NASP 2014 Writing Disabilites Epidemiology Etiology Assessment and Intervention.pptx.pdf

! Wri%ng Disabili%es: Epidemiology, E%ology, Assessment & Interven%on Marlene Sotelo-‐Dynega, Psy.D.

Contributors: Courtney E. Sembach & Emily Montaglione

Agenda

"  Introduc%on

"  Defining Wri%ng Disabili%es

"  Epidemiology

"  E%ology

"  Subtypes "  Assessment "  Interven%on

"  Resources

Classification Systems for SLD Classification System

Type of Learning Disorder Examples of Classification Criteria

Individuals with Disabilities Education Improvement Act (IDEA)

Specific Learning Disability in: Oral Expression Listening Comprehension Written Expression Basic Reading Skills Reading Fluency Skills Reading Comprehension Mathematics Calculation Mathematics Problem Solving

Specific Learning Disability: 1. A disorder in one or more of the basic psychological processes. 2. Includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. 3. Learning difficulties must not be primarily the result of: •  A visual, hearing, or motor disability •  Intellectual disability •  Emotional disturbance •  Cultural factors •  Environmental or economic disadvantage •  Limited English proficiency

Writing Disabilities Defined

Source: Mather, N. & Wendling, B.J. (2010). How SLD manifests in writing. In D.P. Flanagan & V.C. Alfonso (Eds.). Essentials of specific learning disability identification (pp. 65-88). Hoboken, NJ: John Wiley & Sons.

Not an IDEA

SLD Area

! Epidemiology Writing Disabilities

Writing vs. Reading Disabilities

!  Es%mated that 80% of SLDs have SLD in reading. !  Shaywitz & Shaywitz,

2006

Students ages 6-‐21 Served Under IDEA 2004

Source: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DAS; 2008). Washington, DC: IES National Center for Educational Statistics. Available from http://nces.ed.gov/das.

Prevalence of Writing Disabilities

!  Prevalence = total number of cases of a disease exis%ng in a popula%on. !  “Epidemiological studies on prevalence rates of

wriQen language disorders are scarce”. !  Katus%c, Colligan, Weaver, & Barbaresi, 2009, p. 5

!  Why is prevalence rate informa%on lacking? !  Focus (AKA $$$) in US is on Reading. !  No opera%onal defini%on for wri%ng disorders.

!  Are wri%ng disorders independent of reading disorders? !  Limited knowledge regarding adequate assessment of

wri%ng disorders.


!  Reid Lyon (1996) !  WriQen language disorders affect at least 10% of the school aged popula%on.

!  NCES (1999) !  61% of 4th graders wrote at a basic level in wri%ng; 16% were below basic.

!  Berninger and Hart (1992) !  Sample of 300 elementary school children

!  1.3-‐2.7% handwri%ng; 4% spelling; 1-‐3% for wriQen expression

!  Hooper et al. (1993): !  Sample of 1,274 middle schoolers

!  6-‐22% scored <1 SD below average on the narra%ve subtest of the Test of WriQen Language !  Lower scores in boys and minori%es


!  Maybe under-‐diagnosed !  Teachers reported much higher incidence of handwri%ng

difficul%es (Rosenblum, Weiss, & Parush, 2004): !  33% of males !  10% of females

!  Focus is on Reading in US: !  < 1/3 of 4th and 8th graders are PROFICIENT !  < 1/4 of 12th graders in wri%ng

!  Salahu-‐Din, Persky, & Miller, 2008

Incidence of Writing Disabilities

!  First epidemiological study of the incidence of WriQen Language Disorders in the United States

!  WLD is common among school-‐aged children.

!  Incidence ranged from 6.9%-‐14.7% depending on formula used.

!  Males 2-‐3 %mes more likely to have WLD than females.

!  Only 25% of the sample had a wri%ng disorder without a reading disorder.

