FLANAGAN & ALFONSO, 2010 Chapter 5-6 Ye L. Kim Chapter 5. How SLD Manifests in Oral Expression and Listening Comprehension Language Based Learning Disabilities SLDs that reflect disorders in learning and using the linguistic systems » DSM: Clinical perspective; Either “Expressive” or “Mixed Receptive-Expressive” » ICD: “Expressive” or “Receptive” » Speech & Lang Path: Domains of language affected: Content (meaning / semantics), Structure (phonology, morphology, and syntax), Use (contextual use / pragmatics), or combinations of these Genetic, neuroanatomical, neurological, medical, and environmental factors Intrapersonal variables: Linguistic knowledge, cognitive, emotional variables Interpersonal variables: School setting, curriculum, societal roles Language Based Learning Disabilities Language Domain Definitions » Phonology: Rules used to combine speech sounds to make meaningful words. » Morphology: Rules for using small units of meaning (morphemes) to indicate the third person (-s) and tense of verbs (-ed), auxiliary verb (is), and comparisons (-er and -est). » Syntax: Rules used for combining words into sentences » Semantics: Word content (vocabulary) and rules for using this to form meaningful units of expression. » Pragmatics: Rules for using words, sentences and expressions in social interactions. Language Based Learning Disabilities Language Disability Subtypes » Phonological and concurrent oral deficits ⋄ Difficulties articulating speech sounds ⋄ Show delays from age-level expectations for oral expression » Phonological, syntactic, and lexical deficits ⋄ Delays in phonological awareness ⋄ Blending / substituting sounds or rhyming ⋄ Combining words into grammatical sentences ⋄ Difficulty with complex compound sentences Language Based Learning Disabilities Developmental Perspective » Acquisition of STRUCTURE ⋄ Phonological systems & syntactic structure (morphology and syntax) ⋄ Phonological skills in listening and speaking » Acquisition of Content ⋄ Semantics: large vocab, associated concepts, combination rules, & syntax » Acquisition of USE ⋄ Pragmatics: Social cues, cultural-linguistic expectations Language Based Learning Disabilities Cognitive / Diagnostic Perspective » Attention ⋄ Sustained attention ⋄ Selective attention ⋄ Inhibiting responses, dividing and shifting attention » Processing Speed » Short-Term Memory / Working memory ⋄ Auditory short-term memory ⋄ Visual short-term memory Language Based Learning Disabilities Clinical Perspective Norm-referenced Tests: Compare a child’s performance to her/his age group » Raw scores: Actual point scores earned on a test/subtest. » Percentile-rank scores: Relative standing based on the percentage of scores that occur above and below the child’s standing. » Standard scores: ⋄ mean of 100 and SD of 15 for total test or composites ⋄ mean of 10 and SD of 3 for subtests. Chapter 6. A Response to Intervention Approach to SLD Identification Classification and Identification Characteristics of Good Classifications » Reliable: Replicate across different approaches to operationalizations » Valid: Classes can be differentiated on variables not used to define them » Coverage: Identifies the majority of the entities of interest. » Effective: Facilitates communication and prediction. Classification and Identification Models for SLD Identification » Aptitude-achievement discrepancy: A ‘‘significant’’ discrepancy between aptitude (different IQ scales, listening comprehension) and achievement,. » Low achievement: Absolute low achievement relative to chronological age expectations, usually with exclusionary criteria. » Cognitive discrepancy: A pattern of intraindividual strengths and weaknesses on measures of cognitive processes and cognitive functions. » Hybrid model: Indicated by two inclusionary criteria, inadequate instructional response, and absolute low achievement Classification and Identification Criteria for hybrid identification of SLD » Insufficient response to effective research-based interventions, based on assessments of progress and the quality/fidelity of instruction. » Demonstration of absolute low achievement in word reading, reading fluency, reading comprehension, mathematics computation, mathematics problem solving, and/or written expression. » Exclusionary factors such as intellectual disability, sensory deficits, serious emotional disturbance, language minority status, and lack of opportunity to learn do not explain inadequate instructional response. Comprehensive Evaluation » There is no requirement in IDEA 2004 that all the components of identification be formally assessed (vision, hearing, limited English proficiency, intellectual disability, behavioral problem, etc.), but the evaluation still should consider these components and make eligibility decisions based on multiple sources of information. » Needs to address the presence of other disabilities and contextual factors ⋄ a brief evaluation using norm-referenced achievement tests ⋄ data on instructional response ⋄ At minimum, assessments of developmental and medical history and teacher/parent rating scales to screen for behavioral factors that may contribute to low achievement. Comprehensive Evaluation » Final status: Compares norm-referenced and/or criterion-referenced postintervention achievement scores to a benchmark. » Slope-discrepancy: Compares rates of growth to the average rate for a reference group, usually with a progress-monitoring assessment. » Dual-discrepancy: Compares both rates of growth and level of performance on a progress-monitoring assessment to identify inadequate response. Comprehensive Evaluation Differentiating Adequate and Inadequate Responders to Reading Instruction » Inadequate responders tend to be older, more economically disadvantaged, more likely male, low IQ » Behavioral difficulties are more common, especially inattention. » Assessments of phonological awareness, rapid naming, and different oral language skills may differentiate adequate and inadequate responders.
