Thursday, April 18, 2013
April 18th
Today we learned about prompting and cueing. We did this by using playdoh and bubbles with partners. The teacher modeled it and then the student would repeat what the teacher did. At the beginning of class we went over AAC and made a story that we turned in on reggie net. Today we also went over the LAIP 4. I do not feel confident that the directions were clear. Everything seems very scattered and many people do not know what is expected, especially with the presentation that you brought up today. I think boardmaker also makes things very difficult and the labs have very limited hours.
Thursday, April 11, 2013
April 4th Class
We listened to the guest speaker talk about AAE (Alternative and augmentative communication). I really enjoyed listening to his presentation and his passion for working with AAC was very inspiring. I enjoyed learning about AAC through a presentation rather than reading about it in a book. It was great! At the end of class I got to ask a lot of questions about my LAIP 3 which was very helpful.
March 28th Class
In class today we learned about different types of visual strategies. We looked through the book at sections that covered: To Give Information, To Give directions, To organize, and To mediate the environment. During class we also talked about visual strategies to use in LAIP 3.
Thursday, March 21, 2013
March 21st 2013
- Tonight we are listening to presentations on Aspergers, intellectual disabilities, sensory disorders, and executive functioning
- This site: http://www.makebeliefscomix.com/Comix/ is a site that students or teachers can use to make comics in class or for projects. What a great tool!
- Can use the comic strips for pragmatics, semantics, syntax etc. to check for understanding
- I can use the computer intervention for students with Asperger's
- The visual phonics for sensory disabilities was very interesting! See the sound seemed like it would help these students
- Great iPhone app! American sign language alphabet only a dollar! This would be a great tool for someone that doesn't know sign language
- ILaugh was a great way to get the students involved! I would definitely use this in my future teaching career!
Thursday, March 7, 2013
Teaching Time Project
For the teaching time presentation my group role was to do the interventions, accommodations/modifications, and to research the autism genome project.
Interventions: 1. PECS: I am going to have the class pair up into groups, one person will be the teacher and the other will be the student. The teacher will hold onto a picture and the student must grab the picture, which is of candy, to receive the candy. Then the candy picture will be on the PECS board. The student must then take the picture off the board and hand it to the teacher in order to get the candy.
2. Animated Social Story: the social story that the everyone in the class will watch is a demonstration on how someone with autism can start a conversation.
Accommodations/Modifications: 1.Place student near front of the classroom to limit distractions.
Interventions: 1. PECS: I am going to have the class pair up into groups, one person will be the teacher and the other will be the student. The teacher will hold onto a picture and the student must grab the picture, which is of candy, to receive the candy. Then the candy picture will be on the PECS board. The student must then take the picture off the board and hand it to the teacher in order to get the candy.
2. Animated Social Story: the social story that the everyone in the class will watch is a demonstration on how someone with autism can start a conversation.
Accommodations/Modifications: 1.Place student near front of the classroom to limit distractions.
2.Have an area in the classroom with
rocking chairs or bean bag chairs to support calming strategies.
3.Develop social stories/social scripts.
4.Allow student to have options while
taking a test (ex: written, orally, time length, setting).
5.Evaluate and assess sensory needs/assess
lighting, temperature, smells, sounds throughout the day, provide fidget toys,
something for child to bite/chew on.
Autism Genome Project:
›Purpose of phase 1: to gather DNA from families that have children who have been affected by Autism.›170 researchers from around the world gathered to analyze the DNA. Using cutting edge technology they tried to make a connection between the parents DNA and the child with autism.
›Purpose of phase 2: to identify susceptibility genes. This will hopefully lead to breakthroughs in new treatments. Researchers found that there are “rare variants” or genetic changes found in less than one percent of the population's DNA. They discovered that there are genetic mutations that can cause autism.
›www.autismspeaks.org
Monday, February 11, 2013
RDL Chapter 14: Enhancing Language and Communication
Vocabulary:
Evidence-based practices: instructional approaches that are based on an extensive base of research.
Expansion: a language instructional technique in which the adult takes a child's utterance and repeats it using a higher-level language model.