Developmental Course

!  Later onset than reading difficul%es !  Wri%ng is the last language

domain to develop in children !  Johnson & Myklebust, 1967;

Hooper et al., 1994

!  Few studies of long-‐term outcomes in children iden%fied specifically with disorders of wriQen expression

!  Fletcher, Reid Lyon, Fuchs, & Barnes, 2007

! Etiology of Writing Disorders

Etiology of Writing Disabilities

!  Causes: !  Medical

!  Carbon Monoxide (Bernstein, 2008)

!  Fetal Alcohol Syndrome (Bernstein, 2008)

!  TBI-‐ Parietal lobe (NINDS, 2009) !  Gene%cs (Bernstein, Rashkind, 2001)


!  Causes con%nued: !  Neuropsychological

!  Fine-‐motor !  Language !  Visual-‐Spa%al !  AQen%on !  Memory !  Sequencing


!  Causes con%nued: !  Environmental

!  Lack of appropriate educa%on

!  Lack of adequate wri%ng instruc%on

!  Lack of cultural experiences

!  Mo%va%on

!  Other !  Dyslexia

!  Orthographic Processing

!  Phonological Processing

!  Speech or Language Impairments !  Oral language disorders

!  Associated with significant, long-‐term problems with wriQen expression

!  WriQen expression difficul%es persist even if oral language problems are resolved (Bishop & Snowling, 2004; Bishop & Clarkson, 2003).

! Subtypes of Writing Disabilities

Subtypes of Writing Disabilities

!  Mul%dimensional nature of wri%ng !  Requires a mulBdimensional approach to

idenBficaBon !  Subtypes will emerge based on the stage or

component of the wri%ng process at which a breakdown occurs !  Fletcher, Reid Lyon, Fuchs, & Barnes, 2007, p. 242

What is the issue?

Transcrip)on

! Handwri)ng !  Fine-‐Motor

!  Visual-‐Motor

! Spelling !  AQen%on !  Fine-‐Motor Ability

!  Phonological Skills !  Orthographic Skills

Genera)onal

! Composi)on

!  AQen%on !  Fine-‐Motor

!  Phonological/Orthographic Skills !  Planning/Organiza%on

!  Crystallized Knowledge !  Retrieval !  Working Memory

!  Transla%ng thoughts into text !  Metacogni%on

!  Review/Edit Source: Berninger, V.W. (2004). Understanding the graphia in developmental dysgraphia: A developmental neuropsychological perspective for disorders in producing written language. In D. Dewey & D. Tupper (Eds.), Developmental motor disorders: A neuropsychological perspective (pp. 189-233). New York, NY: Guilford Press.

Diagnostic Assessment of Writing Disabilities

!  Common Wri%ng Tests (i.e., WJ III ACH, WIAT-‐III, KTEA-‐II !  Are not always conducive to a diagnosBc

evalua%on of handwri%ng, spelling, or wriQen expression difficul%es

!  Must use: !  Qualita%ve methods

!  Task demand analyses at the item level

!  Diagnos%c Achievement BaQeries !  Process Assessment of the Learner (PAL-‐II)

!  Virginia Berninger (2007), Pearson Assessments

Diagnostic Assessment of Writing Disabilities

!  General Assessment Recommenda%ons: !  CHC-‐theory-‐based, Comprehensive

Assessment !  Allows prac%%oners to see the big picture.

!  Comprehensive Background History !  BASC-‐2 Structured Developmental History

!  Parent Ques%onnaires !  Neuropsychological Processing Concerns

Checklist for Children and Youth-‐Third Edi%on !  Miller, D.C. (2013). EssenBals of school neuropsychological assessment

(2nd ed.). Hoboken, NJ: John Wiley and Sons.

