Language Development for Children with 16-09-27 Language ......Language Development for Children...
Transcript of Language Development for Children with 16-09-27 Language ......Language Development for Children...
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 1
Personal Road Map
1. PROBLEM – Statistics
2. PRESENT PERSPECTIVE – Self Reflections
3. PROGRAMMING – Systems
4. PAST PERSPECTIVE – Stories and Studies
5. PLAN – Strategies
PLAN
Strategies
Personal Road MapThe fourth step in our PRM encourages us to
reflect on and/or draw from past experiences
(both personally and professionally). Such
insights can build relationships and can
inspire creative programming.
PAST PERSPECTIVE
Stories and Studies
PROGRAMMING
Systems
PRESENT PERSPECTIVE
Self Reflections
PROBLEM
Statistics
1
2
3
4Benefits of Storytelling
PERSONAL STORIES
• Reflects on personal experiences
• Connects our hearts with our heads
• Gains child perspective
• Informs practice
• Other: parents, SLP’s, teachers, administrators
PROFESSIONAL STORIES
• Builds relationships and a strong team
• Gains others perspectives
• Opportunity for shared interests
• Created projects emerge
• Other: SLP”s, teachers, administrators
ADVOCACY EMPOWERED
• Statistics are powerful
• Stories put a face to the facts
Not what you KNOW
but who you BE
I remember when and I am now … a professional story.
Educational and Professional Background• Where did you attend university and what drew you to that institution?
• What three things most captivated you about your field of study and your future profession?
• Once in the program, what specific areas of learning resonated with you? Why?
Professional Setting• Where do you work now (i.e. rural, suburbs, urban)?
• What factors define your current school community (i.e. social economic, cultural influences,
student diversity, family dynamics, etc.)
Personal Perspectives• Have your professional interests changed over time.
• If so, what aspects about your profession are you most curious about now? Why?
• When can you see this taking you (i.e. research project, new programming, creative projects)
The Language Umbrella
Funding• IDEA: Advocate for full funding
• MEDICAID: Access all fund available
• OTHER: Be creative (i.e. Grants, Donors)
Caseload/Workload • EDUCATE: Administration, teachers, unions, parents
• PROGRAMMING: Use RTI and MTSS support, access paraprofessionals
• OTHER: Make sure you are in compliance (active, dismissals)
Paperwork• EDUCATE: Administration, teachers
• DOCUMENTS: Streamline forms, develop ‘Banks’ (IEP statements, goals, reports)
• OTHER: Check local standards, think practically (i.e. prep time, write while you work)
Service Delivery• EDUCATE: Administration, teachers, parents - I am here to help you!
• CONNECT: Join committees (i.e. PBS, SEL), connect with key people (i.e. Special Ed)
• PROGRAMMING: Early start-up, creative scheduling (i.e. 5 Minute sessions) ASHA. (2018). ASHA School’s Virtual Town Hall. Retrieved from:https://www.asha.org/town-hall/
ASHA Schools – Town Hall
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 2
The Social ProjectMulti-tiered model to encourage and support all participants (i.e. educators, children
and families) to work effectively to create a supportive social climate for all children
to function at their personal best at home, at school and within their community.
My Professional “Why?”• Teachers – School community and classroom instruction
• Parents – Home environment and parent-child relationships
• Myself – My way of giving back (personally, societally, professionally)
• Colleagues – Time efficient and cost effective methods
• Children – Social communication > Thrive
LOCATION YEAR SUPPORT
Mission 2013 One Teach + One Observe > Collaboration
Mission 2014 Consultation
Credo 2016 One Teach + One Observe
Pull Out (small group), One Teach + One Observe > Collaboration
Consultation > Collaboration
Abbotsford 2018 Consultation (Mentorship), One Teach + One Observe > Collaboration
Surrey 2018 - 2019 Consultation (Mentorship), One Teach + One Observe > Collaboration …
2019-03-16
Social Conversation: Coloring Action Research
Vancouver Island University - Jennifer Onderwater
Onderwater, J. B. (2017). Social conversation and social skills: Finding colour in student interactions.
Retrieved September 14, 2018, from https://viurrspace.ca/handle/10613/5559
Participants: 26 Kindergarten students (12 females; 14 males)
Purpose
1. To explore and compare the Color My Conversation (CMC) program with the new BC
Curriculum.
2. To determine if training kindergarten students in the area of social conversation skills will
transfer to improvement in generalized social skills through the utilization of the CMC program.
