【正文】 alysis/Analysis Tools/Checklists Reading Miscue Analysis of Children with Suspected Listening Difficulties Teacher Checklist for Listening Early Identification of Language Based Reading Disabilities – A Checklist Language Speech and Hearing Services in Schools EXPRESSIVE LANGUAGE Speaking and Writing Probes/Sample Types Narrative Curriculum based retelling task grades 18 Children’s Narrative Developmental Stages and Strategies Oral Language (MLPP) Expositive Compare/Contrast, Sequence, Question/Answer, Problem/Solution, Cause/Effect, Persuasion, Description, or Explanation MSHA Staskowski 2022 33 Test Profile Not the first activity Based on the information collected so far Selected carefully for purpose and the population Multiple assessmentsdoesn’t mean multiple tests Compared to IQ not sole criterion MSHA Staskowski 2022 34 Tests and IQ MSHA Staskowski 2022 35 Why not pare solely to IQ? (Cognitive Reference) Students with mensurate language and IQ scores won’t benefit from language therapy. IQ scores are stable. There are nonverbal IQ measures Many question whether any measure is truly language free Based on faulty assumptions Research has shown that they do benefit. IQ scores actually fluctuate across tests and within the same tests over time. Consequently, discrepancies are unstable MSHA Staskowski 2022 36 Problems with cutoff scores Intentappropriately identify student as disabled Avoid overidentification or underidentification Identifies unevenly across tests No cutoff in Michigan Rules or IDEA Practice in Michigan using 11/3SD arbitrary Cutoff scores may be different across tests (Plante, 2022) MSHA Staskowski 2022 37 Test Guidelines Knowing there is not a specific requirement for standard deviations from the mean in regulations or law, districts may develop their own practices. An overwhelming number of reviewers (SLPs and administrators) wanted specific guidelines The mittee suggests that continuing to use 1 1/3 SD as one contributing factor to the overall assessment is reasonable. (unless there is evidence that the cutoff should be greater for that test) MSHA Staskowski 2022 38 The lesson in all of this….. Tests alone are not reliable means of identifying students with munication disabilities that adversely affect school performance. MSHA Staskowski 2022 39 Acceptable levels of sensitivity amp。 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。 Farinella, 2022) MSHA Staskowski 2022 40 Form Impressions regarding Presence of a Disability Adverse affect of Disability on Educational Performance MSHA Staskowski 2022 41 Language Intervention MSHA Staskowski 2022 42 Goal Setting From the authentic assessments Selected as a team Related to helping the student access the curriculum Reference Michigan Curriculum Framework or Grade Level Expectations (Reading /Math) Annual goal 12 months, STO/outes steps to measure progress toward that annual goal MSHA Staskowski 2022 43 U n d e r p i n n i n g sL an gu a ge D i s or d e rC u r r i c u l u mS t a n da rd: B e n c h m a rk : C U R R I C U L U M R EL EV A N T TH E R A P Y P L A N N I N G F O R S L P S E h re n ( 1 999, 2 005)P e r f or m an c e (A c t u a l amp。 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。 s p erm i ss i on L47 MSHA Staskowski 2022 44 U n d e r p i n n i n g sV oc a bu l a r yS e n t e nc e s t r u c t u reT o pi c e l a b or a t i o nS t r a t e g i c a p p ro a c hK no w s / re m e m b e r s t h e s t e p sS e l f m o ni t o ri ngS e l f c o rr e c t i o nLa n gu age D i s or d e rL i m i t e d vo c a b ul a ryRe s t r i c t e d s y nt a x (c o m pl e x c l a us e s )S y n t a c t i c i n f l e x i b i l i t yN on s t ra t e g i cC u r r i c u l u mS t a nd a rd : S t u de n t s w r i t e c o m pe t e n t l y fo r a v a ri e t y o f p ur po s e s a nd a u di e n c e s .Be nc hm a r k: C re a t e s w ri t t e n t e xt s u s i n g t he w r i t i n g pr oc e s s (K 4 ) .C U R R I C U LU M R EL EV A N T T H E R A P Y P LA N N I N G F O R S LP S E h re n ( 1 9 99 , 2 00 5)P e r for m an c e (A c tu al amp。 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。 t pr oo f re a dIs f i n i s h e d w i t h a s s i g n m e nt a f t e r 1s t d ra f t .T h e r ap y T a r ge tsL o ng t e r m t h e r a p y g oa l : U s e a v a r i e t y of s t ra t e g i e s t o p ro c e s s a nd p ro du c e s po ke n a nd w ri t t e n l a n g u a g e e f f e c t i v e l y , e ff i c i e n t l y a nd i n d e pe nd e n t l y .IE P : O : W ri t e na r r a t i ve a n d e xp os i t o r y t e x t , ra t e d a t a l e v e l 3 on a 6 po i n t M L P P r u br i c .O : (1 ) U s e vo c a bu l a ry c o m m e n s ur a t e w i t h p e e rs i n c l a s s ro o m