These slides are the same as the end of your last PPT

1. Early Emotional Development

2. Trauma: Abuse and Neglect
3. Mental Health (Article)
4. Mindfulness
5. SimuCase
Slides adapted from Dr. Chris Wing

Bita Payesteh, PhD, CCC-SLP

10.31.2019
Intervention
“Abused individuals need to be encouraged to
explore, with no emphasis on outcomes.

Disorganized (neglected) children need to be in a

controlled environment in which they can’t “flit off.”

They need repetition and structure in a controlled,

predictable, but stimulating environment.”

[Crittenden, 1989]
2
Intervention: Pragmatics
• May avoid social interaction with adults to avoid
confrontation
• Need to learn how to interact with adults
• Establish eye contact with others during conversation
• Greet the teacher
• Express wants and needs
• Non verbal
• Humor

3
Intervention: Semantics & Syntax
• Language
• Expressive and receptive delays; low vocabulary;
immature syntax
• Objectives
• Skills needed in the classroom
• Request help or assistance from teacher or
classmates
• Grade level vocabulary
• Grade level sentence structure
4
Relationship-Based Intervention
• Help caregivers establish “primary
intersubjectivity” (Trevarthen, 1993)
• Help caregivers provide input
• Respond to child’s communicative attempts.
• Include lots of words for emotions and other
internal states (Hwa-Froelich, 2012)

5
nprEd
Mindfulness
Mindfulness
• Mindfulness: Intentionally attending to one’s ongoing
stream of sensations, thoughts, and emotions as they arise
without evaluating/judging them.

https://www.youtube.com/watch?v=SpjWb9teKSY

8
Mindfulness
• Interventions can target children, adolescents, parents,
caregivers, and teachers/SLPs.
• Increased emotional regulation is the goal.
• Mindfulness focus useful in increasing self awareness and
reducing negative reactivity (Baer, 2003).

9
Mindfulness
• When one is not truly present in a situation
(instead being distracted, depressed, apathetic,
etc.), then one’s emotional responses are either
absent or muted.

• When one is emotionally and mentally absent,

lasting memories often fail to form.
Mindfulness
• When we are fully present in a situation and
emotionally responsive…

• the amygdala is engaged and facilitates the

activation of the hippocampus in order to store
memories.

Philip Chard, Milwaukee

Sentinel, April 3, 2016
 Mindfulness for Children
www.gonoodle.com

https://www.calm.com/schools

https://www.commonsensemedia.org/lists/meditation-apps-for-kids

https://www.nytimes.com/guides/well/mindfulness-for-
children?rref=collection/sectioncollection/health&action=click&contentCollection=health&region=s
tream&module=stream_unit&version=latest&contentPlacement=5&pgtype=sectionfront&redirect=
true
 Guided Breathing
Meditation

ASHA Strategies for Students and New Clinicians

ASHA Three Steps to Reduce Stress Over Things You Can't Change

ASHA Three Mindfulness Hacks

GradHacker Mindfulness for Stress Reduction

ASHA Article on Mindfulness

https://twu.edu/counseling/for-students/
13
TED Talk
Dr. Nadine Burke Harris
https://www.youtube.com/watch?v=95ovIJ3dsNk&t

(If you’re interested in learning more about toxic

stress and it’s implications beyond speech/language.)

14
Dynamic Assessment

Paul Chp 13: Assessing Advanced Language

KMA Chp 5: Assessment of Reading Comprehension

and Written Expression in Adolescents and Adults

Bita Payesteh, PhD, CCC-SLP

14 November 2017

(Adapted from Laura Green, PhD, CCC-SLP and Elsevier.com)

• A few classes left!
• Tuesday 11/21 @ ESC
• Thursday 11/21 @ Coll (LP Presentations)
• Tuesday 11/26 @ Coll (Exam 3)
• Study guide will be posted ~ 1 week in advance

• LP
• Peer Review: Send back to the original team before next
class (also submit the revisions you made for them into
Canvas)
• LP is due 11/18 by 11:59 pm
Dynamic Assessment

• Standardized Testing • Vygotsky

What is Dynamic Assessment?