Functional approaches: intervention methods that identify skills that the children need in order to be successful n their present environment or in one that they will soon be entering.
Intervention: intensive instruction usually delivered after a period of time in which the individual has been expose to instruction.
Naturalistic approaches: instructional approaches that utilize the natural environment as the basis for language instruction.
Learning strategies: instructional approaches that teach students to use a strategy to solve problems and carry out tasks.
Parallel talk: a language instructional technique in which the adult verbalizes action taken by the child.
Restating and rewording: a language instructional technique in which an adult acknowledges what the child has said and provides alternative models for communicating the same information.
Self-talk: a language instructional technique in which the adult verbalized what action he or she is doing as she or he does it.
Concepts:
In order to enhance classroom communication by creating a physical setting that promotes talk, create activities that encourage students to interact, and teachers should provide opportunities for children to use language for different purposes and audiences.
To enhance communication among preschoolers teachers can do story time, snack time with a weekly theme, and outdoor activities. Teachers can prompt language by using interesting materials, assistance, and sill situations. Information regarding reading books, teachers should read and reread certain types of books, make book reading apart of the daily schedule, and encourage parents to read to their children at home.
In an elementary classroom setting teachers should use these techniques in enhancing language development in the classroom: have examples of students work hung up around the classroom, choose books that have a connection with the students so that they stay engaged, do show and tell to develop oral language skills, and use themed units to capture students attention.
Secondary classrooms should have a period of the day that focus on study skills. During that time students can work on academic organization, work on critical thinking, listening skills, and oral language practice. DISECT is used to decode words. D-discover the context I-isolate the prefix S-seperate the suffix E-examine the stem C- check with someone T-try the dictionary.
Collaboration is key when trying to promote classroom-based language and communication instruction.
Collaboration is very important when the instructional team, the IEP team, and other planning teams all work together to help the student.
Notes:
While I am a teacher it is going to be crucial for me to communicate well with my students, parents and coworkers. If there is no communication then that will make the classroom disorganized and impact the students poorly. I also thought about how when I am going to have my own classroom I must remember that language is the building blocks for students to learn. If they do not possess accurate language then that will have a negative impact on them in the future.
Websites:
1. http://oic.id.ucsb.edu/international-ta-handbook/language-communication-skills-classroom/improving-communication-classroom
This website on instructional development gives suggestions on how teachers can improve communication in the classroom. It stresses that you must get to know and understand your students.
2.http://www.teachermatters.com/classroom-management/roles-of-the-teacher/communicating.html
This website describes the different kinds of communication that a teacher can use in the classroom. This would be helpful to a new teacher when he or she doesn't know what way would be the best way to communicate with the student.
Evidence-based practices: instructional approaches that are based on an extensive base of research.
Expansion: a language instructional technique in which the adult takes a child's utterance and repeats it using a higher-level language model.
Functional approaches: intervention methods that identify skills that the children need in order to be successful n their present environment or in one that they will soon be entering.
Intervention: intensive instruction usually delivered after a period of time in which the individual has been expose to instruction.
Naturalistic approaches: instructional approaches that utilize the natural environment as the basis for language instruction.
Learning strategies: instructional approaches that teach students to use a strategy to solve problems and carry out tasks.
Parallel talk: a language instructional technique in which the adult verbalizes action taken by the child.
Restating and rewording: a language instructional technique in which an adult acknowledges what the child has said and provides alternative models for communicating the same information.
Self-talk: a language instructional technique in which the adult verbalized what action he or she is doing as she or he does it.
Concepts:
In order to enhance classroom communication by creating a physical setting that promotes talk, create activities that encourage students to interact, and teachers should provide opportunities for children to use language for different purposes and audiences.
To enhance communication among preschoolers teachers can do story time, snack time with a weekly theme, and outdoor activities. Teachers can prompt language by using interesting materials, assistance, and sill situations. Information regarding reading books, teachers should read and reread certain types of books, make book reading apart of the daily schedule, and encourage parents to read to their children at home.
In an elementary classroom setting teachers should use these techniques in enhancing language development in the classroom: have examples of students work hung up around the classroom, choose books that have a connection with the students so that they stay engaged, do show and tell to develop oral language skills, and use themed units to capture students attention.