Subtypes of Writing Disabilities

1.  Motor-‐Based HandwriBng Issues !  Dysgraphia

2.  Code-‐Based Spelling Issues !  Dyslexia

3.  Language-‐Based ComposiBon Issues !  Oral Language

!  Execu%ve Func%oning

Writing Difficulty-‐Inability Continuum

Greek Lesson

!  Greek origin: !  A = Inability !  Dys = Impairment !  Graphia = Wri%ng

! DYSGRAPHIA Motor-‐Based WriBng Problems

Dysgraphia

!  A primary impairment in graphomotor skills and the producBon of wriSen forms, which can then affect handwriBng and spelling development. Individuals with dysgraphia struggle with the motoric aspects of wriBng, having weaknesses in motor control and the execuBon of specific motor movements. !  Mather & Wendling, 2010, p. 68

Characteristics of Dysgraphia

!  Fine-‐Motor Issues

!  Draws pictures that seem immature for age

!  Has difficulty with tasks involving fine-‐motor coordina%on (e.g., tying shoes)

!  Seems disinterested in drawing or learning to write

!  Has trouble holding a crayon, pencil, or pen correctly

!  Pencil Grasp PaQerns

!  Forms leQers in odd ways (e.g., starts from the boQom rather than the top)

!  Has poor spacing between leQers and words

!  Has papers that appear messy

!  Has poor or sloppy handwri%ng

!  Has difficulty learning cursive wri%ng

!  Has a slow rate of wri%ng Source: Mather, N. and Goldstein, S. (2008). Learning disabili%es and challenging behaviors: A guide to interven%on and classroom management (2nd ed.). Bal%more, MD: Brookes


Fine Motor: Inefficient Pencil Grasps

Fisted

Thumb Tuck

Thumb Wrap

Index


Fine Motor: Handwri4ng

!  Automa%city in the retrieval and produc%on of: !  Alphabet leQers

!  Rapid coding of orthographic informa%on

!  Speed of sequen%al finger movements !  Berninger, 1994, 2004; Berninger & Hart,

1993; Graham et al., 2000; Graham, Wintraub, & Berninger, 2001

Best Predictors

of Handwriting

Skills


Fine Motor: Components of Handwri4ng

!  Recall the appearance of leQers and then coordinate the motor paQerns needed to form the leQers.

!  LeQers must be legible.

!  LeQers must be produced fluently.

Source: Mather, N., Wendling, B.J., & Roberts, R. (2009). Writing assessment and instruction for students with learning disabilities (2nd ed.). San Francisco, CA: Jossey-Bass.


Legible Handwri%ng Involves:

!  LeQer forma%on

!  Size and propor%on of leQers

!  Spacing between leQers and words

!  Slant, consistency in the direc%on of leQers.

!  Alignment on the wri%ng line.

!  Line quality or the steadiness and thickness of the line.

Source: Barbe, W.B., Wasylyk, T.M., Hackney, C.S., & Braun, L.A. (1984). Zaner-Bloser creative growth in hand writing (Grades K-8). Columbus, OH: Zaner-Bloser.

Diagnostic Assessment of Dysgraphia

!  Motor/Handwri%ng Assessment !  ***Beery-‐Buktenica Developmental Test of Visual-‐

Motor Integra%on, 5th Edi%on***

!  Process Assessment of the Learner-‐ Second Edi%on

!  Informal Checklists for observing and analyzing handwri%ng

!  Best predictors of handwri%ng (Berninger, 2009): !  Orthographic Coding !  Graphomotor Planning for Sequen%al Finger

Movements


!  Process Assessment of the Learner (PAL-‐II) !  Virginia Berninger (2007), Pearson

Assessments !  Handwri%ng Subtests:

!  Alphabet Wri%ng & Copying !  Legibility !  Fluency !  Alignment !  Sizing



Assessments !  Other Wri%ng Subtests:

!  Orthographic Coding !  Recep%ve

•  Are two words the same?

!  Expressive •  Copy non-‐sense irregular word from memory



Assessments !  Other Wri%ng Subtests:

!  Finger Sense !  Finger Repe%%on !  Finger Succession !  Finger Localiza%on

Interventions for Dysgraphia

Occupa)onal Therapy Evalua)on and Treatment


!  Meta-‐analysis of Handwri%ng Interven%ons (Hoy, Egan, & Feder, 2011): !  Direct handwri%ng interven%on remediated:

!  LeQer transposi%ons !  Improved automa%city

!  Improved motor movement

!  Hands on prac%ce was found to be essen%al!!


