Reading Comprehension Assessment and Intervention after ABI



Reading Comprehension Assessmentand Intervention after ABITable of Contents TOC \o "1-3" \h \z \u Reading Comprehension Assessment and Intervention after ABI PAGEREF _Toc309013534 \h 3Reading Comprehension Assessment after ABI PAGEREF _Toc309013535 \h 4Sample Expository Reading Passages PAGEREF _Toc309013536 \h 6ECOSYSTEMS PAGEREF _Toc309013537 \h 6MINERALS PAGEREF _Toc309013538 \h 7PARTICLE ACCELERATORS PAGEREF _Toc309013539 \h 8CLOUDS PAGEREF _Toc309013540 \h 9Sample Sentence Verification Tasks PAGEREF _Toc309013541 \h 10ECOSYSTEMS SVT Master PAGEREF _Toc309013542 \h 10MINERALS SVT Master PAGEREF _Toc309013543 \h 11PARTICLE ACCELERATORS SVT Master PAGEREF _Toc309013544 \h 12CLOUDS SVT Master PAGEREF _Toc309013545 \h 13Reading Comprehension Strategy Intervention PAGEREF _Toc309013546 \h 14Reading and Cognition Processes, Problems and Strategies PAGEREF _Toc309013547 \h 15Sample Reading Comprehension Strategies with Steps PAGEREF _Toc309013548 \h 17Sample Strategy Reminder/Training Aid PAGEREF _Toc309013549 \h 18Reading Comprehension Strategy Training Data Sheet PAGEREF _Toc309013550 \h 21Training Strategy Steps Session Probe Sheet PAGEREF _Toc309013551 \h 23Reading Strategy Use Self-Monitoring Sheets PAGEREF _Toc309013552 \h 24Reading Pace Self-Monitoring Sheets PAGEREF _Toc309013553 \h 26Reading Purpose Self-Monitoring Sheets PAGEREF _Toc309013554 \h 28Impact of Reading Comprehension Strategy PAGEREF _Toc309013555 \h 30Reading Comprehension Assessment and Intervention after ABIReading comprehension and retention is part of a dynamic, complex processAssessment needs to occur at multiple levelsStrategies should be matched to users and should be trained using systematic instructionAcquisition, application and impact of strategies should be continually evaluatedDomainClinical QuestionSubskillsSample MeasuresReading comprehensionIs reader able to comprehend text? Surface LevelRecognize wordsIdentify syntactic relationships between wordsReading Comprehension Battery for Aphasia Propositional LevelUnderstand propositionsIdentify main ideas and detailsUnderstand basic inferencesWoodcock Johnson Test, non-standardized assessments Situation LevelIdentify relationships between conceptsAccess related background knowledgeIntegrate information learned from text into schemaClinically, only “guessing” at this point. Reading approachIs reader using effective approach given reading purpose? Before ReadingIdentifies reading purpose Sets reading session goalPrepares system for tracking information previews content Interview and observationDuring ReadingUses strategy to track informationPeriodically reviews notes or looks-back to earlier textTracks time and adjusts approach as neededAfter ReadingReviews notes or highlighted textRereads select sections to clarify understanding,Uses strategy to self-testReading Comprehension Assessment after ABIDomainClinical QuestionSubskillsSample MeasuresCognitionAre cognitive skills that are needed for learning and recall impaired? Attention and working memoryCapacitySpeedSuppressionPaced Auditory Serial Test, Test of Everyday AttentionEncoding and retentionCapacity RecallRecognition California Verbal Learning TestExecutive processingGoal mgmt skillsSelf-awarenessDellis-Kaplan Test of Executive Function, non-standardized assessmentPre-requisite reading and language skillsAre prerequisite reading and language skills lacking or slow? Written word recognitionDecoding skillsAutomaticitySpeedOral reading fluency task, Reading Comprehension Battery for AphasiaVocabularyGeneral knowledgeSpecialized topic knowledgePeabody Picture Vocabulary Test,non-standardized assessmentLanguage processingWord findingSyntax Discourse production Boston Naming, aphasia batteries, non-standardized assessmentSample Expository Reading PassagesECOSYSTEMS1.1 Community of Living OrganismsAn ecosystem is a dynamic community of living organisms interacting with each other and their environment. Ecosystems occur in all sizes. A tidal pool, a pond, a river, an alpine meadow and an oak forest are all examples of ecosystems. To understand ecosystems, it is necessary to study how energy and matter move through feeding relationships of organisms within it. Living organisms in an ecosystem are usually grouped according to how they obtain food. Organisms that make their own food are known as autotrophs, or producers. Organisms that eat other organisms (live or dead) are known as heterotrophs, or consumers. 