Goliad Special Education Cooperative



Goliad Special Education Cooperative

Early Intervention Supports

Speech/Language

Guide

TABLE OF CONTENTS

SECTION 1: Purpose of this Manuel………………………………………….902

The Eligibility Process …………………………………………904

SECTION 2: Flow Chart……………………………………………………...906

Definition of Communication Handicaps………………………907

SECTION 3: Articulation Checklist…………………………………………..908

Articulation Strategies………………………………………….910

Intervention Recommendations………………………………...911

Parent/Teacher Observations…………………………………...912

SECTION 4: Language Checklist ……………………………………………913

Language Strategies ……………………………………………914

SECTION 5: Voice Checklist…………………………………………………917

Voice Strategies ………………………………………………..918

SECTION 6: Fluency Checklist ……………………………………………...919

Fluency Strategies ……………………………………………..921

SECTION 7: Differences between Spanish and English……………………...922

Bilingual Checklist …………………………………………….923

Parent/Teacher Observations (Spanish) ……………………….924

Results of Strategies Recording Forms ………………………..925

Picture sheets for Parent/Teacher Observations ……………….926

Purpose of this Manual

The purpose of this manual is to assure that the Goliad Special Education Cooperative provides quality services to children with communication disorders. It is designed to accomplish the following major purposes. They are:

1) To ensure speech-language pathologists apply the requirements of IDEA to their evaluations.

2) To ensure that we are practicing the most current research and that the best practices of the profession are practiced, and

3) To ensure consistency to the identification of children with communication disorders.

General Principles of Eligibility

In determining a recommendation of eligibility for a student for services under the category of Speech Impaired, the following general procedures should guide the evaluation process.

1) Evaluation procedures are not limited to the use of standardized evaluation tools. Standardized tests are used to measure the skills being investigated and it is recommended that they should be one of the criteria included in the decision making process. If standardized tests are used, the following criteria should be met: (IDEA, Section 300.532)

a) Test used should:

i) Be culturally unbiased

ii) Selected and administered so as not to be discriminatory or racially or culturally biased. 300.532 (a) (1) (i)

iii) Provided and administered in the child’s native language or other mode of communication, unless it is clearly demonstrated that it is not feasible to do so 300.532 (a) (1) (ii)

iv) Have been validated for the specific purpose for which they are used 300.532 (c) (1) (i)

v) Be administered by trained and knowledgeable personnel in accordance with instructions provided by the producer of the tests 300.532 (c) (1) (ii)

b) If an evaluation is not conducted under standard conditions, a description of the extent to which it varied from the standard condition must be included in the evaluation report along with a statement as to how the violation of the standard condition most likely would have affected the results. 300.532 (c) (2)

2) No single criteria may be used in making eligibility decisions. 300.532 (f) The following are the list of criteria which may be considered in the eligibility decision:

a) Information provided by the parent. The goal here is to have the parent provide data regarding whether or not the child exhibits behaviors that would be indicative of a disorder. The SLP should provide means for the parent to provide the data. It is not the parent’s opinion of whether the child has a problem or not.

b) Information provided by the teacher. The goal here is to have the teacher provide data regarding whether or not the child exhibits behaviors that would be indicative of a disorder. The SLP should provide means for the teacher to provide the data. It is not the teacher’s opinion of whether the child has a problem or not.

c) Information provided by other individuals

d) Standardized evaluations

e) Informal evaluations

f) Samples of student’s classroom work

g) Professional judgment

i) May be used when:

1) Valid methods for identifying a communication impairment are sometimes lacking

2) Student standardized evaluation and SLP opinion do not agree

ii) If professional judgment is used one must:

1) Describe how the data was collected

2) Describe the procedures used to make the determination of eligibility

3) The child should be assessed in all areas related to the suspected disorder, including, if appropriate:

a) Health

b) Vision

c) Hearing

d) Social and emotional status

e) General intelligence

f) Academic performance

g) Communication status, and motor abilities

Formal evaluation is not required in any area. Information can be based on teacher or parent input. If there is suspicion that an area may be related to the disability, then more in-depth evaluation must be completed. For example, one could ask the teacher if the child was having difficulty in any areas of academic performance. If the teacher says “No,” one can then assume that one does not need to refer for an academic evaluation. The same would be true for intelligence. If the teacher of parent indicates that there is no reason to suspect an intellectual delay, then one need not request an evaluation of general intelligence.