3. To broaden personal and professional competency in social conversation.
Methods – AssessmentPretreatment
• Observed online videos, live presentations, student observations
Assessment Timelines
• Pre-Test (April 2016)
• Post-Test (June 2016)
Assessment Tools
• Social Skills Improvement System – Teacher Rating Scale
• Color My Conversation Assessment Rubric
• Researchers journal
Methods - Treatment ProgramTreatment sessions were administered by the classroom teacher
• Lessons 1-8 over a 8-week period
• One lesson over two classroom periods each week
• Teacher provided follow up activities between sessions
Teacher Implemented Programming
Before Study During Study After StudyStudent observation Individual support Co-PresentOne hour training (i.e. online)Online training videos
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 3
0
2
4
6
8
10
12
14
C o mmu ni ca t io n C o op e ra t io n A sser t io n R esp on s ib i li ty Em pa t hy En g ag em en t Se lf - C o nt r ol
Be f or e C M C
A f te r C MC
SSIS Teacher Rating Scale - Credo Color My Conversation Rubric - Credo
WHAT DID WE LEARN?
Weaknesses
• Limited Timeline (8 weeks) “Want to start in January”
• Rating Scales “Would add a parent rating next time”
• Limited experience “Will come with practice”
Strengths
• Teacher training “Found training videos and online course very helpful”
• Assessment tools “Easy to administer and informative as pre-post test measures”
• Treatment program
o Program implementation “Easy to adapt program to teacher style and student needs”
o Common language “Helpful for understanding concepts and communicating them to
children and parents”
• Collaboration model “Enjoyed working with the SLP”
CONCLUSIONS
Teacher
• Provided Social Language Instruction consistent with the new B.C. Curriculum
• Impacted Teaching Methods
• Impacted Teacher-Student Social Connections
• Impacted Peer Social Connections
• Impacted Personal Social Skills
• Good teaching tool for adults
Students
• Measurable improvements
• Teacher/School Staff observations
o Improved Student-Student Social Connections
o Improved confidence, problem solving, social interactions
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 4
Stories and Studies
Share
Personal(Life Stories)
Friendships
Share
Professional
(Past Strategies)
New Methods
Share
Collaboration (New Insights)
Best Practice and Fun Opportunities
The Social Project IVMargaret Stenersen Elementary - Abbotsford School District
Lorraine Santos (Principal) Rosslyn Delmonico (Speech Language Pathologist)
Participants: Full Staff
Administration (2), Teachers (32), Education Assistants (12), Aboriginal Education Support
Worker (1),Youth Care Worker (1)
Active Participants
Group A - Grade Two French Immersion (with a control)
Group B - Grade One English (with a control)
Group C - Grade One French Immersion (with a control)
Group D - Grade Four English (without a control)
Purpose
1. To evaluate a service delivery model for school-based Speech Language Pathologists (SLP)
that would be both time-efficient (i.e. commitment required by the SLP) and cost-effective (i.e.
mentorship programming with classroom teachers) for the purposes of providing social
language instruction for children within an elementary school setting.
2. To determine if direct social language instruction, provided by a classroom teacher through
Mentorship Training, would be of benefit in improving the social communication skills of
children within a classroom setting.
3. To determine if direct social language instruction within a classroom setting would be of benefit
in improving the social communication skills of children who are acquiring a second language
(i.e. French Immersion).
4. To determine if general social language instruction within a classroom setting would be
effective in improving the social communication skills for children with unique challenges (i.e.
ASD, ELL, Behavior).