1.3 Producers Create their FoodThe producers include land and aquatic plants, algae and microscopic phytoplankton in the ocean. They all make their own food by using chemicals and energy sources from their environment. For example, plants use photosynthesis to manufacture sugar (glucose) from carbon dioxide and water. Using this sugar and other nutrients (e.g., nitrogen, phosphorus) assimilated by their roots, plants produce a variety of organic materials. Energy from sunlight is thus fixed as food used by themselves and by consumers.1.3 Consumers Feed on the ProducersThe consumers are classed into different groups depending on the source of their food. Herbivores (e.g. deer, squirrels) feed on plants and are known as primary consumers. Carnivores (e.g. lions, hawks, killer whales) feed on other consumers and can be classified as secondary consumers. They feed on primary consumers. Tertiary consumers feed on other carnivores. Some organisms known as omnivores (e.g., bears, rats and humans) feed on both plants and animals. Organisms that feed on dead organisms are called scavengers (e.g., vultures, ants and flies). Detritivores (detritus feeders, e.g. earthworms, termites, crabs) feed on organic wastes or fragments of dead organisms. Decomposers (e.g. bacteria, fungi) also feed on organic waste and dead organisms, but they digest the materials outside their bodies. The decomposers play a crucial role in recycling nutrients, as they reduce complex organic matter into inorganic nutrients that can be used by producers. If an organic substance can be broken down by decomposers, it is called biodegradable.1.4 Organisms Depend on Each Other in the EcosystemWhen one organism eats another, chemical energy is transferred from one level of the food chain to the next. Only a small portion of the useable energy is actually transferred to the next level, typically 10 percent. As a result, each higher level of the food chain represents a cumulative loss of useable energy. A pyramid of energy flow is formed, with producers forming the base level and tertiary consumers forming the top. Because there is less energy available high on the energy pyramid, there are fewer top-level consumers. A disruption of the producer base of a food chain, therefore, has its greatest effect on the top-level consumer. In every ecosystem, each consumer level depends upon lower-level organisms (e.g. a primary consumer depends upon a producer, a secondary consumer depends upon a primary consumer and so on). MINERALS1.1 Minerals in The Earth’s CrustThe earth's crust is composed of many kinds of rocks, each of which is an aggregate of one or more minerals. In geology, the term mineral describes any naturally-occurring solid substance with a specific composition and crystal structure. A mineral's composition refers to the kinds and proportions of elements making up the mineral. An?element?is a substance that is made entirely from one type of atom.?The way these elements are packed together determines the structure of the mineral. The study of minerals includes understanding how they are formed, distributed through the earth and mined.1.2 Formation of Mineral Deposits Mineral deposits can be classified according to the concentration process that formed them. Five processes in particular that create mineral deposits are: hydrothermal, magmatic, sedimentary, placer and residual. Hydrothermal mineral deposits are formed when minerals are deposited by hot, aqueous solutions flowing through fractures and pore spaces of crustal rock. Magmatic mineral deposits are formed when processes such as partial melting and fractional crystallization occur during the melting and cooling of rocks. Water soluble salts can form sedimentary mineral deposits when they precipitate during evaporation of lake or seawater (evaporate deposits). Minerals with a high specific gravity (e.g. gold, platinum, diamonds) can be concentrated by flowing water in placer deposits found in stream beds and along shorelines. 1.3 Location and Mining of MineralsMinerals are everywhere around us. For example, the ocean is estimated to contain more than 70 million tons of gold. Yet, it would be much too expensive to recover that gold because of its very low concentration in the water. Although they are found everywhere, minerals are not evenly distributed in the earth's crust. Mineral ores are found in just a relatively few areas, because it takes a special set of circumstances to create them. Therefore, the signs of a mineral deposit are often small, difficult to recognize and also expensive.1.4 Mineral Mining MethodsAfter a potentially profitable mineral deposit is located, it is mined by one of several techniques. Which technique is used depends upon the type of deposit and whether the deposit is shallow and thus suitable for surface mining or deep and thus requiring sub-surface mining. Surface mining techniques include: open-pit mining, area strip mining, contour strip mining and hydraulic mining. Open-pit mining involves digging a large, terraced hole in the ground in order to remove a near- surface ore body. Area strip mining is used in relatively flat areas. The overburden of soil and rock is removed from a large trench in order to expose the ore body. After the minerals are removed, the old trench is filled and a new trench is dug. This process is repeated until the available ore is exhausted. Contour strip mining is a similar technique except that it is used on hilly or mountainous terrains. Hydraulic mining is performed using powerful, high-pressure streams of water that blast away soil and rock containing gold, which is then separated from the runoff. PARTICLE ACCELERATORS1.1 How Particle Accelerators are UsedParticle accelerators are used to study the structure and interactions of atomic nuclei and their subatomic particles. Particle accelerators accelerate atomic particles close to the speed of light. Particles then collide with and disrupt atomic