The Eligibility Process

The determination of eligibility is a three-stage process. The stages are:

1) Stage One – Doses the child have a speech or language disorder:

a) Establish that a speech-language disorder is present without respect to its severity impact on education. Disorders may occur in: 300.7 (c) (11)

i) Articulation

i) Fluency

ii) Language

iii) Voice

b) Establish that a speech or language disorder is NOT the result of any of the following:

i) Another disability

ii) Cultural or linguistic differences

iii) Lack of instruction

2) Stage Two – Is there an educational need?

a) The second stage addresses whether the disorder has an adverse effect on educational performance. This determination can be made by:

i) Demonstrating that the student is not achieving success on one or more of the TEKS

ii) Demonstrating that the student is not achieving success in participating in one or more elements of classroom participation due to a speech-language problem

1) Oral participation

2) Classroom listening

3) Reading

4) Writing

5) Content subjects

6) Pragmatic/social interaction with peers and adults

b) A communication disorder necessarily creates an educational need. The following statement is the U.S. Office of Educations position on this issue:

Mastery of the basic skills of effective oral communication is clearly encompassed within the standard of educational performance set by the regulations. Therefore, speech/language impairment necessarily adversely affects educational performance when the communication disorder is judged sufficiently severe to require the provision of speech pathology services to the child.

The impact of the child’s communicative status on academic performance is not deemed the sole or even the primary determinant of the child’s need for special education services. It is the communicative status – and professional judgments made in regard to assessment of communicative abilities – which has overriding significance. Education of the Handicapped Law Report 16 EHRL 82 Supplements 257, January 26, 1990.

3) Stage Three – Does the disorder require the services of a Speech-Language Pathologist?

a) The third stage of evaluation addresses the student’s need for special education in order to participate, as appropriate, in the general curriculum and if so, who should provide the services.

i) Determine current level of functioning

(1) Independent performance

a) When student is effective most of the time

b) When student knows what to do and requires only reminders

(2) Minimal support

a) The student needs more cues, models, explanations, checks on progress or assistance than the typical student in his/her class

b) May need curriculum modifications

(3) Maximum support

a) The student does not perform effectively most of the time despite modifications and supports

b) Remedial instruction needed

ii) Determine competencies of possible service provider(s)

(1) Parent/Caregiver

(2) General Education Teacher

(3) Special Education Teacher

(4) Speech-Language Pathologist

GOLIAD SPECIAL EDUCATION COOPERATIVE

PRE-REFERRAL INTERVENTION SUPPORTS FLOW CHART

GOLIAD SPECIAL EDUCATION COOPERATIVE

COMMUNICATION IMPAIRMENT DEFINITIONS

ARTICULATION IMPAIRMENT

Problems producing speech sounds involving movement of the speech mechanism. The intelligibility of the child’s speech can range from mild to moderate to severe.

LANGUAGE IMPAIMENT

Language behaviors that exhibit slower than expected development or variation of development that significantly interfere with an individual’s communication abilities. Children exhibit a language disorder when their language varies from their peers to the degree that it significantly impairs social and academic communication.

FLUENCY

A disorder of fluency is characterized by excessive disruptions in the natural flow of speech, usually accompanied by tension, struggle and related behaviors.

VOICE IMPAIRMENT

A voice disorder exists when a person’s vocal quality, pitch and loudness differs from those of similar age, gender, cultural background and geographic location. This is contingent upon a physician (ENT) ruling out a medical condition.

==========================================================

BILINGUAL – IS IT A DIFFERENCE OR DISORDER?

For the bilingual child, a disorder is present when listening and/or speaking behavior is defective to such an extent that it interferes with one’s ability to understand and/or convey messages clearly and effectively during interaction with community members who speak the same language and dialect.

If the student is labeled bilingual, ELL or LEP, take into consideration the length of time the child has been exposed to the English language and whether the errors are dialectal. Refer to the page labeled Difference vs. Disorder.

GOLIAD SPECIAL EDUCATION COOPERATIVE

ARTICULATION CHECKLIST INFORMATION

At what grade do I refer a sound?

Kindergarten

• K/G plus additional sounds - Omits end sounds of words or omits beginning sounds of words.