Methods
Pretreatment
• Power Point Presentation (Full Staff)
• Additional Power Point Presentation (Active Participants)
Assessment Timelines
• Pre-Test (March 2018)
• Post-Test (June 2018)
Assessment Tools
• Social Skills Improvement System – Teacher Rating Scale
• Color My Conversation Assessment Rubric
• Researchers journal
Treatment
• Full Staff – One additional Professional Development (Pro D) course provided
• Mentorship Training provided
o Lessons 1-7 over and eight week period
o Eight 45-minute ‘lunch hour’ meetings with Active Participants and SLP
o Active Participants then implemented the lessons within their own classrooms
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 5
SLP Mentorship Training – Teacher Implemented
Programming
Lunch Meetings Mid Week SupportLesson review Email groupLesson introduction Individual support (i.e. live, online)Question/Answer Direct support (i.e. live demonstration)
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 6
- 5
- 4.5
- 4
- 3.5
- 3
- 2.5
- 2
- 1.5
- 1
- 0.5
0
Experimental Group -
4.556818182
Control Group
-3.278688525
Problem Behavior Difference
0
1
2
3
4
5
6
7
Experimental Group
6.534090909
Control Group,
1.459016393
Social Skills Difference
Grade One: English
Male: Autism
0
5
10
15
20
25
30
35
Com
mu
nica
ti on
Coo
pera
t ion
Asse
r tion
Resp
ons
ibil it
y
Emp
athy
Enga
gem
ent
Self -C
ont
r ol
Ext e
r nali
zing
I nt e
r na
li zing
Bull y
ing
Hyp
era
cti v
it y/I
natt e
nt io
n
INDIVIDUAL RESULTS: SSIS
GRADE ONE ENGLISH MALE AUTISM
Pr e Test Po st Test
0
0. 5
1
1. 5
2
2. 5
3
3. 5
4
Eye
Co
ntac
t
Facia
l Exp
r ess
ion
Body
Ges
t ur e
s
Prox
emi c
Ton
e of
Vo
ice
Gr e
eti n
gs
Fare
well
s
Con
ver s
ati o
n St
art e
r
Con
ver s
ati o
n St
oppe
r
Top
ics
Com
me
nts
& Q
uest i
ons
Top
ic C
han
ger s
Tur n
Tak
ing
Socia
l Et iq
uet te
INDIVIDUAL RESULTS: CMC RUBRIC
GRADE ONE ENGLISH MALE AUTISM
Pr e Test Po st Test
Grade One: English
Female: ESL
0
5
10
15
20
25
30
35
Com
mu
nica
ti on
Coo
pera
t ion
Asse
r tion
Resp
ons
ibil it
y
Emp
athy
Enga
gem
ent
Self -C
ont
r ol
Ext e
r nali
zing
I nt e
r na
li zing
Bull y
ing
Hyp
era
cti v
it y/I
natt e
nt io
n
INDIVIDUAL RESULTS: SSIS
GRADE ONE ENGLISH FEMALE ESL
Pr e Test Po st Test
0
0. 5
1
1. 5
2
2. 5
3
3. 5
4
Eye
Co
ntac
t
Facia
l Exp
r ess
ion
Body
Ges
t ur e
s
Prox
emi c
Ton
e of
Vo
ice
Gr e
eti n
gs
Fare
well
s
Con
ver s
ati o
n St
art e
r
Con
ver s
ati o
n St
oppe
r
Top
ics
Com
me
nts
& Q
uest i
ons
Top
ic C
han
ger s
Tur n
Tak
ing
Socia
l Et iq
uet te
INDIVIDUAL RESULTS: CMC RUBRIC
GRADE ONE ENGLISH FEMALE ESL
Pr e Test Po st Test
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 7
Grade Three: English
Male: Severe Behavior
0
5
10
15
20
25
30
35
Com
mu
nica
ti on
Coo
pera
t ion
Asse
r tion
Resp
ons
ibil it
y
Emp
athy
Enga
gem
ent
Self -C
ont
r ol
Ext e
r nali
zing
I nt e
r na
li zing
Bull y
ing
Hyp
era
cti v
it y/I
natt e
nt io
n
INDIVIDUAL RESULTS: SSIS
GRADE ONE ENGLISH MALE SEVERE BEHAVIOR (DESIGNATED)
Pr e Test Po st Test
0
0. 5
1
1. 5
2
2. 5
3
3. 5
4
Eye
Co
ntac
t
Facia
l Exp
r ess
ion
Body
Ges
t ur e
s
Prox
emi c
Ton
e of
Vo
ice
Gr e
eti n
gs
Fare
well
s
Con
ver s
ati o
n St
art e
r
Con
ver s
ati o
n St
oppe
r
Top
ics
Com
me
nts
& Q
uest i
ons
Top
ic C
han
ger s
Tur n
Tak
ing
Socia
l Et iq
uet te
INDIVIDUAL RESULTS: CMC RUBRIC
GRADE ONE ENGLISH MALE SEVERE BEHAVIOR (DESIGNATED)
Pr e Test Po st Test
WHAT DID WE LEARN?