nuclei and subatomic particles. This disruption allows physicists to study nuclear components and to make new kinds of subatomic particles. Particle accelerators are also used for medical purposes. For example, accelerators produce the materials needed for certain?cancer therapies. Particle accelerators are also used for one form of radioactive carbon dating. Radioactive carbon dating is a common method archeologists use to determine the age of objects.1.2 Principles of Particle AccelerationParticle accelerators exist in many shapes and sizes. The smallest accelerators share common elements with the larger devices. First, all accelerators must have a source that generates electrically charged particles. All accelerators must have?electric fields to accelerate the particles, and they must have?magnetic fields to control the paths of the particles. Also, the particles must travel through a good vacuum. A vacuum is a container with as little residual air as possible. Finally, all accelerators must have some means of detecting, counting, and measuring the particles after they have been accelerated through the vacuum.1.3 Generating particlesElectrons and protons, the particles most commonly used in accelerators, are found in all materials. The appropriate particles must be separated out before entering the accelerator. Electrons are usually produced in a device known?as an? HYPERLINK "" \o "electron \“gun.\”" electron “gun.”?The gun contains a vacuum. The vacuum is heated, which causes the electrons to break away from the atoms. The emitted electrons are negatively charged. The electrons are attracted toward an?anode?(positive electrode), where they pass through a hole into the accelerator. Protons are produced through a different process. In this case hydrogen gas is exposed to an electric field. The electric field causes the electrons and protons contained in the gas to separate. The protons are positively charged. The protons escape through a hole into the accelerator. 1.4 Accelerating?particlesOnce the particles are separated, they enter the particle accelerator. The key feature of any particle accelerator is the accelerating? HYPERLINK "" \o "electric field" electric field. The accelerating electric field is produced by two factors: a uniform static electric field and a vacuum. The simplest example of a uniform static field is between positive and negative? HYPERLINK "" \o "electric potential" electric potentials (voltages), much like the field that exists between the terminals of an electric?battery. In such a field an electron, bearing a negative charge, feels a force that directs it toward the positive potential. This force accelerates the electron moving it toward a positive potential until it collides with atoms and loses energy. However, if there is nothing to impede the electron, its velocity and its energy will increase. By passing the electrons through a vacuum, sources of resistance are removed, and the particles will accelerate as they move toward the positive potential.CLOUDS1.1 Cloud Formation in the AtmosphereClouds are formed when air containing water vapor is cooled below a critical temperature called the dew point. The resulting moisture condenses into droplets on microscopic dust particles (condensation nuclei) in the atmosphere. The air is normally cooled by expansion during its upward movement. The height the cooled air reaches during this upward movement, temperature and moisture affects the shape the cloud ultimately takes. Clouds are ultimately classified by their height and shape.1.2 Cloud Classification SchemesIn 1803, Luke Howard, an English scientist, devised a classification that was adopted by the International Meteorological Commission (1929), designating three primary cloud types, cirrus, cumulus, and stratus. These three cloud types are still used today in modified form, and now include the addition of a fourth cloud type: vertical. High cloud forms include cirrus, which are detached clouds of delicate and fibrous appearance. Cirrus clouds are generally white in color, often resembling tufts or featherlike plumes, and composed entirely of ice crystals. Intermediate clouds include cumulus, which are patchy layers of flattened globular masses arranged in groups, lines, or waves. Individual cumulus clouds are sometimes so close together that their edges join. Low clouds include stratus, a uniform layer resembling fog but not resting on the ground.Clouds having vertical development include cumulus, a thick, detached cloud, generally associated with fair weather, and shows strong contrasts of light and shadow when the sun illuminates it from the side. and Cumulonimbus, the thunderstorm cloud, has heavy masses of great vertical development whose summits rise in the form of mountains or towers. Cumulonimbus generally produces showers of rain, snow, hailstorms, or thunderstorms.1.3 Clouds and PrecipitationTo form rain, the water condensing in the clouds has to develop enough mass to fall to Earth. Tiny droplets acquire more water and become larger by colliding and merging with other droplets. Alternatively, water may condense out the air directly into the droplet. Similar to drops of rain water sliding down a window pane as drops fall