First Grade

• S plus additional sounds

Second Grade

• S only or R plus additional sounds

Third Grade

• R only

/th/ as only error possibly remediated in the classroom

Note:

Very rarely will other sounds such as /l/, /sh/, /ch/, /f/, and /v/ be the only sound a child will produce incorrectly. These sounds are considered the “additional sounds” referred to in the chart above. Normally, if these are produced incorrectly, then /s/, /r/, /k/, or /g/ may also be produced incorrectly.

You may notice a pattern of misarticulations, rather than just sounds. If the student consistently leaves off the last consonant of words, he should be referred for speech therapy.

Examples:

Ba_ for ball

Ca_ for Cat

Other errors may include stopping of sibilants.

Examples:

/s/ and/z/ become /t/ and /d/, /sh/ becomes /ch/

He/She may also front many of his/her sounds.

Example:

/k/ and /g/ become /t/ and /d/, /f/ becomes /p/ or /k/, /s/ becomes /th/

In contrast, he/she may back some of his/her sound.

Example:

/t/ and/d/ become /k/ and /g/

If he/she has these errors, he/she should be referred for speech therapy evaluation.

GOLIAD SPECIAL EDUCATION COOPERATIVE

ARTICULAITON CHECKLIST

Student: __________________________________ DOB: ______________________

Teacher: __________________________________ Date: ______________________

The following are some problem areas to look for in a student’s speech.

Check (√) the one that apply

_____ Omissions – Leaving out sounds

Example: Ba__ for Ball

_____ Omissions of beginning sounds

Example: __irst for First, __one for bone, __ood for good

_____ Omissions of ending sounds

Example: Foo__for food, cu__for cup, do__for dog

_____ Omissions of syllables

Example: Rado for radio, nana for banana

_____ Distortions – Sounds are not distinct

_____ Substitutions – Using one sound in place of another

Example: Th for S (thoap for soap), T for K (tup for cup)

Write any examples of this child’s speech on the lines below:

Comments:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

GOLIAD SPECIAL EDUCATION COOPERATIVE

ARTICULATION STRATEGIES

Student: _____________________________________ DOB: __________________

Teacher: _____________________________________ Date: ___________________

1. Make certain the student’s hearing was recently checked.

2. Be sure the student can hear the difference between the target sound as it should be made and the way it sounds when incorrectly produced.

3. Provide the student with a list of words containing the target sound. Have the student practice the words daily. As the student masters the word list, add more words. (Using words from the student’s everyday vocabulary, reading list, spelling list, etc., will facilitate transfer of correct production of the target sound into everyday speech).

4. Provide the student with verbal reminders or prompts when he/she requires help imitating speech sounds.

5. Identify a peer who correctly produces the target sound or word to act as a model for the teacher.

GOLIAD SPECIAL EDUCATION COOPERATIVE

SPEECH

Intervention Recommendations

Student Name: _________________________________DOB:_______________________

The following suggestions may be given to classroom teachers and/or parents as recommendations for stimulating sound production prior to referral for a Full and Individual Evaluation for Special Education Services. The Student Assistance Team may need assistance from the SLP if they not understand some of the recommendations.

|Considerations or Recommendations |Check if Attempted |Results |

|Be sure student’s hearing has been checked within last 3 months. | | |

|Determine if more than one language is spoken in the home. | | |

|Discuss with parent and teacher the developmental appropriateness of sound errors | | |

|Determine if the student recognizes a difference in the correct and error sounds. Say a word with the error | | |

|sound and with the correct sound and ask if student knows the correct production. For example “rain” and | | |

|“wain”. | | |

|Teacher or parent may talk with the student about the error and what he/she may do differently. For example | | |

|raising the tongue tip to say/l/ instead of rounding lips for /w/ for w/l substitution. Be sure the targeted: | | |

|/l/ instead of /el/. | | |

|Reinforce correct productions of words containing targeted sound(s). It is recommended that this be done | | |

|privately or without undue attention being drawn to student’s error sound. | | |

|Allow student to tape record a sample of his/her speech and identify correct or error sounds. | | |

|Provide practice times for teacher, parent or peer to model correct production. | | |

|When the student is using the sound correctly in some contexts, the following may be helpful reinforcing | | |

|activities: | | |

|Ask student to cut pictures from magazines or draw pictures of words containing the error sound(s). | | |

|Make the student a list of words to read for practice containing spelling list, and everyday vocabulary for | | |

|practice. | | |

|Student, parent or teacher may keep a list of difficult words to practice at specific times. | | |

|It is recommended that attempts to stimulate or reinforce correct sound production be discontinued at any time| | |

|the child shows a resistance to the activities or frustration with attempts to make correct sound. The | | |

|teacher or parent may reconvene the Student Assistance Team with these concerns | | |

