With increases in caseload size it can be difficult to organize and structure groups in order to ensure that our students get the most out of their therapy time. Join us as we discuss a pilot study that examines how to group multiple children with multiple disorders in short, intense therapy and produce great results.
Speaking and pronunciation for hospital employeesjulie6pdx
This presentation shares experiences in designing and teaching a workplace-based pronunciation course for a diverse group of ELLs at an urban research hospital. Participants learn how to set up a pronunciation course that addresses the needs of medical professionals.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Speaking and pronunciation for hospital employeesjulie6pdx
This presentation shares experiences in designing and teaching a workplace-based pronunciation course for a diverse group of ELLs at an urban research hospital. Participants learn how to set up a pronunciation course that addresses the needs of medical professionals.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
The information contained in these slides was shared by Melissa Henning of The Source for Learning, Inc during FETC 2017's Annual Conference held in Orlando, FL, January 24-27, 2017. The slides introduce you to 50 cool tools that will work on any device in your BYOT classroom. Learn about tools to manage your classroom, differentiate, organize projects, create projects, practice writing, create blogs, and so much more.
Bizbilla provides all information towards Manila city wise Manufacturers, suppliers, buyers, wholesalers, importers, exporters, retailers, traders, sellers, dealers, distributors, agents, stock lot buyers, stock lot sellers, wholesale business, whole sellers and commission agents.
Edge Talk - Exploring online health communities, with Paul Hodgkin and Ben MetzHorizons NHS
We are witnessing the emergence of a new phenomenon in healthcare: self-organising, online communities of patients, carers, clinicians, researchers, academics and industry, all focused on a particular disease area.
Currently these exist as disparate and loosely bound communities, operating via a variety of niche digital platforms. This ecology is largely evolving outside the world of traditional health policy or formal healthcare organisations.
As yet there is little coordination, theoretical conceptualisation or empirical research into this area. However we know from other digital platforms like KickStarter, 38 Degrees and OpenIDEO just how quickly these platforms can evolve, disrupt old business models and create entirely new businesses.
Paul Hodgkin and Ben Metz interviewed more than 50 actors working with online health communities to map and explore this new and emerging field, to begin to build an on-going community of experts and practitioners who look to understand this new field and accelerate its successful interaction with the NHS and policy makers.
characteristic and identification of students with LDsUsman Khan
what is learning disability
types of learning disabilities
characteristics of children with learning disabilities
Identification of students with learning disabilities
Connect with Maths Early Years Learning in Mathematics Webinar series - Mathematical Thinking in the Early Years ( Part 2) Supporting children as mindful mathematicians presented by Louise Hodgson.
This presentation is focused on key mathematical processes - problem solving, reasoning and proof, communication and connections and habits of mind such as curiosity, imagination and persistence which together are as important as mathematical content in a high quality early childhood mathematics program. Practical strategies will be discussed to support young children to develop reasoning which is central to learning about mathematics.
August 2016 – Edge Talk: Managing Talent in Health and Social CareNHS Horizons
Sue Haines, Nottingham University Hospital’s Assistant Director of Nursing, will address managing talent in health supported by Dr Joanne Cooper, Head of N&M Research and Kerry Taylor, Shared Governance Facilitator.
The webinar reported on findings of an exploratory case study of Talent Management In Nursing in one Large Acute NHS Trust. This research examined the views of frontline clinical nurses and executive team members and contributes new knowledge to our understanding of TM in nursing in the NHS. There is transferable learning and opportunities for sharing across the wider healthcare workforce.
The body of research on early brain development shows that new parents can change the trajectory of their baby's future just by increasing the amount of language they use with them. This study detailing the results of Time2Talk2Baby, a new audio coaching app for parents of 0- 3 year-olds, shows the power and potential of this innovative project and some of the ways both parents and babies can benefit.
The information contained in these slides was shared by Melissa Henning of The Source for Learning, Inc during FETC 2017's Annual Conference held in Orlando, FL, January 24-27, 2017. The slides introduce you to 50 cool tools that will work on any device in your BYOT classroom. Learn about tools to manage your classroom, differentiate, organize projects, create projects, practice writing, create blogs, and so much more.
Bizbilla provides all information towards Manila city wise Manufacturers, suppliers, buyers, wholesalers, importers, exporters, retailers, traders, sellers, dealers, distributors, agents, stock lot buyers, stock lot sellers, wholesale business, whole sellers and commission agents.
