Making a Difference with Adolescent Language and Literacy

1. Making a Difference with Adolescent Language and Literacy Speech/Language Pathologists Supporting Academic, Social and Emotional Growth Educating our students should be more like an “orchestra rather than a number of soloists.” -Patricia C. Broderick, PhD Maura D. Fox, M.S.CCC-SLP, NBCT mfox@wswheboces.org

2. Presentation Objectives • Provide information on the roles and responsibilities of school-based SLPs’ with an emphasis on collaboration to support the needs of Adolescents across the curriculum. • Identify characteristics of adolescent learners that differ from elementary learners • CCLS • RTI • Phonologically Based Reading Disabilities • Social Thinking • Executive Functions • Service Delivery/Benefits

3. ROLESandRESPONSIBILITIES

4. Leadership- SLPs provide direction in defining their roles and responsibilities and in ensuring delivery of appropriate services to students • Advocacy • Supervision and Mentorship • Professional Development • Parent Training • Research

5. Collaboration- SLPs work in partnership with others to meet students’ needs • With Other School Professionals • With Universities • Within the Community • With Families • With Students

6. Range of Responsibilities- SLPs help students meet the performance standards of a particular school district and state. • Prevention • Assessment • Intervention • Program Design • Data Collection and Analysis • Compliance

7. Critical Roles- SLPs have integral roles in education and are essential members of school faculties. • Working Across all Grade Levels • Serving a Range of Disorders • Ensuring Educational Relevance • Providing Unique Contributions of Curriculum • Highlighting Language/Literacy • Providing Culturally Competent Services

8. Language Experts/Literacy Resource • Have the specialized training to differentiate between phonologically based reading disabilities, receptive/expressive language disorders and disorders of written expression. • Identify the root cause of reading and writing problems. • Provide support that students need to build critical language and literacy skills.

9. ADOLESCENT LEARNERS

10. The Adolescent Learner • Need for peer group acceptance • Access to peer social interaction • Reject being singled-out in any way • Desire for independence • Move from concrete to abstract thinkers

11. Secondary Schools Vicki A. Reed, EdD, CCC-SLP, James Madison University

12. MISCONCEPTIONS • In elementary school, all teachers are trained and equipped to teach literacy, but this is not necessarily the case for secondary school teachers. • There is the expectation that literacy skills, reading, spelling and syntax, are developed before entering middle school.

13. COMMON CORE

14. What We Know About CCLS: • CCLS for English Language Arts & Literacy in History/Social Studies, Science, and Technical subjects call for shared responsibility for students’ literacy development

15. SLPs -Key Links to Effective CCLS Implementation • Help students, teachers, and parents understand the interrelationships among listening, speaking, reading, and writing. • Address personal, social/emotional, and vocational needs that have an impact on students attaining their educational goals. • Assist teachers in addressing the linguistic and meta- linguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure.

16. Text Interaction • When a herbivore eats a plant, some of the energy in the plant is passed on to the herbivore. However, most of it is given off in the atmosphere as heat. The same thing happens when a carnivore eats a herbivore. This transfer of energy can be modeled by an ecological pyramid.

17. Make valuable contributions to identification, problem-solving, and decision-making activities as they gauge student progress and growth on CCLS assessment data.

18. Speech/Language -CCLS for ELASeventh Grade • Phonological:Analyze the impact of rhymes and other repetitions of sounds (ex. Alliteration) on a specific verse or stanza of a poem or section of a story or drama. • Semantic/Vocabulary Concepts: Determine the meaning of words and phrases as they are used in a text including figurative, connotative and technical meaning. • Expressive Language: Demonstrate command of the conventions of standard English grammar usage when speaking.

19. Receptive Language: Use the relationship between particular words (ex: antonyms/synonyms) to better understand each of the words. • Written Language: Produce clear and coherent writing in which the development, organization and styles are appropriate to task, purpose and audience. • Pragmatic: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed (conversational repair).