Based on
Vygotsky’s ZPD
Dynamic Assessment

•“It is an assessment strategy that enables

examiners to assess children's language
learning capabilities and their responsiveness
to good language learning experiences within
a very short period of time.”
• (Gilliam & Peña, 2004, p. 2)
What is Dynamic Assessment?

• The difference between independent and assisted

functioning.

• Scaffolding
• Using strategic questions and cues to support language
learning within meaningful events

• Mediation
• Facilitating the construction of new meanings as
children move from other-regulated to self-regulated
functioning
Dynamic Assessment

Two Major Outcomes

• Help distinguish between a language difference and a language
disorder, especially for children from CLD backgrounds.
• Results can have direct implications for intervention by examining the
child's response to a mediated learning experience.
• http://www.asha.org/practice/multicultural/issues/outcomes/
Dynamic Assessment: Test-Teach-Retest

• Pretest
• To identify deficient or emerging skills
• Assess child's current performance
• Measures of microstructure, macrostructure, cohesion
Dynamic Assessment: Test-Teach-Retest

• Pretest
• To identify deficient or emerging skills
• Assess child's current performance
• Measures of microstructure, macrostructure, cohesion

• Teach (using a Mediated Learning Experience – MLE)

• Teach principles of the task
• Help child develop strategies
• Measures of modifiability (observe modifiability)
Dynamic Assessment:
MLE

• Mediated Learning Experiences (MLE)

• The examiner deliberately teaches, watches how the child responds to

instruction, and adjusts teaching accordingly.
http://www.asha.org/practice/multicultural/issues/framework.htm

• Dynamic Assessment: Components of a Mediated Learning Experience (MLE)

http://www.asha.org/practice/multicultural/issues/components.htm
 DA Vocab
Example
Dynamic Assessment:
Components of MLE
Dynamic Assessment:
Modifiability

• Clinician Effort
• Extent of scaffolding
• Repetition
• Redirection

• Transfer
• Application of knowledge from one target to the next

• Child Responsiveness
• Level of Engagement
• Ability to stay on task
• Self-correction or redirection
Dynamic Assessment: Test-Teach-Retest

• Pretest
• To identify deficient or emerging skills
• Assess child's current performance
• Measures of microstructure, macrostructure, cohesion

• Teach (using a Mediated Learning Experience – MLE)

• Teach principles of the task
• Help child develop strategies
• Measures of modifiability (observe modifiability)

• Retest
• Compare performance to pretest
• Assess transfer of strategies
• Indicator of child’s modifiability (learning)
• Measures of microstructure, macrostructure, cohesion
DA Your
Plan
Dynamic Assessment

Paul Chp 13: Assessing Advanced Language

KMA Chp 5: Assessment of Reading Comprehension

and Written Expression in Adolescents and Adults

Bita Payesteh, PhD, CCC-SLP

14 November 2017

(Adapted from Laura Green, PhD, CCC-SLP and Elsevier.com)

Adolescence to Adulthood

• Sophie diagnosed with language disorder as young child

https://www.youtube.com/watch?v=lvDuMr47rcs

• Grant, diagnosed with DLD later in life

https://www.youtube.com/watch?v=KrOISXtCgVA&t=
Who are these kids?

• Age 12 through early adulthood

• Middle and high school
• Have the basics
• Adequate narration and conversation
• Can make some inferences
• Can have some metalinguistic discussions
• But the skills are “wobbly”
• Disrupted by stress
• Dealing with unfamiliar material
• New communicative goal
• Word finding difficulties
Typical Language Development in
Adolescence
• Vocabulary
• Larger vocabulary
• Advanced adverbial conjuncts
• Adverbs of likelihood and magnitude
• Precise curricular terms
• Verbs that are:
• presuppositional
• metalinguistic
• metacognitive
• Words with multiple meanings
• Elaborated word meanings
• More sophisticated definitional skills (Aristotelian definition)
• Understand connections among words
• Understand derivational morphology
Typical Language Development in
Adolescence
• More frequent and effective use of cohesive devices
Typical Language Development in
Adolescence
• Increased understanding/use of figurative language
Typical Language Development in
Adolescence
• Syntax
• Intrasentential growth
• Small increases in length; longer sentences used for different
purposes (narrative, persuasion)
• More morphosyntactic marking
• Increased density of forms, particularly in persuasive contexts
• Increased use of subordinate and coordinate clauses and low
frequency forms
• Intersentential growth
• Increased sophistication of connectives to link sentences
• Increase in cohesion between sentences

Copyright © 2018, Elsevier Inc. All Rights Reserved.