Edge Talk - Exploring online health communities, with Paul Hodgkin and Ben MetzHorizons NHS
We are witnessing the emergence of a new phenomenon in healthcare: self-organising, online communities of patients, carers, clinicians, researchers, academics and industry, all focused on a particular disease area.
Currently these exist as disparate and loosely bound communities, operating via a variety of niche digital platforms. This ecology is largely evolving outside the world of traditional health policy or formal healthcare organisations.
As yet there is little coordination, theoretical conceptualisation or empirical research into this area. However we know from other digital platforms like KickStarter, 38 Degrees and OpenIDEO just how quickly these platforms can evolve, disrupt old business models and create entirely new businesses.
Paul Hodgkin and Ben Metz interviewed more than 50 actors working with online health communities to map and explore this new and emerging field, to begin to build an on-going community of experts and practitioners who look to understand this new field and accelerate its successful interaction with the NHS and policy makers.
characteristic and identification of students with LDsUsman Khan
what is learning disability
types of learning disabilities
characteristics of children with learning disabilities
Identification of students with learning disabilities
Connect with Maths Early Years Learning in Mathematics Webinar series - Mathematical Thinking in the Early Years ( Part 2) Supporting children as mindful mathematicians presented by Louise Hodgson.
This presentation is focused on key mathematical processes - problem solving, reasoning and proof, communication and connections and habits of mind such as curiosity, imagination and persistence which together are as important as mathematical content in a high quality early childhood mathematics program. Practical strategies will be discussed to support young children to develop reasoning which is central to learning about mathematics.
August 2016 – Edge Talk: Managing Talent in Health and Social CareNHS Horizons
Sue Haines, Nottingham University Hospital’s Assistant Director of Nursing, will address managing talent in health supported by Dr Joanne Cooper, Head of N&M Research and Kerry Taylor, Shared Governance Facilitator.
The webinar reported on findings of an exploratory case study of Talent Management In Nursing in one Large Acute NHS Trust. This research examined the views of frontline clinical nurses and executive team members and contributes new knowledge to our understanding of TM in nursing in the NHS. There is transferable learning and opportunities for sharing across the wider healthcare workforce.
The body of research on early brain development shows that new parents can change the trajectory of their baby's future just by increasing the amount of language they use with them. This study detailing the results of Time2Talk2Baby, a new audio coaching app for parents of 0- 3 year-olds, shows the power and potential of this innovative project and some of the ways both parents and babies can benefit.
If you're passionate about communication rights and want to improve the lives of individuals with communication disability and/or swallowing disorders, our Master of Speech Pathology could be for you.
Connor Street Early Childhood Program EvaluationsEDDD 8084EAlleneMcclendon878
Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are ...
Parallel Session: Collaborating to Give Every Child the Best StartNHSScotlandEvent2013
The Early Years Collaborative is the world’s first national, multiagency Quality Improvement Collaborative, working together across Scotland to give our children the best start in life. We have more work to do to ensure our efforts are safe and effective every time, for every child. This session highlighted this new and world-leading initiative and delegates were equipped with the information and tools to make their own contribution to the collaboration.
See more on the 2013 NHSScotland Event website http://www.nhsscotlandevent.com/resources/resources2013/resources
Using the Spanish Battelle Developmental Inventory-2: A case for clinical jud...Bilinguistics
This presentation describes the limitations of the Spanish Edition of the BDI-2, as well as the appropriate use of test norms. It identifies how language differences affect test results and describes how cultural differences can influence test results. Methods for supplemental or alternative assessments are also addressed.
Ethical Considerations for Culturally and Linguistically Diverse Populations ...Bilinguistics
Successfully navigate contentious situations when confronted with an ethical dilemma. Learn about the origin of ethics, how professions address ethical issues, and dissect intriguing case studies supplied by speech pathologists.
Have you ever had an ethical question or dilemma arise? Or do you work with clients who speak a language other than English and have concerns about how ethical the services are that they receive? In this presentation we consider the ASHA Code of Ethics, its relation to multicultural populations, and numerous case studies of SLPs in the field.
Collaborating with Educational Diagnosticians in the Referral and Evaluation ...Bilinguistics
Work effectively with other special education professionals who are testing students for learning disabilities. Learn to improve your referrals, improve the interactions on your campus, and reduce the amount of testing time that results in no qualification.
This presentation is a collaborative conversation between a speech pathologist and a educational diagnostician (LSSP Licensed Specialist in School Psychology in Texas). We discuss the similarities and differences between Receptive Language Delay and Difficulties with Listening Comprehension and between Expressive Language Delay and Difficulties with Oral Expression. We then explore reasons why we may obtain (apparently) conflicting testing results. Data from a research study sheds light on the commonalities among referrals that were most appropriate.