they join with other small drops to become larger drops. In the right clouds, this process will be happening to millions of tiny droplets, all growing at the same time, but at different speeds. Eventually, if the droplets keep accumulating mass, they will start to fall. 1.4 Clouds Influence on Global ClimateCloudiness (or proportion of the sky covered by any form of cloud) is one of the elements of global climate. The cloudiness of the United States averages somewhat less than 50% (i.e., the country receives somewhat more than 50% of the possible sunshine); the Great Lakes region and the coast of Washington and Oregon have the greatest cloudiness (60%–70%), and the SW United States—Arizona and adjacent areas—are the least cloudy (10%–30%). Clouds have become an important focus in the study of global warming or cooling. Clouds can increase or decrease the cover over land which can affect the amount of radiation reflected from the earth back into space.Sample Sentence Verification TasksECOSYSTEMS SVT MasterSurface/Verbatim__Carnivores (e.g. lions, hawks, killer whales) feed on other consumers and can be classified as secondary consumers.__A pyramid of energy flow is formed, with producers forming the base level and tertiary consumers forming the top.__The alga uses those exposed nutrients, along with photosynthesis, to produce food for both.__Energy from sunlight is thus fixed as food used by themselves and by consumers.__Organisms that feed on dead organisms are called scavengers.Text/Paraphrase__Producers use chemical and energy sources from the environment to make their food.__Decomposers help to decompose organic matter into inorganic nutrients that producers then can use.__Typically less than 10% of useable energy is ultimately transferred to the next level.__Organisms that live together in a dynamic environment form an ecosystem.__The food sources of consumers are used to classify them into different groups. Inference__The feeding process is the means by which energy changes matter from one form to another through the ecosystem.__If the producer base of the food chain does not produce enough organic material consumer species may starve.__Organisms within the same class may compete for the same food source.__Ecosystems naturally support more producer organisms than consumer organisms.__When producers and consumers die, their matter is consumed by organisms that feed on waste.Fillers__When Mt. St. Helens erupted the destruction of the surrounding ecosystem impacted the economy.__Carnivores can run faster than herbivores.__The energy produced by the sun, called solar energy, travels through the atmosphere to reach earth.__Using radiometric age dating techniques, scientists estimate the earth to be approximately 4.5 billion years old. __Inorganic material converts to organic material and disintegrates as the ecosystem ages.__Energy that is not transferred up to higher levels of the food chains becomes toxic waste.__Autotrophs may start to feed upon each other if sunlight is scarce.__Organisms that feed on dead matter may get salmonilla poisoning.__Herbivores, organisms that feed on plants, are not classified as consumers since they do not eat other animals.__Domestic animals, such as cats and dogs, are not part of the ecosystem. MINERALS SVT MasterSurface/VerbatimIn geology, the term mineral describes any naturally-occurring solid substance with a specific composition and crystal structure.Mineral ores are found in just a relatively few areas, because it takes a special set of circumstances to create them.Open pit mining involves digging a large, terraced hole in the ground in order to remove a near-surface ore body.Five processes in particular that create mineral deposits are: hydrothermal, magmatic, sedimentary, placer, and residual.The earth’s crust is composed of many kinds of rocks, each of which is an aggregate of one or more minerals.Text/ParaphraseElements are substances that are composed of one type of atom.Extracting gold from the ocean is not cost-effective.Hot, aqueous solutions flowing through fractures and pore spaces of rocks create hydrothermal mineral deposits.Some mining techniques are more appropriate for surface mining rather than deep.Hydraulic mining uses high-pressure streams of water to separate minerals from soil and rock.InferenceGold can be dissolved in water.Some minerals are extremely valuable.Strip mining is only practical when the ore body to be excavated is relatively near the surface.A single atom can be the base of more than one mineral.Sub-surface mining is less visible than surface mining.FillersThe oldest known mine on archaeological record is the "Lion Cave" in Swaziland. Approximately 71% of the earth’s surface is covered by ocean.A mixture of carbon dioxide and nitrogen in a mine can cause suffocation.Diamond mines are a source of conflict in the developing world.Black lung disease, also known as Coal workers' pneumoconiosis, is caused by long exposure to coal dust.The Coal Miner’s Daughter is the story of country music singer, Loretta Lynn.Area strip mining is used in hilly areas.The ocean has been stripped of all of its gold by greedy miners.Minerals do not have crystal structure.There are usually clear signs of mineral