GOLIAD SPECIAL EDUCATION COOPERATIVE

Parent/Teacher Articulation Observation

Student: _________________________________ DOB: __________________ Grade: _____

District/Campus: ____________________________ Date of Observation: _______________

Observer Completing Form: _____________________________________________________

Direction: Listen as your child/student engages in conversation with you. Indicate which sounds you note the child is producing incorrectly. + indicates correct, - indicates incorrect. You may circle the words indicating the sound is said incorrectly in the beginning, middle or end of the word. You may consider any words the child says with the indicated sound, not just those listed. Use the picture sheets to elicit the word from the child. You may say, “Say pig” etc. If the child does not identify the word on his/her own.

|Sound |+ |- |Sound |+ |- |

|/p/ as in pig, apple, cup | | |/f/ as in food, coffee, off | | |

|/b/ as in baby, web | | |/v/ as vote, oven, stove | | |

|/t/ as in toy, water, bat | | |/s/ as in sock, missing, ice | | |

|/d/ as in doll, middle, bed | | |/z/ as in zoo, fuzzy, fizz | | |

|/k/ as in king, picket, rake | | |/sh/ as in shoe, wishing, fish | | |

|/g/ as in goat, buggy, tag | | |/ch as in chair, watching, pitch | | |

|/m/ as in mad, hammer, thumb | | |/j/ as in judge , engine | | |

|/n/ as in name, funny, fan | | |/th/ (soft) as in thing, healthy, tooth | | |

|/ng/ as in finger, ring | | |/th/ (hard) as in those, brother, bathe | | |

|/r/ as in run, carrot | | |/w/ as in way, highway | | |

|/er/ as in early, nurse, fur | | |/y/ as in you, onion | | |

|/l/ as in lion, pillow, tall | | |Number of missed sounds | | |

|/h/ as in hat, behind | | | | | |

To the parent:

Do you feel the sound errors you noted are typical for children who are your child’s age?

Yes or No (please circle)

Please list at least 20 words your child has difficulty pronouncing:_________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

To the teacher:

Do you feel these sound errors adversely affect the student’s educational performance?

Yes or No (please circle)

If yes, please comment: __________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

GOLIAD SPECIAL EDUCATION COOPERATIVE

LANGUAGE CHECKLIST

Student: _____________________________________ DOB: _____________________

Teacher: _____________________________________ Date: _____________________

Compared to the other students in the classroom: (Check (√) problem areas)

_____ Does the student use incomplete sentences when he or she talks about things?

_____ Does the student respond inappropriately when asked where things are, what someone is doing or what things are for?

_____ Is the student unable to give details when describing things to you?

_____ Is the student unable to make his or her sentences longer to combine several ideas into one sentence?

_____ Is the student unable to tell you about past and upcoming events?

_____ Is the student unable to indicate how some things “go together”?

(Categorize, group items)

_____ Does the student have grammatical errors when speaking?

_____ Does the student have difficulty thinking of what to say when called upon?

_____ Does the student have trouble understanding what you mean?

_____ Does the student have difficulty putting ideas into words?

_____ Does the student have a smaller than normal vocabulary or learn vocabulary at a slower pace?

_____ Does the student have difficulty staying on topic when involved in a conversation?

_____ Does the student have difficulty responding appropriately and courteously to directions and questions?

GOLIAD SPECIAL EDUCATION COOPERATIVE

LANGUAGE STRATEGIES

Student: _______________________________________ DOB: ____________________

Teacher: _______________________________________ Date: ____________________

1. If the student does not use complete sentences when he or she talks about things, try the following interventions:

➢ Identify a peer who uses appropriate subject-verb agreement to act as a model for the student.

➢ Allow the student to speak without being interrupted or hurried.

➢ Make sure the student understands the concept of the “complete” sentence by pointing out the “subject/verb/object” components through the use of objects, pictures, and /or written sentences (depending on the student’s abilities).