How Phonology in Bilingualism Contributes to Over Identification: A Case StudyBilinguistics
Find out which phonological processes to address in English when students are bilingual.
We have all seen comparisons of Spanish to English that help us work with children across languages. But what do we focus on in our English-only therapy with children who speak Spanish in other contexts such as with friends or at home?
This course presents a rare comparison of Monolinguals in English to Bilinguals in English to help us figure out what we should be focusing on to improve speech and move children off our caseload.
Identify Appropriate Articulation Targets for Second-Language LearnersBilinguistics
Improve articulation therapy with English-language learners by identifying appropriate targets. Easily use common tools such as Venn Diagrams and the Goldman-Fristoe Test of Articulation to differentiate between true sound errors and second-language influences. In this presentation we will explore 12 languages including Spanish, Mandarin-Chinese and Vietnamese.
Breaking Into the Classroom: Speech Service Delivery in the SchoolsBilinguistics
Learn how to break into the classroom and contribute significantly to the literacy and academic achievement of students with communication disorders.
Approximately 70% of speech-language pathologists use a pull-out model (ASHA, 2012). However, we are missing crucial opportunities to improve our relationships with teachers, have our therapy map directly over academic goals, and reduce our therapy planning by using the content and materials that teachers are developing each week. Break into your school’s classrooms and reap these rewards.
Language Intervention for School-age Children with Down SyndromeBilinguistics
Down Syndrome has unique cognitive, sensory, and physiological characteristics. Learn how to use a multi-modal approach to improve the intervention you give to children with Down Syndrome.
Appropriate, successful intervention can be provided for children with Down syndrome by understanding how the disorder impacts communication. This course includes a review of language development in individuals with Down syndrome, a discussion of evidence-based treatment methods, and a modified elementary level lesson plan to demonstrate successful intervention.
An Easier Referral Process : Improved Data, Collaboration, and ReferralsBilinguistics
Reduce the time you spend on the referral process and simultaneously improve your referrals and your relationship with teachers.
Successful speech referral processes can be quickly and easily implemented. This research-based case study profiles how to 1) achieve successful referrals while 2) reducing workload and 3) improving professional relationships. This presentation explains the step-by-step process that made this transition possible and profiles free online referral documents to begin immediately.
Phonological Development in Spanish-English Bilingual ChildrenBilinguistics
Find out how the phonology sounds system develops in bilingual children based on the results of our study of 198 children. At the end we share downloadable phonology developmental charts and other great resources.
Turn Your Ideas into Products and Move the Field Forward Bilinguistics
Speech-language pathologists frequently create and re-create materials to meet their clients’ needs. We showcase both successful speech product creations and failures to help SLPs turn their efforts and expertise into valuable products. We share ways to explore needs of the field, implement a project plan, and get your product to the market.
Overcoming Behavioral Roadblocks in Speech-Language InterventionBilinguistics
Challenging behaviors can impede progress in speech therapy. We will discuss the evaluation of behaviors that impact communication development and provide research-based intervention strategies to guide speech-language pathologists in developing effective treatment plans. We will include case studies of clinical interventions that improve communication in children with behavioral needs.
Effective Educational Strategies That Take Poverty into ConsiderationBilinguistics
From an educational standpoint, it is imperative to understand the behavioral and academic outcomes of those living in low-socioeconomic environments. Participants will gain effective strategies to use as educators and walk away energized and ready to tackle the new school year. This session will provide current statistical information based on Texas to improve how we serve children living in poverty.
Connections Between Bilingualism, Cognition, and Academic AchievementBilinguistics
Current Challenges in Assessment, Models of Bilingualism (Proficiency, Cognition), and Theory to Practice.
The intent of this presentation is to highlight common challenges we face in all types of assessment with bilingual children, discuss the reason for the challenges, and discuss ways to overcome the challenges
Is There an App for That? – Modifying iPad Applications for Diverse PopulationsBilinguistics
iPads are changing the way we provide therapy. We will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
This course will focus exclusively on iPad apps and will not include information on other similar or related apps for other tablets.