deposits.Rocks do not contain minerals.PARTICLE ACCELERATORS SVT MasterSurface/VerbatimParticle accelerators accelerate atomic particles close to the speed of light.Particle accelerators are also used for one form of carbon dating.A vacuum is a container with as little residual air as possible.The electric field causes the electrons and protons contained in the gas to separate.The simplest example of a uniform static field is between positive and negative electric potentials (voltages), much like the field that exists between the terminals of an electric battery.Text/ParaphraseArcheologists use particle accelerators in one form of radioactive carbon dating.Both small and large particle accelerators have similar elements.All materials have electron and proton particles but the particles need to be separated from the materialsfirst to be used in the particle accelerator.Electrons break away from the atoms when the vacuum of the electron gun is heated.The accelerating electric field is a critical component of any particle accelerator.InferenceParticle accelerators are used for multiple reasons ranging from basic research to applied uses.Electrons and protons to be used in the accelerator are first separated from atoms using differentprocesses.Accelerators operate based on electric and magnetic principals.Residual air in a container can be a source of friction for a moving particle.The electric field keeps the particle moving, the magnetic field controls the path the particle takes, andthe vacuum reduces the chances of interference of the particle’s movement.InaccurateParticle accelerators are expensive to operate.Radioactive carbon dating can determine if a claimed archeological finding is a fraud.Quantum mechanics is based on the findings of linear accelerators.Bernoulli’s principal explains how vacuum spaces work to decrease friction.When vacuums are heated they produce a substantial amount of noise.Particle accelerators do not serve a purpose in health care.Particle accelerators allow us to study the mitochondria of cells.Large and small particle accelerators operate using very different components.When an electron collides with an atom, it gains the energy of that atom.Too much exposure to accelerators can cause cancer.CLOUDS SVT MasterSurface/VerbatimClouds are formed when air containing water vapor is cooled below a critical temperature called the dew point.Cirrus clouds are generally white in color, often resembling tufts or featherlike plumes, and composed entirely of ice crystals.Cumulonimbus generally produces showers of rain, snow, hailstorms, or thunderstorms.Similar to drops of rain water sliding down a window pane as drops fall they join with other drops to become larger drops.Clouds have become an important focus in the study of global warming or cooling.Text/ParaphraseMultiple factors influence cloud shape including upward movement, temperature as well as moisture.Cirrus, cumulus and stratus are three types of clouds.Clouds can join together to form one cloud.The weight of the drop causes it to fall to the ground.The US averages 50% cloudiness.InferenceThe dew point refers to the starting point of cloud formulation.Thunderstorm clouds are heavier than fair weather clouds.Radiation from sunlight reflects off of clouds.Clouds have different levels of moisture.Cirrus, cumulus and stratus clouds are likely horizontal rather than vertical.InaccurateMany cultures try to see animals and gods in the clouds.Rain is important for agricultural development.Clouds cause decreased visibility which can impact air traffic.Acid rain is a significant problem in the world.Smog can develop from too much automobile exhaust.The Southwest U.S. is cloudier than the Northwest U.S.Clouds cannot be classified by shape because they are constantly changing.Vertical clouds never contain raindrops.Droplets of rain will only combine with other droplets only in freezing temperatures.As fog rises it can turn into a cirrus cloud.Reading Comprehension Strategy Intervention52705177800Assessment Drives Intervention400000Assessment Drives Intervention49530003340100November, 201100November, 201152705221615Strategies should be Matched to Reader00Strategies should be Matched to ReaderWhat does reader need to be able to do?What are reader’s preferences? What are reader’s resources and supports? What skills does the reader bring?What limitations should be considered (e.g. cognitive endurance, vision issues)?-28575-200025Reading and Cognition Processes, Problems and Strategies00Reading and Cognition Processes, Problems and StrategiesBefore Reading Theoretical Reading ProcessesKey Cognitive Processes ActivatedAnticipated Sources of Disruption for Struggling Readers after ABISample Strategy Types for Struggling Readers after ABIActivate background knowledge schema in long-term memory. Retrieve relevant enduring situation model from long term memory. Executive functions/self monitoring Activation and retrieval from long-term memory. Insufficient background knowledge Difficulty activating background knowledge schema Difficulty retrieving appropriate schema or situation model from LTM Identify reading purpose and goalPreview contentPredict task difficultyCreate time-ordered agenda including