Why does the Common Core work well with contextualized skill intervention?
Answer
It works well because all through Common Core, you see the standards keep linking to purposeful communicative activities. You can pick out discrete skills. Sometimes the standard is a discrete skill itself like pronoun-antecedent agreement or subject-verb agreement. That is an example of a discrete skill, but you can see how it links to purposeful activities. I always want to go back and forth between the communicative context and the individual skill. I think Common Core helps us justify our individual skills and keep us focused on the communicative event.
Teresa Ukrainetz, Ph.D., S-LP(C), ASHA Fellow, is Professor and Director of Communication Disorders at the University of Wyoming. Her work deals with the intersection of skill and context in school-aged language intervention.
Teresa Ukrainetz, Ph.D., S-LP(C)
Teresa Ukrainetz, Ph.D., S-LP(C), ASHA Fellow, is Professor and Director of Communication Disorders at the University of Wyoming. Her work deals with the intersection of skill and context in school-aged language intervention. She has publications on assessment validity, treatment efficacy, phonemic awareness, narrative, expository, and school SLP practices. She authored a book on school-aged language intervention, Contextualized Language Intervention, published by Pro-Ed.
Related Courses
1https://www.speechpathology.com/slp-ceus/course/20q-dynamics-school-based-speech-1000220Q: Dynamics of School-Based Speech and Language Therapy VariablesThis course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.textual, visual
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.
2https://www.speechpathology.com/slp-ceus/course/20q-english-learners-and-developmental-1026620Q: English Learners and Developmental Language Disorder - ​Strategies to Develop Academic Vocabulary SkillsThis course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.textual, visual
This course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.
3https://www.speechpathology.com/slp-ceus/course/to-write-smarter-iep-goals-6683How to Write SMARTER IEP Goals: Strategies for SLPsThe acronym S.M.A.R.T.E.R. can be used as a mnemonic to assist SLPs with writing Individualized Education Program (IEP) goals that align with federal and state mandates. This course explores the following concepts of the mnemonic: Specific, Measurable, Attainable within a year, Research-based, Teachable with cues and strategies, Evaluated and communicated to parents, and Relevant to common core or state standards. Examples of SMARTER IEP goals will be provided in the course to demonstrate how to use the mnemonic for best practices.auditory, textual, visual
The acronym S.M.A.R.T.E.R. can be used as a mnemonic to assist SLPs with writing Individualized Education Program (IEP) goals that align with federal and state mandates. This course explores the following concepts of the mnemonic: Specific, Measurable, Attainable within a year, Research-based, Teachable with cues and strategies, Evaluated and communicated to parents, and Relevant to common core or state standards. Examples of SMARTER IEP goals will be provided in the course to demonstrate how to use the mnemonic for best practices.
4https://www.speechpathology.com/slp-ceus/course/supporting-children-poverty-special-considerations-8735Supporting Children of Poverty: Special Considerations for the School-Based SLPThis course will provide SLPs with a critically important view of how and why poverty has a tremendous impact on both language learning and academic success. Key strategies for working with school teams and conducting therapy will also be shared.auditory, textual, visual
This course will provide SLPs with a critically important view of how and why poverty has a tremendous impact on both language learning and academic success. Key strategies for working with school teams and conducting therapy will also be shared.
5https://www.speechpathology.com/slp-ceus/course/relationships-between-language-and-executive-8998Relationships between Language and Executive Functions: Planning and RegulatingThis is Part 2 of a two-part series. This course will detail the relationship between language and executive functions (EFs), and the nature of EF deficits in children with language disorders. The use of inner speech and self-talk to regulate behaviors and efforts, and the use of complex syntax as a tool to reason, plan, predict, and solve will be discussed. Additionally, the course will describe the use of hands-on problem solving, Socratic questions, and discovery learning to elicit language-based EFs. (Part 1: Course 8993)auditory, textual, visual
This is Part 2 of a two-part series. This course will detail the relationship between language and executive functions (EFs), and the nature of EF deficits in children with language disorders. The use of inner speech and self-talk to regulate behaviors and efforts, and the use of complex syntax as a tool to reason, plan, predict, and solve will be discussed. Additionally, the course will describe the use of hands-on problem solving, Socratic questions, and discovery learning to elicit language-based EFs. (Part 1: Course 8993)