2. If the student does not respond appropriately when asked where things are, what someone is doing or what things are for:

➢ Have the student describe objects, persons, places, etc., and where they belong (e.g., objects, persons, places, etc.)

3. If the student does not give details when describing things to you:

➢ Have the student provide as many adjectives as possible to go with a given noun. Then have the student choose one of the adjectives and produce as many nouns as possible to go with it.

4. If the student does not make his or her sentences longer to combine several ideas into one sentence:

➢ Have a peer who speaks in complete sentences act as a model for the student; assign the students to work together, perform assignments together, etc.

➢ Give the student a list of transition words (e.g., therefore, although, because, and, but, so, etc.) and have him/her make up sentences using each word.

➢ Give the student several short sentences and have him/her combine them in order to produce one longer sentence (e.g., “The dog is big.” “The dog is brown.” “The dog is mine.” Can be combined to become “The big, brown dog is mine.”)

5. If the student is not able to tell you about past and upcoming events:

➢ Make certain the student has adequate opportunities for repetition on information through different experiences in order to enhance memory.

6. If the student is not able to indicate how some things “go together” (categorize, group items):

➢ Have the student list all the vocabulary he/she can think of that goes with a specific word (e.g., “space” – astronaut, lunar rover, rocket, shuttle, launch; “brush” – hair, etc.)

➢ Explain to the student how to classify new words as to category, function, antonym and synonym, etc., so the student will have a way of “filing” the words to memory.

➢ Describe objects, persons, places, etc., and have the student name the items described.

7. If the student has grammatical errors when speaking:

➢ Explain that changes must be made in a verb to indicate when an event happened (e.g., present, future). Have the student make up sentences with given verbs in the past, present and future tenses.

➢ Identify a peer who uses verb tenses appropriately to act as a model for the student.

8. If the student has difficulty thinking of what to say when called upon:

➢ Call upon the student when he/she is most likely to be able to respond successfully.

➢ Make certain that all directions, explanations and instructions are delivered in a clear and concise manner.

9. If the student has trouble understanding what you mean:

➢ Have the student repeat or paraphrase what other students are saying in order to determine what was heard.

➢ Use multiple modalities (e.g., auditory, visual, tactile, etc.) when presenting directions, explanations and instructional content. Determine which modality is stronger and utilize the results.

➢ Require the student to repeat or paraphrase information heard in order to determine successful listening.

➢ Have the student question any directions, explanations or instructions he/she does not understand.

10. If the student has difficulty putting ideas into words:

➢ Have the student make up sentences or stories using new words he/she has learned.

➢ Send home new vocabulary words and encourage parents to use them in activities and general conversation

11. If the student has a smaller than normal vocabulary or learns vocabulary slower:

➢ During conversation, repeat phrases used by the student, revising the vocabulary to include additional words (e.g., the student says, “The TV show was good.” Repeat by saying, “I’m glad the television show was so entertaining.”)

12. If the student has difficulty staying on topic when involved in a conversation:

➢ Teach the students listening skills (e.g., stop working, look at the person delivering questions and directions, have necessary note-taking materials, etc.).

13. If the student has difficulty responding appropriately and courteously to directions and questions:

➢ Provide clearly stated verbal directions (e.g., make the directions as simple and concrete as possible).

➢ Reduce distracting stimuli in order to increase the student’s ability to follow verbal directions (e.g., place the student on the front row; provide a carrel or “office” space away from distractions, etc.). This is used as a means of reducing distracting stimuli and not as a form of punishment.

➢ Have the student repeat directions or give an interpretation after receiving verbal directions.

GOLIAD SPECIAL EDUCATION COOPERATIVE

VOICE CHECKLIST

Student: __________________________________________ DOB: ______________________

Teacher: __________________________________________ Date: ______________________

Check (√) if the student’s voice has any of the following characteristics/qualities:

_____ Is the student’s vocal quality distracting?

_____ Does the student’s pitch not match his/her age and gender?

_____ Is the student’s voice hoarse or raspy?

_____ Does the student’s voice “break” or “cut out”, (as in the voice change of adolescence)?

_____ Does the student’s voice sound nasal (twangy) or denasal (like he/she is stopped up with a cold or allergy)?

_____ Does the student speak too loudly or too softly?

_____ Does the student clear his/her throat frequently?

_____ Does the quality of the student’s voice change during the day?

_____ Have you observed the student abusing (yelling, talking abnormally loud) his/her voice?

_____ Does the student seem aware of a voice problem?

_____ Has the student or his/her parents ever talked to you about a voice problem?

_____ Is the student ever teased about his/her voice?

_____ Does the student’s voice affect the ability to verbally contribute in class discussions or verbally answer questions in an understandable manner?