Typical Language Development in
Adolescence
• Pragmatics
• Figurative language
• Use communication for persuasion, negotiation, and establishing
social dominance
• Talk becomes the major medium of social interaction
• School introduces new discourse formats
• Formal operational thought extends capacity to
• Think about thinking
• Entertain hypotheses
• Coordinate abstractions
• Use logical operations
• Allow for a greater range of metacognitive activities

Copyright © 2018, Elsevier Inc. All Rights Reserved.

 Information Application

Match the following words to the correct linguistic element:

_____advanced adverbial conjuncts a. hypothesize, remember

_____adverbs of likelihood b. definitely, possibly

_____metacognitive verbs c. regret, know, forget

_____metalinguistic verbs d. similarly, conversely, consequently

_____presuppositional verbs e. inquire, predict, imply

New Academic Challenges

• New forms of discourse

• More extended written forms of communication

• Multiple teachers

• Amount of work required

• Working more independently

• Tests with various formats

• Need to read to learn

Screening

• Screen at risk populations (RTI?)

• In special education classes
• Receiving remedial reading instruction
• Students with behavioral and/or social difficulties
• At-risk for dropping out
• Recruit from teacher and counselor referrals (see Figure 13-2)
• Encourage students to self-refer
Student-Centered Assessment

• Student motivation is an issue

• Include self-assessment
• No hidden agenda
• Introduce tests and explain purpose
• Discuss why these skills are important
• Form a cooperative partnership

• Self assessment for students! (FIGURE 13-1)

Standardized Testing

• May not be sufficiently sensitive

• May fail to sample extended discourse contexts
• Useful for identifying dimensions of the language disorder
• Supplement with tests of pragmatics and tests of learning
related skills
Criterion Referenced Assessment

• Forms the bulk of assessment at this stage (along

with behavioral observation)
• Establish whether the student is functioning in the
advanced language stage or at a lower level
• Artifacts
• Conversational sample
• Writing sample
Semantics

•Literate lexicon
• Direct instruction
• Contextual abstraction skills
• Morphological analysis
• Important word categories
• Metalinguistic/metacognitive
Semantics

•Word Retrieval

•Word Definitions

•Word Relations
Semantics

•Figurative Language

Langston Hughes
Semantics

•Semantic Integration

•Verbal Reasoning
 Example Words
Morphemes
Prefixes:
Anti- anticlimax, antifreeze, antiaging
Co- coauthor, coexist, copilot
Dis- disability, dishonest, distrust
Mal- maladaptive, malpractice,
malnourished
Mis- misfire, mislead, mismatch
Multi multicultural, multimedia,
- multisensory
Non- nonfat, nonverbal, nonprofit
Pre- precautions, pre-existing,
prefabricate
Re- rebuild, recall, refinance
Sub- subgroup, submarine,
substandard
Un- unable, unavailable, uneasy
Noun Suffixes:
-cide genocide, germicide, homicide
-ism criticism, symbolism, journalism
-ist activist, colonist, pathologist
-ology biology, geology, herbology
Verb Suffixes:
-ate activate, evaluate, gravitate
-ize colonize, fertilize, naturalize
Adjective Suffixes:
-able enjoyable, manageable, testable
-ese Japanese, legalese, motherese
-ful artful, painful, pitiful
-less ageless, flawless, matchless
-some bothersome, wearisome, wholesome
 SALT Subordination
Index
Syntax and Morphology

• Comprehension
• Production
• Eliciting narrative samples
• Eliciting expository samples
• Using written samples to assess syntactic complexity
• Production (measures)
• C-Unit or t-unit length
• Clause density – subordination index
• Literate language structures
• Correctness
Clause Density / Subordination Index