scheduled breaksPrepare organizing strategy (e.g. select graphic organizer)During Reading Theoretical Reading ProcessesKey Cognitive Processes ActivatedAnticipated Sources of Disruption for Struggling Readers after ABISample Strategy Types for Struggling Readers after ABIConstruct emerging schema or situation model while reading Integrate emerging and enduring schemas or situation models into integrated situation model.Construct inferencesResolve incongruenciesSuppress irrelevant information Iteratively encode updated situation into long-term memory.Maintain updated iterations of integrated schemas or situation models while reading. Executive processes/self monitoring Short-term working memory/explicit attention, Long-term working memory/episodic buffer/implicit attention, Encoding/Recall Insufficient self-monitoring of understanding. Difficulty maintaining emerging and integrated situation models. Difficulty integrating new and prior information to construct inferences, resolve incongruencies. Difficulty suppressing irrelevant information. Difficulty encoding updated situation model. Track main ideasSummarize iterativelyRe-arrange information using organizing strategyMonitor pacingUpdate time-ordered agendaSelf Question6/Self testAfter ReadingTheoretical Reading ProcessesKey Cognitive Processes ActivatedAnticipated Sources of Disruption for Struggling Readers after ABISample Strategy Types for Struggling Readers after ABIContinue to construct and update integrated schema or situation model. Encode updated schema or situation model for long-term storage. Executive processes/self monitoring Short-term working memory/explicit attention, Long-term working memory/episodic buffer/implicit attention, Encoding/Recall Same as during phase plus: Poor self-assessment of adequacy of understanding Difficulty recalling and applying new knowledge. SummarizeRehearse/Practice Self question/test selfSelf-reinforce with rewardsSample Reading Comprehension Strategies with StepsBefore Strategies and StepsPrepare forreading sessionGather materials: glasses, notebook, pens, highlighters, laptop.Open chapter in text-to-speech program and set to read one paragraph at a time.Remind myself of purposeWhat do I need to do with the info I am reading? For example, will I be tested with multiple choice quiz? Will I have to write a paper?Preview headingsRead each heading aloud.If words in the heading are unfamiliar, look them up in the glossary.What do I think the “Big Ideas” or themes are? Write a bulleted list of these ideas in your notebook (no more than five ideas in list)During Strategies and StepsTrack ideasStart text-to-speech and read along on screen.After paragraph is read, paraphrase aloud in your own words.If you get stuck, re-read unclear parts of paragraph aloud, then try again.Write down key ideas in your notebook.Start next paragraph.Self-assessAm I getting it? Am I staying on purpose?How’s my time?After Strategies and StepsReview notesDo I get it?Clarify missing or unclear parts by re-reading select part of text.SummarizeLook at bulleted list of “Big Ideas”For each idea, summarize key related ideas from your notes.Connect to purposeRemind yourself of your purpose for reading.Self-test to prepare for quiz, or create outline for paper.Sample Strategy Reminder/Training AidPrepare for reading sessionRemind yourself of purposePreview headingsTrack key ideasAssess your understandingReview notesSummarizeConnect to purposeBefore During After Prepare for reading sessionRemind yourself of purposePreview headingsTrack key ideasAssess your understandingReview notesSummarizeConnect to purposeBefore During After Sample Reading Comprehension Strategy Training Data SheetSession Data Example 1: Training one component of overall strategy (Preview Headings)Client: PSDate: 11/19/11Preview Headings Strategy StepsMass Practice Trials and Level of CueingDistributed Practice TrialsComments1.Read each heading.+++ (I)*2.Look up unfamiliar words from the heading in the glossary.+++ (I)*3.Write a bulleted list of the “Big Ideas” or themes of the chapter in your notebook.+++ (C)*Pointed to step on index card on 1/3 trialsSummary: Improved efficiency using strategy. Does not hesitate between steps.Recommendations: PS plans to read next three sections from chapter using strategies at least three times before next session. Key: + = correct; - = incorrect; M = model, C = cue, I = IndependentSample Reading Comprehension Strategy Training Data SheetSession Data Example 2: Training Overall StrategyClient: LBDate: 11/19/11Reading Strategy StepsMass Practice Trials and Level of CueingDistributed Practice TrialsComments1aPrepare for reading session+++ (I)*1bRemind myself of purpose+++ (I)*1cPreview headings and note themes+++ (I)*2aTrack key ideas+++ (I)*2bAssess my understanding++++ (I)*3aReview notes-++++ (C)*Cue to check for incomplete info.3bSummarize+++ (C)*3cRe-connect to original purpose--+ (M)Summary: Able to use with two different text genres that were similar to texts he has to read in history and anatomy.Recommendations: LB plans to read next three sections from chapter using strategies at least three times before next session. Key: + = correct; - = incorrect; M = model, C = cue, I = IndependentReading Comprehension Strategy Training Data SheetClient:Date: StepMass Practice Trials and Level of CueingDistributed Practice Trials: _ min delayComments1. 