!  Handwri%ng Without Tears !  Mul%sensory handwri%ng

curriculum

!  Kindergarden-‐5th grade

!  Some empirical support !  www.hwtears.com


!  Assis4ve Technology !  Alphasmarts

!  Computers

!  Tablets

!  Adap4ve Technology !  Talk-‐to-‐text

!  Handwri%ng recogni%on sotware

! DYSLEXIA Code-‐Based WriBng Problems

Source: Richard Wilkinson

Dyslexia

!  Dyslexia is a SLD that is neurological in origin. It is characterized by difficulBes with accurate and/or fluent word recogniBon and by poor spelling and decoding abiliBes. These difficulBes typically result from a deficit in the phonological component of language that is o\en unexpected in relaBon to other cogniBve abiliBes and the provision of effecBve classroom instrucBon. Secondary, consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. !  Interna%onal Dyslexia Associa%on (2003)

Dyslexia

!  Virginia Berninger, Ph.D. !  University of Washington Mul%disciplinary Learning

Disabili%es Center (UW LDC) !  Dyslexia is also associated with processing impairments

in orthographic processing and rapid automa4c naming (RAN).

!  Berninger, et al., 2001

Subtypes of Dyslexia

!  Phonological Dyslexia !  AKA Dysphone%c Dyslexia

!  Auditory processing deficits

!  Orthographic Dyslexia !  AKA Surface Dyslexia

!  Orthographic & RAN

!  Mixed Dyslexia !  Combina%on of Phonological and Orthographic

!  Auditory, Orthography and RAN deficits

Phonological Dyslexia

!  Phonological Processing !  Broader than Ga

!  Deficits typically occur with: !  Phonological awareness

AND/OR !  Verbal Short-‐term memory

!  Deficits affect the acquisi%on of: !  Decoding skills !  Encoding skills

Phonological Processing

Phonological Awareness

Ga

Phonemic Awareness

Phonological Access to Lexical Store

Glr

Phonological Memory

Gsm

Verbal Short-‐Term Memory

Phonological Awareness

!  Phonological skills in order from most basic to advanced

Phonological Skills Descrip)on

Word Awareness • Tracking the words in sentences. Responsiveness to rhyme and allitera%on during word play

• Enjoying and reci%ng learned rhyming words or allitera%ve phrases in familiar storybooks or nursery rhymes.

Syllable Awareness • Coun%ng, tapping, blending, or segmen%ng a word into syllables.

Onset and rime manipula%on

• Ability to produce a rhyming word depends on understanding that rhyming words have the same rime.

Phoneme(ic) Awareness • Segment and produce the ini%al sound, then the final and middle sounds. • Blend sounds into words. • Segment the phonemes in 2-‐ or 3-‐sound words, moving to 4-‐ and 5-‐sound words. • Manipulate phonemes by removing, adding, or subs%tu%ng sounds.

Source: Moats, L., & Tolman, C. (2008). The development of phonological skills. Retrieved 2/17/2014, from : www.readingrockets.org/article/28759?theme=print

Verbal Short-‐Term Memory

!  Ability to repeat informa%on immediately ater hearing it. !  Mather & Goldstein, 2008

!  One of the most frequently reported characteris4cs of individuals with severe reading disabili4es. !  Morris et al., 1998; Torgesen & Burgess, 1998

Characteristics: Phonological Dyslexia

!  Early Speech/Language Difficul%es !  Ar%cula%on errors !  Mispronuncia%on of mul%syllabic words

!  Word Iden%fica%on (Decoding) !  Trouble remembering sound-‐symbol rela%onships !  Confusion between similar sounding sounds

!  /b/ and /p/ !  Over-‐reliance on whole-‐word and context clues !  Difficulty sequencing sounds in words !  Trouble pronouncing mul%syllabic words !  Trouble pronouncing phonically regular nonsense words !  Difficulty applying phonics to pronounce unfamiliar words !  Slow reading rate

Source: Mather, N. and Goldstein, S. (2008). Learning disabilities and challenging behaviors: A guide to intervention and classroom management (2nd ed.). Baltimore, MD: Brookes.

