e g i e s : A s s i s tan c e to T e ac h e r s A c c om m od a t i on s w r i t t e n i n t o I E P : L e s s o n M odi f i c a t i on s : G e n e r a l i z i n g T h e ra p y G oa l s : Rep rod u ce d wi th th e Au th o r39。 specificity levels by Clinical Evaluation of Language Fundamentals4 CELF4) Clinical Evaluation of Language FundamentalsPreschool 2 (CELFP 2) Preschool Language Scales 4 (PLS4) Structured Photographic Elicitation Language Test – Preschool (SPELTP) Test for Expressive Morphology (TEEM) Test of Language CompetenceExpanded (TLCE) Test of Narrative Language (TNL) Test of Early Grammatical Impairment (TEGI) (Spaulding, Plante, 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 dif