2.3. 4. 5. 6. 7. 8. 9. Summary: Recommendations: Key: + = correct; - = incorrect; M = model, C = cue, I = IndependentModify this probe data sheet to fit the number of steps your task has.Tracking Reading Comprehension Strategy AcquisitionSession Probe Sheet Session Probe ExampleStrategy StepsSession Probe Data11/911/1611/1911/2311/303.Write a bulleted list of the “Big Ideas” or themes of the chapter in your notebook.modelmodelcuecue+2.Look up unfamiliar words in the heading in the glossary.modelcue++ +1.Read each headingcue++++Completion time11 min13 min8 min8 min5 minSupports:Have steps written on index cardProvide with self-monitoring sheet to support practice outside of therapyMotivational Engagement Strategies:Use texts or topics from current classesPeriodically reinforce mini-successes and connect to outcome goal (e.g. Excellent – you are doing all the steps accurately and with less time. Previewing your anthropology chapter like that will help focus your reading time so you can spend more time with your daughter.)Generalization Programming:Provide weekly homework assignments for CH to plan to use strategy at least three times outside of session for academic reading and for to report on it following session. (i.e. Did you use it? How often? Did you find it helpful? Were there any problems?)Comments:Initially commented that previewing seemed like it would make reading take even longer but willing to try.“I think I used to try to remember everything I read. Now I can focus on what’s most important.Training Strategy Steps Session Probe SheetStrategy StepsDate:Session Probe Data9. 8. 7. 6. 5. 4. 3. 2. 1. Completion timeSupports:Motivational Engagement Strategies:Generalization Programming:Comments:Modify this probe data sheet to fit the number of steps your task has.Reading Strategy Use Self-Monitoring SheetsName:-673103175List the reading comprehension strategies or steps you will track this week. Define your rating scales. Bring your sheet to your next session.00List the reading comprehension strategies or steps you will track this week. Define your rating scales. Bring your sheet to your next session.18097503175Before: 00Before: 180975026670During:00During:180975045720After:00After:Date/TimeReading MaterialStrategies UsedHow easy or hard to do?How helpful?CommentsEasy/Hard Scale381007302512345001234557480201219200043529251219200029387801219200014909801219200022225012192000Helpful Scale-6731043815123450012345Name:MAson Sample Reading Pace Self-Monitoring SheetsFill out reading plannerWhat text am I reading?How much do I plan to read in this session?How long will it take me to finish this reading? Start reading and record timeFinish reading and record timeHow long did it take me? (Subtract start time from stop time) What was my rate?Bring to your next session.DateWhat am I reading?How much do I plan to read?How long do I think it will take?Start TimeStop TimeHow long did I read?What was my rate?11/11Literature10 pages -1 short story1 hour1:452:001 hr,15 min10 pages/1.25 hr =8 pages per hour11/12Geology23 pages -3 sections1 hour6:3010:153 hrs,45 min12 pages/3.75 hrs = 3.2 pages per hour11/13Geology10 pages -1 and ? sections2 hours10:1512:302 hrs,15 min8 pages/2.25 hrs =3.6 pages per hour11/14Literature12 pages -1 short story2.5 hours8:309:301 hr12 pages /1 hr = 12 pages per hour11/14Geology6 pages -1/2 section1 hours11:0012:001 hr5 pages/1.0 hrs = 5 pages per hour11/14Geology7 pages -1/2 section13:005:001.5 hrs7 pages/1.25 hrs = 4.7 pages per hourName: Reading Pace Self-Monitoring SheetsFill out reading plannerWhat text am I reading?How much do I plan to read in this session?How long will it take me to finish this reading? Start reading and record timeFinish reading and record timeHow long did it take me? (Subtract start time from stop time) What was my rate?Bring to your next session.DateWhat am I reading?How much do I plan to read?How long do I think it will take?Start TimeStop TimeHow long did I read?What was my rate?Sample Reading Purpose Self-Monitoring SheetsName:AllisonDate : 11/12/2011Fill out reading plannerThink about my purpose for reading. How will I have to use the information I read (e.g. To take a multiple choice test; to write a paper; to complete a lab exercise).What kind of information is most important for me to remember for this purpose? (e.g. New vocabulary words and definitions? Main idea and supporting details? The order events happened? The order of steps in a process? Key characteristics that let me compare/contrast ideas? My opinion of different ideas?)How will I keep track of information as I read to help me use what I learn for my purpose? (e.g. underline/highlight new terms and definitions, write down key ideas in my notebook or computer, use a graphic organizer)Gather materials and set-up notebook/documentBegin and complete planned reading.When I finish, review how I did remembering my reading purpose, focusing on most important ideas, and using my tracking system.Reading purposeMost important kinds of ideas for me to rememberWay I will keep track of ideasBefore reading After reading