Characteristics: Phonological Dyslexia

!  Spelling (Encoding) !  Confusion between similar-‐sounding sounds

!  Vowels, voiced and unvoiced consonant pairs !  Phone%cally inaccurate

!  Hipy (Happy), Sig (sing), ct (cat) !  Difficulty sequencing sounds !  Tendency to omit some sounds !  Tendency to include a few unnecessary sounds !  Difficulty represen%ng each syllable !  Tendency to over-‐rely on the visual appearance of words

rather than on the leQer-‐sound rela%onships.

Source: Mather, N. and Goldstein, S. (2008). Learning disabilities and challenging behaviors: A guide to intervention and classroom management (2nd ed.). Baltimore, MD: Brookes.

Diagnostic Assessment: Phonological Dyslexia

!  Comprehensive COG and ACH !  Focus on:

!  Crystallized Intelligence measures

!  Memory Span tasks

!  Auditory Processing !  CTOPP2 might be necessary

!  Pseudoword Decoding and Spelling !  Regular word Decoding & Spelling

WJ III ACH – 6 year old, 2nd grade, female

Orthographic Dyslexia

!  AKA: !  Surface Dyslexia !  Visual Word-‐Form Dyslexia !  Dyseide%c Dyslexia

!  Opposite of Phonological Dyslexia !  Good phonological processing !  Lack automaBcity of printed word recogni%on

!  Reading is slow and laborious !  Rely heavily on phonological skills to read

!  Irregular word reading is poor

Orthographic Dyslexia

!  Deficits typically occur in: !  Orthographic awareness

!  The ability to form a mental image of words and specific leQer sequences.

!  Rapid naming !  LeQers, numbers, words

!  Fluency !  Reading, math facts, wri%ng

!  Deficits affect the acquisi%on of: !  Irregular word reading skills !  Encoding skills

Orthographic Awareness

!  Requires: !  Percep%on and recollec%on of:

!  leQers !  leQer strings !  words

Iden%fy leQers in wriQen words, word strings, or nonwords

Remember the posi%on of each leQer

in the word

Recall in sequence the leQers that belong

together

Orthographic Coding Source: Vellu%no, Scanlon, and Tanzman (1994)

Rapid Automatized Naming

!  Rapid Naming of: !  Words

!  LeQers

!  Numbers

!  Objects

!  Colors

!  Pictures


!  Determined by a complex ensemble of the following processes: !  AQen%on !  Memory !  Cogni%ve !  Perceptual !  Motor !  Linguis%c

!  RAN and Gs !  Affect each other considerably


!  RAN tasks appear to be independent from phonology. !  Contributes independent variance to Word-‐ID and

comprehension.

!  RAN does not relate to the ability to read phone%cally regular nonsense words.

!  RAN is related to tasks involving orthography

!  RAN is related to both the accuracy and speed (stronger rela%onship) of reading words

!  The rela%onship of RAN to reading skills past the early period of acquisi%on has not been resolved.

Source: Manis and colleagues (1999). In Mather, N. and Goldstein, S. (2008). Learning disabili%es and challenging behaviors: A guide to interven%on and classroom management (2nd ed.). Bal%more, MD: Brookes.

Characteristics: Orthographic Dyslexia

!  Symbol Recogni%on and Recall Difficul%es !  Difficulty learning how to form symbols

!  Confusion of symbols similar in appearance !  b and d, n and u, 2 and 5

!  Trouble with near-‐point and far-‐point copying tasks

!  Tendency to reverse leQers or numbers past the age of 7

Source: Mather, N. and Goldstein, S. (2008). Learning disabili%es and challenging behaviors: A guide to interven%on and classroom management (2nd ed.). Bal%more, MD: Brookes.


