12/29/2009
Developing Resources for Performance Tasks
Pam Terrell, Communicative Disorders, UW-SP
OPEN
` Students
S d
gather own
resources
CLOSED
` Instructor
I
develops and
limits
resources
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12/29/2009
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Government documents
Letters to the editor
Journal abstracts
Newspaper and popular magazine articles
Testimonials, consumer reviews/opinions
“Expert” opinion
Advertisements
Charts and graphs
g p
Memos
Personal correspondence
Art, songs, poems
` Text
` Graphics
` Video
` Audio
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12/29/2009
Enlighten
` Guide
` Debate
` Create questions
` Confuse
` St
Stimulate
u ate critical
c t ca
thinking!
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Compare anecdotal to scientific evidence
Consider quality and scholarship of the source
Recognize
g
irrelevant information
Identify flaws in research design or presentation of
results
Consider methodological factors that may influence
results
Determine that results from one study may not
apply to various settings/situations
R
Recognize
i potential
t ti l bi
bias
Handle conflicting data
Note relationship between correlation and
causation
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12/29/2009
You are a speech-language pathologist
working in a home
home-based
based early intervention
program. You have just completed a
speech/language evaluation with Marcus
Jones, age 25 months, who was diagnosed
with autism two weeks ago. Marcus is
nonverbal, socially withdrawn, and exhibits
f
frequent
self-stimulation
lf
l
b
behaviors
h
such
h as
twirling and hand-flapping.
Mrs. Jones reports that Marcus was saying
about 10 words (e
(e.g.,
g mama
mama, dada,
dada ball,
ball bye
byebye) until he was 19 months old and then he
seemed to regress. He has always engaged in
repetitive behaviors like spinning wheels or
patting flat surfaces and was a “quiet baby.”
As you are talking with Mrs. Jones she states
that
h she
h is not going to have
h
her
h threeh
month-old daughter vaccinated because she
doesn’t want her baby to “get autism.”
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12/29/2009
Mrs. Jones has also recently read Jenny
McCarthy’s
McCarthy
s book about autism and now she is
asking your professional opinion about a
gluten/casein-free diet. You have agreed to
do some research and will give a verbal
report of your findings to the evaluation team
at the Individual Family Service Plan meeting
in two weeks.
k
1.
2.
3.
Determine if vaccines cause autism. How do
you know? Take a position and support it
with
i h your documents.
d
H
How will
ill you counsell
Mrs. Jones in light of your findings?
Determine if a gluten/casein-free die
improves the symptoms of autism. Take a
position and support it
Develop a hierarchy of your documents
using p.193 in your text as a guide. Which
materials should be more highly regarded
and why?
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12/29/2009
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Book Review of Louder Than Words: A
Mother’s Journey in Healing Autism by Jenny
y
McCarthy
Parent comments on the McCarthy book
Anti-vaccine “expert” video
Newsweek article re: autism diet
Peer-reviewed journal abstracts
Non-peer-reviewed magazine articles
E id i l
Epidemiology
graphs
h and
d charts
h
CDC timeline of thimerosal in vaccines
Federal Claims Court ruling re: vaccines and
autism
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Make sure your directions are explicit. If you
want students to compare
p
two documents or
comment on a specific graph, state it.
Provide insight into what you’ll be grading
without giving the answers.
Discuss types of arguments, critical thinking
strategies, etc. Don’t assume that students
will
ill ““get it”
i ” without
ih
direct
di
instruction.
i
i
Work through the first performance task as a
class exercise with no grade.
6