The iPad was introduced in 2010. It has been integrated into every sphere of our world and is changing the way speech-language pathologists provide therapy. The Ipad has the potential to increase motivation, learning, and meaningful communication outcomes for the children we serve. In this presentation, we will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
Technology plays a prominent role in society and is changing how information is shared and acquired. Research shows that using computer technology during speech therapy sessions motivates and engages children (Cochran, 2005). Additionally, children with special needs demonstrate interest in the animation, sound output, physical accessibility, and predictability involved in using computer technology (Cochran, 2005). As a result, children who use computer technology in therapy demonstrate fewer behaviors that detract from therapy’s effectiveness and subsequently retain more of what they have learned (Cochran, 2002).
Research on sociocultural theory indicates that effective therapy depends on knowledgeable mentors providing children with tools to mediate learning from their experiences within their zone of proximal development. Eventually, the children will internalize the tools provided to mediate their own experiences (Westby & Atencio, 2002). Because computer technology is changing the way children experience the world, some speech-language pathologists are creating such mediated learning experiences through iPad applications with promising results.
Slideshare are these errors due to language influenceBilinguistics
Taking into account speech, language, and culture, we aim to provide educators with a solid framework and information about many languages to support their understanding of speech and language development in English Language Learners. We explore Spanish, Russian, Vietnamese, and other languages to help SLPs support English Language Learners.
Both linguistic and cultural knowledge are critical when working with families and children from different language backgrounds (Goldstein, 2012).
Our goal in exploring the most commonly spoken languages in the United States is to enhance our understanding of patterns common to English language learners with different native languages. Our framework for analyzing errors provides parents, teachers, and other educators with the process they need to determine whether language production errors are indicative of language impairment or are the result of the normal process of language acquisition with more than one language. It is a very simple framework—if sounds/structures exist in both languages, they should not be affected in second language production. If sounds/structures do not exist in both languages, we expect transfer of skills or features from one language to another.
The Kids Are the Easy Part. I Have to Work with Other Professionals, Too?!Bilinguistics
You’re a communication expert. Why is it often so challenging to communicate productively with colleagues and parents? Because you’re human, and effective communication, like any other acquired skill, must be explicitly learned. We will identify strategies to foster colleague interactions and discuss simple skills to resolve adversarial situations. Join us as we discuss proven and productive relationship-building approaches that help communication-savvy individuals collaborate more effectively with others.
Here is a great review of fluency for SLPs. It includes information regarding assessment and treatment, as well as consideration when working with bilingual students who have fluency disorders.
Cultural and language Considerations for Working with InterpretersBilinguistics
Identify cultural issues when working with students and families from other cultures. Understand procedures for working and collaborating with interpreters during family interactions, speech and language assessment, and treatment. Finally learn to provide interpreters with appropriate vocabulary and scripts in Spanish that are culturally sensitive to explain the ARD/IEP paperwork and processes to parents.
Social Thinking & Theory of Mind: Putting it all togetherBilinguistics
You will find out what Social Thinking is, what Theory of Mind (ToM) is, and how they are related. You will learn what skills must be in place so ToM can develop. You will also will be able to list and describe various social communicators, and select appropriate therapeutic interventions.
Bilingual Evaluations: Writing the FIE report for Bilingual StudentsBilinguistics
The cultural diversity of our caseloads is growing exponentially. Correctly identifying children with speech and language disorders is made easier by understanding how to use 1) the referral process, 2) the interview process, 3) formal assessment, 4) alternative assessment, and 5) reporting procedures to reduce our work and create truly rich data to confidently diagnose a child.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. The Origins of Our Pilot Study
• We have large, diverse caseloads that grow
throughout the school year.
Questions:
• Is there a more efficient way to serve our
students and not sacrifice quality?
• What are other academic areas doing to improve
services?
• Can academic models work within the
framework of speech pathology?
4. Our Discussion Today
• Identify successful intervention techniques and
service delivery models.
• Discuss research on improving clinical services
• Review results of a clinic camp that tests these
ideas for speech-language intervention
• Apply these successes to the school setting
• Provide therapy plans for implementing changes
to how you provide intensity of services
5. Professional Constraints
• Location of Service
• Format of Service (group vs. Individual)
• Dosage (Frequency, Intensity of Services)
• Insurance
• Federal Mandates
▫ IDEA
▫ Least Restrictive Environment
8. What aspects of our profession
influence intervention practices?
9. Improved Language Outcomes
• Gillam and Loeb, (2010) reported that four
components of language intervention were
associated with successful language outcomes
▫ Intensity
▫ Active Attention
▫ Feedback
▫ Rewards
10. Increased Vocabulary
• Repetition of Vocabulary words requires
exposure of at least 15 times (Pui Fong, 2010 )
• Longer interventions
• Teaching words through definitions and in
context (Stahl & Fairbanks, 1986)
• More word encounters
• Active processing (Baumann et.al, 2003 and A. Graves, 1986)
12. Why do we provide services for the
amount of time that we currently do?