!  Word Iden%fica%on (Decoding) !  Trouble with accurate and rapid word recogni%on

!  Trouble reading excep%on or irregular words

!  Trouble remembering how words look

!  Trouble remembering leQer sequences

!  Overreliance on phonological and contextual strategies as aids in word iden%fica%on

!  Slow reading speed



!  Spelling (Encoding) !  Tendency to reverse and transpose leQers

!  grils for girls !  Tendency to use different spellings for the same

word !  Pual and Paul

!  Tendency to overrely on the phonological rather than the visual features of words.

!  Tendency to omit word endings



!  Calcula%ng !  Tendency to reverse and transpose digits

!  12 for 21 !  Trouble learning and retaining basic math facts

!  Difficulty coun%ng in a sequence !  Count by 2, 4, 6

!  Trouble solving mul%step problems


Diagnostic Assessment: Orthographic Dyslexia


!  Orthographic Awareness !  PAL-‐II Orthographic

Coding !  Recep%ve

•  Are two words the same?

!  Expressive •  Copy non-‐

sense irregular word from memory

!  Test of Orthographic Competence !  Mather, Roberts,

Hammill, & Allen, 2008, ProEd

!  Informal Procedures !  Qualita%ve

Analyses: •  Irregular

Word Reading •  Spelling tasks



!  Rapid Automa)zed Naming & Fluency !  LeQers, Numbers,

Words

!  DIBELS: LeQer-‐Naming Fluency

!  Oral Reading Fluency Measures

!  Wri%ng/Spelling Fluency Measures



!  Processing Speed !  Visual Processing

WIAT III Spelling – 9 year old, 4th grade, male

PAL-II RW – Compositional Fluency

Mixed Dyslexia

!  Combina%on of Phonological and Orthographic Dyslexia

!  Most severe form of reading disorder !  No usable key to unlock the funcBonal code of

literacy !  Fiefer & Della Toffalo, 2007, p. 103

!  Most resistant to treatment

!  Ranges from mild to severe

Interventions: Dyslexias

!  Meta-‐analysis (Wanzek, Vaughn, Wexler, Swanson, Edmonds, & Kim, 2006) !  Word prac%cing procedures lead to the highest rates

of improvement. !  Must Include:

!  Ample prac%ce opportuni%es

!  Immediate correc%ve feedback

!  Using morphological rules in combina%on with other phonological techniques in the teaching of spelling

•  Morphology gaining aQen%on in the literature.

Source: Feifer, S.G. (2014). Making the intervention connection. In S.G. Feifer (Ed.), The neuropsychology of written language disorders: A framework for effective interventions (pp. 77-111). Middletown, MD: School Neuropsych Press, LLC.


Source: Feifer, S.G. (2014). Making the intervention connection. In S.G. Feifer (Ed.), The neuropsychology of written language disorders: A framework for effective interventions (pp. 77-111). Middletown, MD: School Neuropsych Press, LLC.

Vocabulary

Orthography

Phonology

Morphology


!  Fernald Method (1943): !  Tracing and simultaneously pronouncing a word.

!  Ensures that the student is paying aQen%on to the word and making the link between the phonemes and graphemes (Mather, Wendling, & Roberts, 2009, p. 132).

Source: Mather, N., Wendling, B.J., & Roberts, R. (2009). Writing assessment and instruction for students with learning disabilities (2nd ed.). Hoboken, NJ: John Wiley & Sons.


!  Spellwell !  Nancy Hall, EPS

!  Grades 2-‐5

!  Spellography !  Rosow & Moats, Sopris West

!  Spelling and word study program (Classes, small groups, individuals).