_____ Does the student’s voice have an adverse affect on social interaction or self-image?

_____ Does the student’s voice have an adverse effect on overall ability to communicate needs to others?

****Voice Therapy requires a referral from an Ear, Nose, and Throat (ENT) specialist before speech therapy services can be initiated.

GOLIAD SPECIAL EDUCATION COOPERATIVE

VOICE STRATEGIES

Student: _________________________________ DOB: ___________________________

Teacher: _________________________________ Date: ___________________________

Suggest to the student:

1. Get closer to the person you’re talking to; do not shout.

2. Do not try to speak louder than the other students. Take turns in conversation.

3. Don’t speak too loudly; don’t speak too softly.

4. Talk less or not at all under noisy conditions.

5. Relax; try to talk without tension in your neck and chest muscles.

6. Keep your throat wet, drink plenty of water.

7. Play quietly.

8. Do not smoke or drink.

9. Don’t yell when playing sports or cheering a team, clap instead.

10. Cough or sneeze gently and softly.

11. Reduce the frequency of throat clearing.

12. Encourage the student to “swallow hard” as opposed to constantly clearing their throat.

GOLIAD SPECIAL EDUCATION COOPERATIVE

FLUENCY CHECKLIST

Student: ______________________________________ DOB: ________________________

Teacher: ______________________________________ Date: ________________________

Some students stutter or hesitate when they speak. The stuttering or hesitations may interfere with communication. This type of speech problem warrants further evaluation. Please check (√) the following information that applies to your student:

_____ Revisions (stating a message, stopping and starting over again)

_____ Frequent interjections (um, like, you know)

_____ Word repetitions (I – I want you to go, We – we – we -We are going home)

_____ Phrase repetitions (and then, and then)

_____ Part-word repetitions (ta – ta - take)

_____ Sound repetitions (t – t - t – take)

_____ Prolongations (nnnnnnnnnnobody) (oooooooooooctopus)

_____ Block (vocal tension/no speech comes out) * Duration: ___long ___short

_____ Unusual face or body movements (visible tension, head nods, eye movements)

_____ Abnormal breathing patterns (running out of air, gasping for air)

Dysfluent individual may also display secondary characteristics. Please check (√) he ones exhibited by your student.

_____ Avoidance behaviors (word substitutions, avoiding speaking and /or eye contact)

_____ Bodily tension (head nodding, arm movements)

_____ Facial movements (eye blinking, facial tension)

_____ Extra verbalizations (substitutes a word for stuttered word)

Does dysfluency interfere/take away from what the student is saying so that the listener focuses on the way it is said? ____ Yes ____ No

*18 mos. - 5 years of age: At 2 years of age, it is normal for children to have repetitions of one syllable words or parts of words, interjections and revision. From 2-5 years of age, it is normal to have an increase in revisions and phrase repetitions, and a decrease in part-word repetitions and interjections. These are typical and normal and should not be referred.

GOLIAD SPECIAL EDUCATION COOPERATIVE

FLUENCY STRATEGIES

Student: _____________________________________ DOB: _________________________

Teacher: _____________________________________ Date: _________________________

When speaking with someone who stutters …….

In general, the following responses are appropriate when speaking with any adult or child who stutters.

_____ Do not finish. Allow the child to get the message completed. Reflect what you have heard so that the child knows you have understood him and he is given an opportunity to repair the message, if necessary.

_____ Do not rush. Time pressure can be a problem for many children who stutter. When the listener inadvertently or purposefully puts time limits on communication, children who stutter may feel a need to speak quickly. This can build tension in speech muscles thereby causing increased stuttering.

_____ Maintain relaxed body language. Maintain normal eye contact and be aware of a head nodding or gestures that may rush a child to complete a message.