• When it began to rain (he he um) he said, "My hat

will shrink if the rain get/3s on it" [SI-4].
• Notice in this relatively short utterance there are
four clauses.
 BOX 13-3 Oral Narrative Sample: Movie
Retelling by “Charlie,” A 20th Grader
There was a boy who was about 21 who stole a plane with a woman and
champagne in the cockpit, and then he got court-martialed for that and then they
sent him to a research study. It was for monkeys and chimpanzees. They taught
them how to fly, and then what they would do is to have three classes. White
would be a freshman, blue a junior, and red a senior and they would teach them
how to fly. Then after they graduated, they took them into this plane. There's this
one area, called the radiation area and they put them in a simulator and exposed
them to radiation treatment and they wanted to see how long they would fly until
they would die and so they could see how long humans could fly if they could pilot
their missions if the Russians had an attack on us and then what the boy did is he
had a friend, a chimpanzee that knew sign language and he talked to him and he
taught the other apes and they were going to kill his friend with the radiation
thing. There were these people from the Air Force Patrol & they were watching
the studies and he didn't want them to kill his monkey and so what he did was he
called the lady who taught him sign language and she came and they stole a plane
with the monkeys in it and they finally escaped.
Pragmatics

• Conversational Pragmatics
• Areas to assess
• Pragmatic assessments
• Methods
• Norm referenced conversational assessments
• Structured observations
• Role playing
• Negotiation
• Register variation
Pragmatics

• Discourse Genres
• Secondary school classroom discourse
• Narrative text
• Focus on areas that continue to show impairment
• Microstructure
• Macrostructure
• Summarizing skills
• Narrative inferencing
• Cohesion
• Artful storytelling
Pragmatics

• Discourse Genres
• Expository text
• Assess via curriculum based activities (e.g., textbooks)
• Compare listening vs. reading comprehension
• Elements (premise, reason, elaboration, conclusion)
• Persuasive and argumentative text
• New genre
Pragmatics

• Written communication
• Longer, more elaborated forms required
• Can use norm-referenced measures (e.g., Test of Written
Language-4)
• Many types of writing required
• Writing stages (table 13-10)
• Assessing the ___________ vs the ___________

Paul & KMA 5

Types of Writing in Adolescence

• Personal writing • personal experiences

• story retelling
• Factual writing
• factual retelling
• Analytic writing • fictional stories or guided stories
• explanations on how to do
something
• descriptions
• reporting
• persuasive pieces
• business letters
• friendly letters
• poems
• persuasive essays
Scott (2005) and Scott and Erwin (1992)
Written Language Assessment

• Areas of measurement
• Fluency
• Lexical maturity
• Sentential syntax
• Grammatical/mechanical errors
• Overall quality
KMA 5
KMA 5
 Read the following passage:
Some cultural archetypes leave the stage with a flourish, or at least some
foot stomping. All those pith-helmeted colonialists, absinthe-addled poets
and hippie gurus founding 1970s utopias: They made some noise, if not
always much sense, before being swallowed by history. Yet one modern
American type is slipping into the past without a rattle or even its familiar
whimper — the neurotic.
In today’s era of exquisite confusion — political, economic and otherwise
— the neurotic would be a welcome guest, nervous company for nervous
days, always ready to provide doses of that most potent vaccine against
gloominess: wisecracking, urbane gloominess.
Some of the reasons that “neurotic” has fallen out of colloquial usage are
obvious. Freudian analysis lost its hold on the common consciousness, as
well as in psychiatry, and some of Freud’s language lost its power. And
scientists working to define mental disorders began to slice neurosis into
ever finer pieces, like panic disorder, social anxiety and obsessive-
compulsive disorder — all evocative terms that percolated up into
common usage, not to mention into online user groups, rock lyrics and TV
shows.
KMA 5
Assessment of Reading Comprehension

• Prior Knowledge
• Decoding Accuracy
• Rate and Fluency
• Word Knowledge
• Sentence Comprehension
• Passage Comprehension

KMA 5
The Metas

• Metalinguistics

• Metapragmatics
• Comprehension Monitoring
• Metacognition (executive function/self-regulation)
• Awareness of one’s strengths and limitations relative to specific task difficulty
• Ability to set reasonable goals and to plan/organize actions to achieve them
• Ability to initiate acts for achieving goals and inhibit acts that are incompatible with
goals
• Ability to revise plans flexibly and solve problems strategically when encountering
difficulty or failure

• Functional communication