!  Grades 4-‐7


! Oral Language & Executive Impairments WriSen Expression Problems

WriQen Expression

…an immense juggling act -‐ Berninger & Richards, 2002, p.173


To express thoughts in wriBng, one must:

1.  Formulate the idea 2.  Sequence relevant points in appropriate order 3.  Ensure that the wriQen output is syntac%cally and

gramma%cally correct 4.  Spell individual words correctly 5.  Express the words, sentences, and passages in a legible

manner via the graphomotor system

Fletcher, Reid Lyon, Fuchs, & Barnes, 2007, p.242

What is the issue?

Transcrip)on

! Handwri)ng !  Fine-‐Motor

!  Visual-‐Motor

! Spelling !  AQen%on !  Fine-‐Motor Ability

!  Phonological Skills !  Orthographic Skills

Genera)onal

! Composi)on

!  AQen%on !  Fine-‐Motor

!  Phonological/Orthographic Skills !  Planning/Organiza%on

!  Crystallized Knowledge !  Retrieval !  Working Memory

!  Transla%ng thoughts into text !  Metacogni%on

!  Review/Edit Source: Berninger, V.W. (2004). Understanding the graphia in developmental dysgraphia: A developmental neuropsychological perspective for disorders in producing written language. In D. Dewey & D. Tupper (Eds.), Developmental motor disorders: A neuropsychological perspective (pp. 189-233). New York, NY: Guilford Press.

Transcrip%on and Genera%on

!  Closely related to one another: !  Berninger, AbboQ, AbboQ, & Whitaker (1997): !  Rela%onship between handwri%ng fluency and spelling on

composi%onal fluency and quality !  600 children in grades 1-‐6:

!  Primary & Intermediate Grades: Handwri%ng fluency predicted composi%onal fluency and quality

!  Primary Grades: Handwri%ng fluency and spelling predicted composi%onal fluency

!  All Grades: Handwri%ng fluency and spelling accounted for:

41-‐66% of the variance in composi%onal fluency 25-‐42% of the variance in composi%onal quality

Transcription and Generation

!  Peverly (2006) !  Handwri%ng fluency is an effec%ve predictor of

composi%on, note taking, and other wriQen language disorders in adults

Characteristics: Oral Language

!  Oral language abili%es will affect an individual’s abili%es to compose wriQen text (Berninger & Wolf, 2009).

!  Increased oral language facility is associated with increased wriQen language proficiency (McCutchen, 1986).

!  Limita%ons with oral vocabulary (Bishop & Clarkson, 2003: Dockrell, Lindsey, Connelly, & Mackie, 2007) and oral narra%ve performance (Cragg & Na%on, 2006) are related to poor wriQen text produc%on.

!  Students with oral language based wri%ng issues produced few words and numbers of ideas when compared to typically developing peers (Puranik, et al., 2007).

!  Trouble with spelling and punctua%on (Bishop & Clarkson, 2003).

!  Individuals with good memory abili%es are able to write more complex sentences and juggle mul%ple wri%ng tasks (Dehn, 2008; Swanson & Siegel, 2001).


Diagnostic Assessment: Oral Language

!  Comprehensive Speech and Language Evalua%on !  Recep%ve and Expressive aspects of language.

!  Crystallized Knowledge –vocabulary level is usually commensurate with their wri%ng level (Dockell & Connelly, 2009)

!  Listening Comprehension

!  Working Memory

!  Auditory Memory Span

!  Word Retrieval


Interventions: Oral Language

!  Speech and Language Therapy aimed at building expressive and/or recep%ve language skills.

!  More intensive and explicit instruc%on than is found in a regular classroom is warranted (Troia, 2006).

!  Paucity of studies that have focused on children with language learning needs and wriQen expression (Dockrell & Connelly, 2009)


!  Principles of Effec%ve Vocabulary Instruc%on (Mather, Wendling, Roberts, 2009, pp. 164-‐165): !  Provides numerous exposures to words in a variety of

contexts. !  Provides illustra%ons of usage in differing contexts. !  Makes connec%ons among words with similar meanings. !  Teaches strategies to help students remember word

meanings. !  Integrates knowledge of new words with known words. !  Provides review of word meanings. !  Provides opportuni%es for meaningful use.