Secondary classrooms should have a period of the day that focus on study skills. During that time students can work on academic organization, work on critical thinking, listening skills, and oral language practice. DISECT is used to decode words. D-discover the context I-isolate the prefix S-seperate the suffix E-examine the stem C- check with someone T-try the dictionary.
Collaboration is key when trying to promote classroom-based language and communication instruction.
Collaboration is very important when the instructional team, the IEP team, and other planning teams all work together to help the student.
Notes:
While I am a teacher it is going to be crucial for me to communicate well with my students, parents and coworkers. If there is no communication then that will make the classroom disorganized and impact the students poorly. I also thought about how when I am going to have my own classroom I must remember that language is the building blocks for students to learn. If they do not possess accurate language then that will have a negative impact on them in the future.
Websites:
1. http://oic.id.ucsb.edu/international-ta-handbook/language-communication-skills-classroom/improving-communication-classroom
This website on instructional development gives suggestions on how teachers can improve communication in the classroom. It stresses that you must get to know and understand your students.
2.http://www.teachermatters.com/classroom-management/roles-of-the-teacher/communicating.html
This website describes the different kinds of communication that a teacher can use in the classroom. This would be helpful to a new teacher when he or she doesn't know what way would be the best way to communicate with the student.
RLD Chapter 13: Assessing Language and Communication
Vocabulary:
Cirriculum-based assessment: an approach to assessment that utilizes classroom tasks as the basic for assessment.
Diagnostic assessment: assessment procedures that give in-depth information about a specific skill area.
Ecological assessment: examines the child's behavior in the context of environmental demands and expectations.
Formal assessment: published instruments that utilize a standard set of procedures to gather information to be used for assessment; can include tests, observation forms, rating scales, and so on.
Informal assessments: measures developed by teachers and other practitioners to directly evaluate the hills of children with whom they are working with.
Norm referenced: norm-referenced tests compare an individual's performance t0 that of comparison population.
Reliability: the consistency with which the instrument measures the target skill.
Response to intervention: assessment of students' responses to scientifically based instruction for the purpose of making decisions about students' needs.
Screening: as assessment procedure that is brief and easy to administer to a large number of individuals.
Validity: the extent to which the instrument measures what it purports to measure.
Concepts:
Purposes if assessment of language is identification of children that may have a language learning disability, to evaluate students to see if a language learning disability is present, intervention assessment to determine if a student needs an additional instructional program, and functional outcomes to document the results of intervention.
Students should be assessed on phonology, morphology, syntax, semantics, pragmatics, and bases of language. Bases of language includes social, cognitive, and physiological bases of language.
Assessment measures can be either formal or informal. Formal procedures would be tests that can be evaluated and graded. Informal procedures can be done through language sampling. Language samples may have many problems including problems with picking a topic to talk about, problems maintaing conversation, and problems with register.
A plan of language should include testing of hearing, examination of child's mouth and features inside of it, assessment of cognitive functioning, observation of child's language in school, language sample, and formal tests of language.
Notes:
While reading this chapter I realized how important language and communication is in the classroom. Using many means of assessment are very important in deciding if a student has a language learning disability. I didn't realize that diagnosing a student with this disability takes so much time and different assessments.
Websites:
1. http://www.icdl.com/started/therapies/documents/Chapter5.pdf
This website talks about language development stages and different types of assessment that can be used. On page 99 there is a description of language and communication assessment for prelinguistic and early language stages.
2.http://www.autismsupportnetwork.com/news/communication-assessment-and-autism-112543
This article gives a brief overview of assessment of communication for children who has autism. It also talks about the components of communication.
1. http://www.icdl.com/started/therapies/documents/Chapter5.pdf
This website talks about language development stages and different types of assessment that can be used. On page 99 there is a description of language and communication assessment for prelinguistic and early language stages.
2.http://www.autismsupportnetwork.com/news/communication-assessment-and-autism-112543
This article gives a brief overview of assessment of communication for children who has autism. It also talks about the components of communication.
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