20. RESPONSEtoINTERVENTION

21. Response to InterventionRole of the SLP • Play a critical role in assessment, intervention, progress monitoring, interpreting data, and reporting on how communication skills relate to literacy and academic success at each tier.

22. Role of the SLP in RTI ASHA- 2013

23. PHONOLOGICALLYBASEDREADING DISABILITIES

24. Phonologically Based Reading Disabilities • A form of dyslexia that has a core deficit in phonological processing that has not been recognized or remediated during elementary school. • May be the result of failure to move beyond the whole word stage: thus sight reading may develop but not phonological decoding. Julie V. Marinac, Ph.D.

25. Knowledge of: • Phonology • Sound and word level awareness for grasping the alphabetic principle. • Phonological processing • Diagnostic Skills

26. Deficits in Adolescents Appear in: • Phonological awareness - the ability to isolate, identify, manipulate, and/or blend sounds within words. • Metalinguistic skills - the acquisition of the concepts underlying the structure of language (syntactic and semantic development). • Metacognitive skills -the ability to think about or analyze language. • Auditory memory- the ability to store, retain, and retrieve through the spoken modality. • Written Language

27. SOCIAL THINKING • Language –based interactions • Sharing space with others • Thinking about others in the shared environment • Regulating one’s own behavior to other people’s thoughts and expectations • Self-Awareness and Self-Monitoring

28. Executive Function SkillsPlan, Prioritize and Complete Tasks • Time Management • Working Memory • Organization • Initiation • Follow Through • Flexibility • Response Inhibition • Sustained Attention • Emotional Control • Metacognition (monitor & evaluate)

29. SERVICE DELIVERY It’s Not SPEECH

30. Service Delivery • Middle schools and high schools are unique settings with their own features. • Service delivery structures are a critical component of working successfully in secondary settings. • Models must be designed to meet the needs of middle and high schools. • DR. Barbara J. Ehren, University of Central Florida

31. Classroom-Based • Individual, small or whole group • Facilitates curriculum based intervention while serving students where they learn and with their curriculum materials • Requires planning with teachers, different schedule…..and change of school culture Perry Flynn, Med, CCC-SLP, University of North Carolina

32. BENEFITS

33. Benefits of Classroom-Based Services • Services students in the least restrictive environment • Classroom-based services allow for more generalization and carry-over of skills in a functional setting • Service more students at a time. • Decrease number of referrals. • Increase success of all students.

34. Benefits cont. • Teachers learn how to support the language/literacy goals of all students. • SLP’s learn the disciplinary language and the expectations of the curriculum. • Team-teaching and collaboration demonstrates positive working relationships to students.

35. Resources Roles and Responsibilities of Speech/Language Pathologists in the Schools, American Speech/Language/Hearing Association (ASHA) Professional Issues Statement (2010) ASHA Short Course- Adolescent Language and Literacy: Supporting Emotional, Social and Academic Growth (Fall 2012). Broderick, P.C. (2013). Learning to BREATHE: A Mindfulness Curriculum for Adolescents to Cultivate Emotion, Regulation, Attention and Performance. Oakland, CA: New Harbinger Publications, Inc. Marinac, J.V. (2008). Phonological Core Dyslexia in Secondary School Students; Identification and Intervention. San Diego, CA: Plural Publishing. Marzano, R. and J. Simms. (2014). Questioning Sequences in the Classroom. Bloomington, IN: Marzano Research Laboratory. Ward, S. (2012). Executive Function Skills in Children and Adolescents: Assessment and Treatment. Rockville, MD: ASHA Professional Development. Winner, M.G. (2007). Inside Out: What Makes a Person with Social Cognitive Deficits Tick? San Jose, CA: Social Thinking Publishing. Zwiers, J. and M. Crawford. (2011). Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings. Portland, ME: Stenhouse Publishers.

36. Educating students should be more like an “orchestra rather than a number of soloists.” -Patricia C. Broderick, PhD Questions? Thank You