Weaknesses
• Short timeline for the length of study
• Late start time for the initiation of the study
• More pretraining time for teachers
• Data collection was time consuming for teachers
Strengths • Teacher’s valued ongoing mentorship support
o One weekly mentorship meeting (45 min) was easy for teachers to do
o Mentorship influenced confidence in lesson administration
• Treatment program
o Program was easy to implement
o Teachers saw children practicing the lessons outside of learning time (i.e. recess)
o Teachers end of year reports highlighted many stories of individual successes amongst their
students
CONCLUSIONS
Teacher
• Provided Social Language Instruction (New B.C. Curriculum)
• Impacted Teaching Methods
• Impacted Teacher-Student Social Connections
• Impacted Peer Social Connections
• Impacted Personal Social Skills
Students
• Statistically Significant changes in Social Skills
• Teacher/School Staff observations
o Improved Student-Student Social Connections
o Improved confidence, problem solving, social interactions
Stories and Studies
Share
Personal(Life Stories)
Friendships
Share
Professional
(Past Strategies)
New Methods
Share
Collaboration (New Insights)
Best Practice and Fun Opportunities
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 8
The Social Project VCinderich Elementary - Surrey School District
Rosslyn Delmonico (Speech Language Pathologist)
Participants: Full Staff (To Be Determined)
Active Participants
Group A - Grade One/Two (with a control)
Group B - Grade Two (with a control)
Group C - Grade Three (with a control)
Group D - Grade Six/Seven (with a control)
Purpose
1. To evaluate a service delivery model for school-based Speech Language Pathologists (SLP)
that would be both time-efficient (i.e. commitment required by the SLP) and cost-effective (i.e.
mentorship programming with classroom teachers) for the purposes of providing social
language instruction for children within an elementary school setting.
2. To determine if direct social language instruction, provided by a classroom teacher through
Mentorship Training, would be of benefit in improving the social communication skills of
children within a classroom setting.
3. To determine if general social language instruction within a classroom setting would be
effective in improving the social communication skills for children with unique challenges (i.e.
ASD, ELL, Behavior).
Methods
Pretreatment
• Power Point Presentation (Full Staff)
• Additional Power Point Presentation (Active Participants)
Assessment Timelines
• Pre-Test (January 2019)
• Post-Test (June 2019)
Assessment Tools
• Social Skills Improvement System – Teacher Rating Scale
• Color My Conversation Assessment Rubric
• Researchers journal
Treatment
• Full Staff – Two additional Professional Development (Pro D) course provided
• Parent Education – Two to four 1-hour seminars
• Mentorship Training provided
o Fourteen 40-minute ‘lunch hour’ meetings with Active Participants and SLP
o Active Participants then implemented the lessons within their own classrooms
Personal Road Map
1. PROBLEM – Statistics
2. PRESENT PERSPECTIVE – Self Reflections
3. PROGRAMMING – Systems
4. PAST PERSPECTIVE – Stories and Studies
5. PLAN – Strategies
PLAN
Strategies
Personal Road MapThe fifth step draws from all aspects of the
PRM to determine how best to use our
knowledge and skill to inform and influence
ourselves and others - to promote social-
emotional health at all levels (i.e. home,
school, community and beyond) of the
system.
PAST PERSPECTIVE
Stories and Studies
PROGRAMMING
Systems
PRESENT PERSPECTIVE
Self Reflections
PROBLEM
Statistics
1
2
3
4
5
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 9
Social Skills Across Curriculum
Explore-analyze-
apply mathematical
ideas. Engage in
problem-solving
strategies that are
connected to
place-culture -
situations.
Explain-justify
mathematical ideas
and decisions.
Connect
mathematical
decisions to
personal areas and
choices.
Ask questions-gather
ideas-analyze views.
Consider-
communicate
differences of people,
places-situations.
Assess the credibility
of sources and
accuracy of evidence
used to justify
conclusions.
Explain different
worldviews-values.
Make ethical
judgements about
decisions-actions-
events.
Grow in intellectual
curiosity about the
scientific problem or
process.
Collaboratively work to
plan-experiment-
investigate-solve
problems.
Show an interest in
other ways of
knowing.
Identify possible
sources of error and
suggest
improvements.
Consider bias and be
aware of assumptions
in self and others.
Exchange ideas-
viewpoints to build
shared
understanding-
expand thinking.
Improve clarity-
effectiveness-impact
of message for
variety of
audiences.
Transform ideas-
information to share.
Recognize the role
of story on our
perspectives-
values-beliefs.
Language ArtsExchange ideas-
viewpoints to build
shared
understanding.
Exchange ideas in
meaningful
discussions with a
variety of
audiences.