reviewBefore reading After reading reviewBefore reading After reading reviewTo know what I am doing when I go to chem lab and to write up my lab report.Remembered my reading purpose while I was reading.YesNo I don’t knowHow helpful was thinking about my reading purpose?ExtremelyMostlyA littleNot allThe steps for doing the recrystallization lab.Stayed focused on ideas needed for my reading purpose.Yes NoI don’t knowHow helpful was thinking ahead about most important kinds of ideas?ExtremelyMostlyA littleNot allWrite the steps in my lab notebook.Set-up and used appropriate tracking system for my reading purpose.YesNoI don’t knowHow helpful was my tracking system?ExtremelyMostlyA littleNot allComments: I forgot to write down how much of each chemical I needed so had to go back to find that info. Maybe I could have highlighted it as I was reading.Reading Purpose Self-Monitoring SheetsName ______________________________Date __________________________Fill out reading plannerThink about my purpose for reading. How will I have to use the information I read (e.g. To take a multiple choice test; to write a paper; to complete a lab exercise).What kind of information is most important for me to remember for this purpose? (e.g. New vocabulary words and definitions? Main idea and supporting details? The order events happened? The order of steps in a process? Key characteristics that let me compare/contrast ideas? My opinion of different ideas?)How will I keep track of information as I read to help me use what I learn for my purpose? (e.g. underline/highlight new terms and definitions, write down key ideas in my notebook or computer, use a graphic organizer)Gather materials and set-up notebook/documentBegin and complete planned reading.When I finish, review how I did remembering my reading purpose, focusing on most important ideas, and using my tracking system.Reading purposeMost important kinds of ideas for me to rememberWay I will keep track of ideasBefore reading After reading reviewBefore reading After reading reviewBefore reading After reading reviewRemembered my reading purpose while I was reading.YesNo I don’t knowHow helpful was thinking about my reading purpose?ExtremelyMostlyA littleNot allStayed focused on ideas needed for my reading purpose.Yes NoI don’t knowHow helpful was thinking ahead about most important kinds of ideas?ExtremelyMostlyA littleNot allSet-up and used appropriate tracking system for my reading purpose.YesNoI don’t knowHow helpful was my tracking system?ExtremelyMostlyA littleNot allComments: Reading purposeMost important kinds of ideas for me to rememberWay I will keep track of ideasBefore reading After reading reviewBefore reading After reading reviewBefore reading After reading reviewRemembered my reading purpose while I was reading.YesNo I don’t knowHow helpful was thinking about my reading purpose?ExtremelyMostlyA littleNot allStayed focused on ideas needed for my reading purpose.Yes NoI don’t knowHow helpful was thinking ahead about most important kinds of ideas?ExtremelyMostlyA littleNot allSet-up and used appropriate tracking system for my reading purpose.YesNoI don’t knowHow helpful was my tracking system?ExtremelyMostlyA littleNot allComments:Impact of Reading Comprehension StrategyName ______________________________Instructions from therapist: ___________________________________________________________________ _________________________________________________________________________________________________________________________Date/TimeAssigned chapters (pages/chapter)Finished chapters (pages/chapter)Time to read/study __ pagesIn-class quiz gradeImpact of Reading Comprehension StrategyExample of Goal Attainment Scaling- 2Worst outcomeGive up on academic reading and/or fail class-1Outcomes slightly declinedTakes me longer to read, only able to read 1 to 2 pages per reading assignment, barely pass quizzes, only pass class because of extra credit.0No changeTakes me three times as long to read, only finish about ? of assigned reading, getting D’s and F’s on quizzes, dropped down to one class per term1ImprovementAble to finish assigned reading, get at least C’s on quizzes2Great improvement!Level 1 improvements, plus time reading time cut in half and able to take two classes next term Goal Attainment Scaling Instructions:Use of Goal Attainment Scaling identifying descriptors, preferably behavioral, that would provide evidence that the goal has been achieved. A clinician must work closely with the client to develop appropriate descriptors for the different levels of outcomes. The first step is identifying high priority goal areas. The next step is to identify possible outcomes in each of the chosen goal areas. Outcomes should be specific and where possible expressed as a behavioral statement or something that is observable. The client’s current state is “0.” To set the goals, start with the most likely outcome. This is what you would reasonably expect to occur within the time frame agreed and indicates success. This is recorded as 1.Then describe what would be a higher level of success, or better outcome (+2). Then do the same for the decline in outcomes (-1) and (-2). ................
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