13. Mixed Results
• Studies on the following topics found mixed
results
• Dosage (frequency)
• Parent implemented vs. clinician administered
• Classroom-based vs. Pull-out
• School vs. Clinic
▫ (Schooling et. al., 2010)
15. ▫ 30/60 minutes twice a week
▫ direct service on average 2-4 kids per group
▫ Who ever decided on 30 minutes/week ?
?
16. Alternative Delivery Models
▫ Limited research on group intervention
Adults with aphasia
Hearing impairments
Stuttering
Very little addresses speech & language
Early-childhood intervention
17. Alternative Delivery Models
• Recent Studies found intensity as a consistent
factor that contributed to increased language
outcomes
▫ Gillam et.al (2008) , Loeb et. al. (2009),
Tomblin, (2007), Gillam and Loeb (2010)
18. Define “Intensity”
• “The number of hours of intervention over a
specific time period.” (Lovaas)
• “The ratio of adult to children” (Graff et. al.)
• “The quality and quantity of services in a given
period of time.”(Barnett & Escobar)
• “The number of specific teaching episodes per
unit of time.” (Guralnick)
From Ukrainetz et. al. 2008
19. How Much is Necessary?
• How often should we use therapeutic techniques
in a session?
• Which techniques work best for working on
specific goals?
▫ (Ukrainitz, et.al. 2008)
20. Research on intensity-over-time is
contradictory
• Intervention of more than 8 weeks was more
effective than less than 8 weeks (From Ukrainitz et.al, 2008; Law
et. al, 2004)
Contradicted by:
• Intensive 6 week service delivery model showed
5x the gains as a traditional 2-year service
delivery model ( Gillam & Loeb, 2010)
▫ Number of delivery hours being equal
21. Study on Intensity
• Could we do a study of intensity that applies to a
public school population?
• How does the Bilinguistics pilot study look
different from the Gillam et.al. (2010) than the
study?
• How would we create a larger scale study in the
public school setting?
22. Could we alter the
frequency and intensity
of speech therapy and get
equal or greater results?
23. Applying a Pilot Study of
Intensity to our Field.
• Individual
• Monolingual English
• 1:40/day for 6 weeks
• Literacy-based, computer
program and academic
program
• Only enrolled children with
language impairments
• Group
• Bilingual population
• 2:00/day for 2 weeks
• Literacy-based program
• Children with speech,
language, hearing, social and
cognitive disorders enrolled in
program
Gillam Study Bilinguistics Study
24. Study Overview
• The current study examined the efficacy of a
short-term intensive group intervention
program for both English and Spanish-speaking
children ages 3-8 with all classes of disorders.
25. Methods
Participants-6 children per group
2 groups of 3-5 year old bilinguals
2 groups of 3-5 year old English speakers
1 group of 6-8 year old bilinguals
1 group 6-8 year old English speakers
Time
Two week sessions, 4 days per week
Intensity
2 hours per day
Disorders
All disorders (Autism, speech and language impairment,
Down Syndrome)
26. Time Schedule Activity Goals
8:50-9:00 Arrival
9:00-9:15 Circle Time
Greeting/ Attendance
Clinician A
9:15-9:20 Jobs
Clinician A
9:20-9:30 Calendar
Clinician A
9:30-9:35 Music
Clinician A
9:35-9:40 Language goal
Clinician A
27. Time Schedule Activity Goals
8:50-
9:00
Arrival
9:00-
9:15
Circle Time
Greeting/
Attendance
Clinician A
Name recognition: Clinician
hold up name card and kids
find the student.
Clinician: Who’s name is on
the card?
Students: Jacob!
Clinician: Where is Jacob?
Students: Over there
Clinician: That’s right, he is
next to Keith
Ok, Keith, where do I put you
name, Under the boy or
under the girl?
1. Phoneme
identification
2. Who question
3. Where questions
4. Joint attention
5. Spatial concepts
9:15-
9:20
Jobs
Clinician A
Six jobs: Capitan Energy
(lights), Super sponge (clean-
up), Fantastic furniture (
1. Who questions
2. Responsibility
3. Object-action
28. Time Schedule Activity Goals
9:15-
9:20
Jobs
Clinician A
Six jobs: Capitan Energy
(lights), Super sponge (clean-
up), Fantastic furniture
(tables and chairs are put up),
Time machine man (calendar
helper), Line leader, Snack
helper. Give out badges for
each job.