!  Applying Mnemonic Strategies: !  Learning Vocabulary

!  Spelling

!  Etc, etc

Mastropierir & Scriuggs, 1991, Brookline Books


!  Example: Learn from visual displays of words. !  Wordle.net

Characteristics: Executive Function

!  According to Feifer (2014, p. 56): !  Difficulty with planning and organizing thoughts and

ideas.

!  Inability to master the implicit rules for grammar and syntax.

!  Poor use of a topic sentence.

!  LiQle elabora%on of detail.

!  Inability to use paragraph breaks appropriately.

!  Poor understanding of how words and phrases can be combined.

!  Poor word retrieval. Source: Feifer, S.G. (2014). Subtypes of written language disorders. In S.G. Feifer (Ed.), The neuropsychology of written language disorders: A framework for effective interventions (pp. 43-60). Middletown, MD: School Neuropsych Press, LLC.

Characteristics: Executive Function

!  Four Cogni%ve Constructs Involved with Execu%ve Func%oning-‐Based Wri%ng Disabili%es (Feifer, 2014, p. 59): !  Sustained/Selec%ve AQen%on

!  Verbal Retrieval Skills

!  Working Memory Skills

!  Execu%ve Func%oning Skills

Source: Feifer, S.G. (2014). Subtypes of written language disorders. In S.G. Feifer (Ed.), The neuropsychology of written language disorders: A framework for effective interventions (pp. 43-60). Middletown, MD: School Neuropsych Press, LLC.

Diagnostic Assessment: Executive Function

!  Ra%ng Scales: Comprehensive Execu%ve Func%on Inventory !  Parent, Teacher and Self-‐Reports

!  Naglieri & Goldstein (2013), MHS

!  WJ III COG NU !  Execu%ve Processes

!  Broad AQen%on

!  Working Memory

!  Retrieval Fluency & Rapid Picture Naming Tests


!  Visual Sustained AQen%on: !  WJ III COG Pair Cancella%on

!  Conners’ Con%nuous Performance Test II Version 5

!  Auditory Sustained & Selec%ve AQen%on !  NEPSY-‐II Auditory AQen%on

!  WJ III COG Auditory AQen%on


!  Delis Kaplan Execu%ve Func%oning Scale (DKEFS) !  Delis, Kaplan, & Kramer (2001), Pearson

Interventions: Executive Function

!  Self-‐Regulated Strategy Development (SRSD) !  Well-‐researched. !  Helps students:

!  Enrich their wri%ng vocabularies

!  Improve their abili%es to produce both narra%ve and expository wriQen text

!  Enhance their understandings of the higher level cogni%ve processes required for composi%on.


• Develop Background Knowledge • Discuss It • Model It • Memorize It • Support It • Establish Independent Prac%ce


!  Planning

!  Organiza%on

!  Time Management

!  Working Memory

!  Metacogni%on

!  Response Inhibi%on

!  Emo%onal Control

!  Sustained AQen%on

!  Task Ini%a%on

!  Flexibility

!  Goal Directed Persistence


!  Cogni%ve Strategy Instruc%on: !  Vocabulary

!  Spelling

!  Wri%ng

!  Etc…

Pressley & Woloshyn, 1995, Brookline Books


!  Chapter 3: Communica%ng and Learning Through Wri%ng

Schied, 1993, Brookline Books

! Resources: Books

! Resources: Organization Websites

www.nasponline.org

www.nichd.nih.gov

www.ncld.org

www.aota.org

www.interdys.org

www.ldaamerica.org

! Resources: Other Websites

www.interventioncentral.org

http://ies.ed.gov/ncee/wwc/

http://www.readingrockets.org/

http://dyslexia.yale.edu/

www.schoolneuropsych.com

http://teachingld.org/

Documents

NASP 2014 Writing Disabilites Epidemiology Etiology Assessment and Intervention.pptx.pdf