Discuss ideas
creatively-
reflectively-
respectfully and
construct personal
connections
between self and
the world.
British Columbia, Ministry of Education, (2015). Building Student Success BC’s New Curriculum, Retrieved from https.//curriculum.gov.bc.ca
Durlack, J.A., Weissberg, R., Dymnicki, A.B., Taylor, R.D., Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions, Child Development. January/February, Volume 82, Number 1, Pages 405-432.
Science Social Studies MathCommunication
Kindergarten
Social Skills Across Grade Levels
Interact with others
respectfully and
thoughtfully
Express a different
opinion in a peaceful way
Identify problems and
consider problem-solving
strategies
Identify when others need
support and be a part of
their support
Participate in and
improve
relationships in
my family, school
and community
Share my feelings
and listen to
others’ views
Be respectful and
inclusive
Identify my actions and actions of
others that contribute positively to
change
Clarify problems, consider
alternatives and evaluate strategies
Respect differences and can
advocate for others
Be aware of how others may feel
and seek to build relationships with
people from all generations
Middle School
Be friendly
Contribute to
relationships
in my family,
school and
community
Show care for
others
British Columbia, Ministry of Education, (2015). Building Student Success BC’s New Curriculum, Retrieved from https.//curriculum.gov.bc.ca
Intermediate
Primary
I can …
Social Skills Across Senior High and Beyond …
ANALYZE complex issues from multiple perspectivesTake THOUGHTFUL actions to bring about change
CLARIFY problems CONSIDER consequences EVALUATE strategies
Build and SUSTAIN RELATIONSHIPS with diverse peopleShow EMPATHY to others ADJUST behaviour
ACCOMMODATE others needs
British Columbia, Ministry of Education, (2015). Building Student Success BC’s New Curriculum, Retrieved from https://curriculum.gov.bc.ca/competencies
Hart Research Associates. 2015. Falling Short? College Learning and Career Success. Washington, DC: Association of American Colleges and Universities.
I can …
Colleges and Universities Working with People from
Different Backgrounds(55-18)
Written
Communication(65-27)
Critical/Analytical
Thinking(66-26)
Work Effectively
With Others(i.e. teamwork)
(64-37)
Locating, organizing and
Evaluating Information(64-29)
Being Innovative/Creative
(57-25)
Oral Communication
(62-28)
Analyzing, Solving
Complex Problems(59-24)
Ethical Judgement
and Decision Making(62-30)
Apply Knowledge to Real
World(59-23)
Curiosity Connection
Cooperation
Care
Social Skills Foster Healthy Classrooms
Care
Valuing self and others
creates a fertile soil
for empathy
to be fostered
Our similarities
draw us into
connectedness …
which increases
our desire for
togetherness …
which increases
our desire for
cooperativeness…
When we see
others as a source
of interest, we
discover our
similarities and
differences …
Similarities form
connectedness …
Differences form
uniqueness
When we seek to
understand and
value our own
individuality and
that found in
others, we
become a person
who is interested
and a person who
is of interest
Our successful social
interactions will
increase our
confidence in sustaining and forming new
relationships
Confidence
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 10
Social Skills Over a Lifetime …
Boyd, J., Barnett, W. S., Bodrova, E., Leong, D. J., & Gomby, D. (2005). Promoting children’s social and emotional development through preschool education (NIEER policy
report). Piscataway Township, NJ: National Institute for Early Education.
Eddy, J. M., Reid, J. B., & Curry, V. (2002). The etiology of youth antisocial behavior, delinquency and violence and a public health approach to prevention. In M. Shinn, H. Walker& G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 27-52). Bethesda, MD: National Association for School
Psychologists.
Good, T. L., & Brophy, J. E. (1942). Behavioral expression of teacher attitudes. Journal of Educational Psychology, 63, 617-624.
Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with asperger’s syndrome or high-functioning autism: A review and recommendations.
Journal of Autism and Developmental Disorders, 38, 353–361. doi 10.1007/s10803-007-0402-4
Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. The Journal of Educational Research, 104, 100-109.
Wentzel, K., Baker, S., & Russell, S. (2009). Peer relationships and positive adjustment at school. In R. Gilman, E. S., Huebner, & M. Furlong (Eds.), Handbook of positivepsychology in schools (pp. 229-244). New York, NY: Routledge.
Zins, J., Weissbert, R., Wang, M., & Walberg, H. (2004). Building academic success on social and emotional learning: What does the research say? New York, NY: Teachers
College Press.