1. Who questions
2. Responsibility
3. Object-action
9:20-
9:30
Calendar
Clinician A
1. Go over months in a year
and then dance the
Macarena to the songs
(January, February, etc.).
2. Review Days of the weeks,
snap the Days of the week
song.
1. sequences
2. numbers
3. categories
4. verb tense
9:30-
9:35
Music
Clinician A
Children choose two songs to
dance to
1. Increase sentence
length
2. Which questions
3. sequence
29. Time Schedule Activity Goals
9:00-
9:15
Circle Time
Greeting/
Attendance
Clinician A
Name recognition: Clinician
hold up name card and kids
find the student.
1. Phoneme
identification
2. Who question
9:15-
9:20
Jobs
Clinician A
Six jobs: Capitan Energy
(lights), Super sponge (
1. Who questions
2. Responsibility
3. Object-action
9:20-
9:30
Calendar
Clinician A
1. Go over months in a year
and then dance the
Macarena to the songs
(January, February,
etc.).
2. Review Days of the
weeks, snap the Days of
the week song.
3. Review the date. Today
is X. Yesterday was X.
Tomorrow will be X.
1. sequences
2. numbers
3. categories
4. verb tense
30. Time Schedule Activity Goals
9:20-
9:30
Calendar
Clinician A
1. Go over months in a year
and then dance the
Macarena to the songs
(January, February, etc.).
1. sequences
2. numbers
3. categories
4. verb tense
9:30-
9:35
Music
Clinician A
Children choose two songs to
dance to
Clinician: Which songs do you
want to hear? Pick two songs.
Student: I want the animal
song and the Hokey Pokey
song.
Provide visual choices. After
student picks the songs, place
the pictures on a board that
say First, then.
1. Increase
sentence length
2. Which
questions
3. sequence
9:35-
9:40
Language
goal
Clinician A
Clinician: Today we are going
to learn about our body parts
and why we need them. We
use our nose to smell, eyes to
see, etc.
1. Object-action
2. Category
generation
31. Time Schedule Activity Goals
9:30-
9:35
Music
Clinician A
Children choose two songs to
dance to
Clinician: Which songs do you
want to hear? Pick two songs.
Student: I want the animal
song and the Hokey Pokey
song.
1. Increase
sentence length
2. Which
questions
3. sequence
9:35-
9:40
Language
goal
Clinician A
Clinician: Today we are going
to learn about our body parts
and why we need them. We
use our nose to smell, eyes to
see, etc.
Draw a word map and ask the
kids to label their body parts.
Clinician: What do we do with
our eyes?
1. Object-action
2. Category
generation
9:40-
9:45
Phonological
goal
Clinician A
Clinician: We are also going to
learn about the letter /s/. It
makes a sound like a snake.
1. final /s/
32. Time Schedule Activity Goals
9:35-
9:40
Language
goal
Clinician A
Clinician: Today we are going
to learn about our body parts
and why we need them. We
use our nose to smell, eyes to
see, etc.
Draw a word map and ask the
kids to label their body parts.
Clinician: What do we do with
our eyes?
1. Object-action
2. Category
generation
9:40-
9:45
Phonological
goal
Clinician A
Clinician: We are also going to
learn about the letter /s/. It
makes a sound like a snake.
1. final /s/
9:45-
9:55
Literacy
Center
Clinician B
Read the book: From Head to
Toe, By Eric Carle.
Use scaffolding techniques
while reading the book with
the students.
Focus on language target.
1. Object actions
2. Final /s/
33. Time Schedule Activity Goals
9:40-9:45 Phonological
goal
Clinician A
Clinician: We are also going to
learn about the letter /s/. It
makes a sound like a snake.
1. final /s/
9:45-9:55 Literacy
Center
Clinician B
Read the book: From Head to
Toe, By Eric Carle.
Use scaffolding techniques
while reading the book with
the students.
Focus on language target.
1. Object actions
2. Final /s/
9:55-10:25 Stations:
Each
children
rotates 10
minutes at
each station
Station 1
(Undergrad)
:Auditory
bombardment/Pho
nological awareness
with student
clinician
Station 2:
(Clinician
B) language
station with
SLP
Station 3
(Clinician A):
speech station
with SLP
34. Time Schedule Activity Goals
9:55-
10:25
Stations:
Each children
rotates 10
minutes at
each station
Station 1:
(Undergrad) Auditory
bombardment
/Phonological
awareness with
student clinician
Station 2:
(Clinician B)
language station
with SLP
Station 3
(Clinician A):
speech station
with SLP
1. Words with final
/s/. Students will
have materials to
color while
listening to the
words.