_____ Do not give advice. Ideas such as “slow down,” “take a deep breath,” “start over,” “think about what you are going to say,” are all well-meaning and seemingly helpful suggestions to give a child who is struggling with communication. However, the fact is that these suggestions can create unnecessary pressure on communication. As listeners, we need to wait patiently and continue to encourage communication no matter how it is presented: fluently or with stuttering.

_____ Decrease pressure for oral speech by expecting short responses. If all children are expected to respond to a question, determine if the child who stutters prefers to be called on early or late. Tension and worry build up in some children waiting their turn or in others when they know they have to answer sooner than other children. It’s important to ask each child.

GOLIAD SPECIAL EDUCATION COOPERATIVE

DIFFERENCES BETWEEN SPANISH AND ENGLISH

Spanish is pronounced much more phonetically and energetically than the English language. There is greater activity of the tongue and lips in Spanish. The observance of relatively few rules should insure an adequate pronunciation.

Consonants

➢ There is NO /sh/ sound in Spanish, so consequently there is much confusion with the /ch/.

➢ The /ng/ sound in Spanish is not as obviously pronounced as in English so it is sometimes said that it does not exist in Spanish.

➢ There are NO /st/ beginnings, NO /mp/ endings, and no schwa in Spanish.

➢ /m/ has the same sounds as in the English word man except when it is final, in which case the Spanish speaker always pronounces it like /n/.

➢ /v/ and /b/ can be produced identically the same in Spanish but differently in English. In Spanish, a pure /v/ sound does not exist; this phoneme has, in effect, been borrowed from English.

➢ The /s/ is commonly substituted for /f/; the /t/ for voiceless /th/ (as in thumb); the /d/ for voiced /th/ (as in father); the /z/ for /v/.

➢ In general, the Spanish sound system does not contrast /s/ and /c/, and substitution or interchange of these English phonemes is an obvious error that Spanish speaking children make in pronouncing English word. They often say su for shoe, or ser for chair.

➢ There is suppression of initial consonants in Spanish; i.e., onde for donde (where) and ama for mama. Final consonants are often dialectally omitted as in pare for pared (wall).

Phrases and Sentences.

➢ The double negative is used in Spanish; i.e., “I have nothing to do”, is produced as if one has said, “I don’t have nothing to do.” (No tengo nada que hacer).

➢ The grammatical structure of Spanish varies from English, “Where did you come from?” (De donde vienes?) becomes “From where come you?” “Is the door open?” (Esta abierta la pureta/) becomes “Is open the door?”

GOLIAD SPECIAL EDUCATION COOPERATIVE

BILINGUAL CHECKLIST

Student: _______________________________________ DOB: ___________________

Teacher: _______________________________________ Date: ___________________

DIFFERENCE VS DISORDER

Substitution

____ F for V

____ T for D ____ Deficits in the production of ____ S for Z speech sounds

____ S for F

____ D for TH (voiced) ____ Deviance in form, content ____ V for TH (voiced) use of native language

____ T for TH (voiceless

____ F for TH (voiceless)

____ B for V ____ Listening/speaking behavior ____ Y for J interferes with one’s ability ____ S for SH to understand/convey ____ S for CH messages clearly and

____ Final consonants often effectively with same Omitted or Unaspirated languages interactions

____ Indirect eye contact

____ Double negativities ____ Omission of the subject “I”

____ Insertion of the noun before the Adjective (house white)

____ Morphology and Syntax

____ Grammatical Structure

*Shifting from one language to another within utterances (code switching) is not necessarily an indicator of language confusion or of a language disorder.

GOLIAD SPECIAL EDUCATION COOPERATIVE

Observaciones de Articulacion Tomadas por los Padres/Maestros

Estudeiante: ____________________________ Fecha de nacimiento: __________________

Escuela: _______________________________ Edad: ________ Fecha: _________________

Persona completando este formulario: ____________________________________________

Direcciones: Escuche a su hijo durante el tiempo que conversa con Ud. Preste atencion a como su hijo pronuncia las palabras. Indique cuales sonidos nota ques su hijo no pronuncia bien. Marque con una + si su hijo pronucia el sonido bien y marque con un – si su hijo pronuncia el soido mal.