2. The phonological
awareness activity
is a matching
game with words
that rhyme (eyes,
ties; nose, toes;
hand, sand)
Ball game: Do
you want to
throw the ball
with your hands
or kick the ball
with your feet?
Trace the
student’s body
on butcher
paper. Draw the
parts of the body
and practice the
final /s/.
35. Time Schedule Activity Goals
9:55-
10:25
Stations:
Each
children
rotates 10
minutes at
each station
Station 1
(Undergrad)
:Auditory
bombardment/P
honological
awareness with
student clinician
Station 2:
(Clinician B)
language
station with
SLP
Station 3
(Clinician A):
speech station
with SLP
10:25-
10:40
Snack time
Clinician A
Cheese sandwiches.
Students make sandwich.
Place two raisins for eyes,
one for a nose. Lettuce for
hair, tomato for lips.
1. sequence
2. body parts
3. object-action
10:40-
10:50
Literacy
Center
Clinician B
Group activity- Read the
book again and act out the
actions. Stomp with my
feet, etc.
1. object-action
2. final /s/
36. Time Schedule Activity Goals
10:25-
10:40
Snack time
Clinician A
Cheese sandwiches.
Students make sandwich.
Place two raisins for eyes,
one for a nose. Lettuce for
hair, tomato for lips.
1. sequence
2. body parts
3. object-action
10:40-
10:50
Literacy
Center
Clinician B
Group activity- Read the
book again and act out the
actions. Stomp with my
feet, etc.
1. object-action
2. final /s/
10:50-
11:00
End of the
day
Clinician A
Review the language target
and phonological target.
Today we learned what our
body parts can do. We also
learned that some of the
words end in /s/ because
there are two of them.
Play end of the day music.
37. Time Schedule Activity Goals
10:40-
10:50
Literacy
Center
Clinician B
Group activity- Read the
book again and act out the
actions. Stomp with my feet,
etc.
1. object-action
2. final /s/
10:50-
11:00
End of the
day
Clinician A
Review the language target
and phonological target.
Today we learned what our
body parts can do. We also
learned that some of the
words end in /s/ because
there are two of them.
Play end of the day music.
Students gather their back
packs and form a line at the
door
38. Time Schedule Activity Goals
10:40-
10:50
Literacy
Center
Clinician B
Group activity- Read the
book again and act out the
actions. Stomp with my feet,
etc.
1. object-action
2. final /s/
10:50-
11:00
End of the
day
Clinician A
Review the language target
and phonological target.
Today we learned what our
body parts can do. We also
learned that some of the
words end in /s/ because
there are two of them.
Play end of the day music.
Students gather their back
packs and form a line at the
door
39. Therapy Planning-Caseload 50 across
2 schools
• Intensity
▫ Students will receive 8 hours of therapy every six
weeks
• Forming groups
▫ Groups classified by disorder or age?
• Alternating schedule
▫ 3 groups of 16 students (1,2,3)
▫ Each group will have an rotating schedule (a, b, c,
d,e)
▫ Group are rotated through two week cycles along
with alternating daily schedule
40. Therapy Planning-Caseload 50 across
2 schools
Monday Tuesday Wednesday Thursday ARD day
8:00‐9:00 Group a Group e Group d Group c
9:05‐10:05 Group b Group a Group e Group d
10:10‐11:10 Group c Group b Group q Group e
11:10‐11:40 lunch lunch lunch lunch
11:40‐1240 Group d Group c Group b Group a
12:40‐1:40 Group e Group d Group c Group b
1:45‐2:45 Flexible
hour
1 Rotation of a two week session
41. Schematic of a Therapy Session
▫ Introduction – greeting
▫ Pre-Reading
▫ Reading
▫ Post reading
▫ Direct Therapy
▫ Closing
42. Choosing Books and Music
• Songs and the Books Remained the Same
• Repetition builds vocabulary and knowledge
• Books varied by:
▫ Complexity
▫ Length
▫ Interest
▫ Child’s progress
43. Group Size and Behavior
• One adult per station
▫ 6-9 children in total group
▫ Auditory Bombardment
• Positive Behavior Management
▫ Rewarded students in front of everyone
▫ Extremely consistent
• Post Process Review
▫ Discussed what we did well
▫ Discussed how to improve the next session
46. How can I adapt therapy to take
advantage of changes in intensity?
47. Results
• Complete data sets on 13 students
• (4 Spn, 9 Eng)
• Standardized testing
• Narrative language sample
▫ Phonological errors
▫ Word/utterance errors
▫ Type-token ratio
▫ MLU
▫ Story grammar components
48. MLU in Words
0
1
2
3
4
5
6
7
IS CL RG BE IG JF NC AC IR
English Mean Length of
Utterance
Pre‐MLUW
0
1
2
3
4
5
6
AG AA JR KV
Spanish Mean Length of
Utterance
Pre‐MLUW
Post‐MLUW
49. Total Number of Words
0
50
100
150
200
250
300
350
400
IS CL RG BE IG JF NC AC IR
English Total Number of Words
Pre TNW
Post TNW
0
50
100
150
200
250
300
350
400
450
AG AA JR KV
Spanish Total Number of Words
Pre TNW
Post TNW
50. Number of Different Words
0
20
40
60
80
100
AG AA JR KV
Spanish Number of Different
Words
Pre NDW
Post NDW
0
20
40
60
80
100
120
140
IS CL RG BE IG JF NC AC IR
English Number of Different
Words
Pre NDW
Post NDW
51. Number of Word Errors
0
5
10
15
20
25
30
35
40
45
50
IS CL RG BE IG JF NC AC IR
English Word Errors
PreWord Errors
PostWord Errors
0
5
10
15
20
25
30
AG AA JR KV
Spanish Word Errors
PreWord Errors
PostWord Errors
52. Implications - Summary
• Short-term intensive intervention is beneficial
for speech and language development
• Children can benefit from intensive group
intervention
• This could have implication for service delivery
in the schools
53. • Dickson, K., Marshall, M., Boyle, J., McCartney, E., O’Hare, A., Forbes, J. (2009). Cost
analysis of direct versus indirect and individual versus group modes of manual-based
speech and language therapy for primary school-age children with primary language
impairment. International Journal of Language & Communication Disorders, 44, 3, 369-
381.
• Edgar, D. L., Rosa-Lugo, L. I. (2007). The critical shortage of speech-language pathologists
in the public school setting: Features of the work environment that affect recruitment and
retention. Language, Speech, and Hearing Services in Schools, 38, 31-46.
• Gillam, R. B., Love, D. F., Hoffman, L. M., Bohman, T., Champlin, C. A., Thibodeau, L.,
Widen, J., Brandel, J., Friel-Patti, S. F. (2008). The efficacy of Fast ForWord Language
Intervention in school-age children with language impairment, A randomized controlled
trial. Journal of Speech, Language, and Hearing Research, 51, 97-119.
• Schooling, T., Venediktov, R., Leech, H., EB Evidence-Based Systematic Review:
Effects of Service Delivery on the Speech and Language Skills of Children From Birth to 5
Years of Age ASHA October 2010
• Loeb, D. F., Gillam, R. B., Hoffman, L., Brandel, J., Maruis, J. (2009). The effects of fast
forword language on the phonemic awareness and reading skills of school-age children
with language impairments and poor reading skills. American Journal of Speech-
Language Pathology, 18, 376-387.
54. • Peters-Johnson, C. (1996). Action: School Services. Language, Speech, and
Hearing Services in Schools, 27, 185-187.
• Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, S., & O’Brien, M.
(1997). Prevalence of specific language impairment in kindergarten children.
Journal of Speech, Language, and Hearing Research, 40, 1245-1260.
• Schooling, T., Venediktov, R., Leech, H.,(2910) EB Evidence-Based Systematic
Review: Effects of Service Delivery on the Speech and Language Skills of Children
From Birth to 5 Years of Age ASHA October 2010
• Stahl, S.A. & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A
model-based meta-analysis. Review of Educational Research, 56(1), 72-
110.Ukrainetz et. al. 2009
• Ukrainetz, T., Proctor-Williams, K., Baumann, J., Allen, M., Hoffman, L.,
Justice, L (2008). How Much is Enough? The Intensity Evidence in
Language Intervention. Presentation at the American Speech Language
Association Annual Convention, Chicago
• Pui Fong, Kan(2010). Vocabulary Development and Function in Bilinguals:
Comparison Across the Life span. Presentation at the American Speech
Language Association Annual Convention, Philadelphia