|Sonido |+ |- |Sonido |+ |- |

|/p/ como: palo, sopa | | |/f/ como: foco, sofa | | |

|/b/ como: beso, abajo | | |/s/ como: zapato, rosa, mas | | |

|t/t como: tia, pato | | |/ll/ o /y/ como: llave, calle, yo, ayuda | | |

|/d/ como: dos, vestido, sed | | |/ch/ como: chico, leche | | |

|/k/ como: casa, boca | | |/rr/ como: raton, perro | | |

|/g/ como: gato, lago | | |/n/ como: Nino | | |

|/m/ como: mesa, cama | | |/j/ como: jabon, caja | | |

|/n/ como: no, mano, pan | | | | | |

|/r/ como: toro, mar | | | | | |

|/l/ como: lapiz, pelota, sal | | | | | |

| | | |Cantidad de sonidos promunciados | | |

| | | |incorrectamente | | |

Cree ud que los errors que demuestra su hijo son tipicos para ninos que tienen la misma edad que su hijo? Si o No (marque su repuesta con un circulo)

Si la repuesta es si por favor explique: _____________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

GOLIAD SPECIAL EDUCATION COOPERATIVE

RESULTS OF STRATEGIES

Student: _______________________________________ DOB: _______________________

Teacher: _______________________________________ Date: _______________________

# _______

| |

| |

| |

| |

# _______

| |

| |

| |

| |

# _______

| |

| |

| |

| |

# _______

| |

| |

| |

| |

# _______

| |

| |

| |

| |

GOLIAD SPECIAL EDUCATION COOPERATIVE

PICTURE SHEET

|pig |apple |cup |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|baby |web | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|toys |water |bat |

|doll |middle |bed |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

GOLIAD SPECIAL EDUCATION COOPERATIVE

PICTURE SHEET

|king |pocket |rake |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|goat |buggy |tag |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|mad |hammer |thumb |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|name |funny |fan |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

GOLIAD SPECIAL EDUCATION COOPERATIVE

PICTURE SHEET

|finger |ring | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|run |carrot | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|early |nurse |fur |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|lion |pillow |tall |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

GOLIAD SPECIAL EDUCATION COOPERATIVE

PICTURE SHEET

|hat |behind | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|food |coffee |off |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|vote |oven |stove |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|sock |missing |ice |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

GOLIAD SPECIAL EDUCATIONS COOPERATIVE

PICTURE SHEET

|zoo |fuzzy |fizz |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|shoe |wishing |fish |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|chair |watching |pitch |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|judge |engine | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

GOLIAD SPECIAL EDUCATION COOPERATIVE

PICTURE SHEET

|thing |healthy |tooth |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|those |brother |bathe |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|way |highway | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|you |onion | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

GOLIAD SPECIAL EDUCATION COOPERATIVE

PICTURE SHEET (SPANISH)

|palo |sopa | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|beso |abajo | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|tia |pato | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|dos |vestido |sed |

|2 | | |

GOLIAD SPECIAL EDUCATION COOPERATIVE

PICTURE SHEET (SPANISH)

|casa |boca | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|gato |lago | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|mesa |cama | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|no |mano |pan |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

GOLIAD SPECIAL EDUCATION COOPERATIVE

PICTURE SHEET (SPANISH)

|toro |mar | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|lapiz |pelota |sal |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|foco |sofa | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|zapato |rosa |mas |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

GOLIAD SPECIAL EDUCATION COOPERATIVE

PICTURE SHEET (SPANISH)

|llave |calle |yo |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|ayuda | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|chico |leche | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|raton |perro | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

GOLIAD SPECIAL EDUCATION COOPERATIVE

PICTURE SHEET (SPANISH)

|niño | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|jabón |caja | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

-----------------------

Parent/Teacher

Concerns

Speak with Counselor or Designee

Review Definition Page and decide which impairment the student may have. Do you suspect a problem?

Page 1

YES

After determining the suspected impairment refer to the appropriate Impairment Checklist.

Does any criteria apply?

If student met any criteria on the checklist, apply strategies for 4 weeks and complete the Strategy Results Form. Were strategies successful?

YES

NO

If further concern, return the Strategy Result Page along with all paperwork to your school’s counselor/designee so that he/she may present it to the Early Intervention Supports

NO

STOP!

If no suspected problem exists at this point

NO

STOP!

If criteria on checklist does not apply

YES

STOP!

If attempted strategies are successful

_ _ _ _ _ _ _ _ _

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download