SCHOOL FAMILY ADULTHOOD
Positive Behavior Stronger Sense of Self Stronger Sense of Self
Peer Acceptance Stronger Family Attachments Stronger Personal Relationships
Academic Achievement Positive Academic Pursuits Stronger Professional Relationships
Positive Learning Environment Delay Onset Harmful Behaviors Positive Impact on society
Benefits of Mentorship Training
Teacher• Pro D to help teachers connect with their ‘why’ (PRM 1)
• Pro D to provide an overview on social communication (PRM 1, PRM 3)
(i.e. Conversation Cottage, Social + Emotional Connection, Four Steps for Coaching)
• Training on assessment and data collection process (PRM 3)
• Training on lesson administration (PRM 3)
BENEFITS
• Building teamwork – Sharing strategies – Learning from each other (PRM 4)
• Increased awareness of personal social skills
• Improved ability to read target audiences (i.e. their students, other students, parents, fellow staff)
• Increased intentionality to connect with others (i.e. their students, other students, parents, fellow
staff)
• Teaching style impacted (i.e. taking advantage of teachable moments)
• Improved ability to connect the benefits of social communication with educational curriculum
• Relationship building between teacher and clinician whilst working together on goals and strategies
• Knowledge base increased for future independence
• Knowledge base and confidence increased for mentoring and/or collaborating with others
Teacher Pro-D
Gen Z, Gen Alpha and Social-Emotional Development (2 hours)
This seminar provides information on the general characteristics that make up the Gen Z and Gen
Alpha children. It also considers how our own generational lenses can influence our perspectives
on our students. Lastly, it identifies key features of early social-emotional development from an
attachment-based perspective. This seminar is specifically designed for educators within the
school community (i.e. teachers, administration, special education, support services) and/or
community agencies.
Collaboration and Social-Emotional Learning (2 hours)
This seminar provides general information on the benefits of fostering social-emotional health. It
outlines strategies that we as educators can consider to enhance our collaborative efforts in
meeting the needs of the children within our school community. This seminar is designed for
educators and/or community agencies.
Social Language Instruction Seminar (2 hours)
This seminar outlines specific teaching strategies to support social language instruction within a
variety of settings (i.e. individual, small group, classroom). This seminar is designed for teachers
or for those who provide support services.
Benefits of Mentorship Training
Parent
• Parent seminars provide knowledge (i.e. technology, social communication, social-emotional)
• Parent communication provides opportunity for carryover (i.e. lesson outlines, carryover activities)
BENEFITS
• Builds relationship between parent and teacher
• Builds relationship between parent and school community
• Provides opportunity to share in the learning
• Increased knowledge on social communication
• Increased awareness for responsible use of technology
• Increased awareness for building strong emotional attachments in the home
• Learning strategies may be applied in home environment
• Increased awareness of personal social skills
• Improved ability to read target audiences (their children, other family members)
• Increased intentionality to connect with others (their children, other family members)
• Parenting style impacted which may impact other subject areas
*Parents who wouldn’t normally get instruction - receive it!
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 11
Learning Together – Parent Seminars
Raising Children in our “Technology Driven Society” (1 hour)This seminar highlights statistics on technology use and how its overuse is impacting us as a
society. It provides practical tips for providing responsible use of technology within the home
environment. This seminar is designed for all audiences.
Raising Empathetic Children (1 hour)This seminar discusses early attachments and how they impact our ability to grow into empathetic
adults. It highlights ‘hands on activities’ that enhance this ability. This seminar is designed for all
audiences.
Promoting Social Communication Skills in the Home Environment (2-3 hour)This seminar provides an overview of our social interactions based on a model called the
“Conversation Cottage”. It then highlights simple tips for enhancing each conversational feature
during our day-to-day interactions. This seminar is designed for all audiences.
Benefits of Classroom Based Instruction
Student• Regular bi/weekly training in social communication
BENEFITS
• Teachable moments often start to take place outside of the structured lessons
• Enables treatment in a least restrictive environment within the school setting
• More natural learning environment for the student
• Child can apply skills in the context of his daily living
• Children share in learning concepts together using common language
• Improved confidence and competence in social interactions
• Improved emotional awareness and competence
• Social interactions impacted with other children in and outside the classroom
• Social interactions impacted with teachers in and outside the classroom
• Improved self regulation and conflict resolution strategies
• Improved social dynamic in classroom
• Improved social dynamic in the school culture
• Homework activities can provide transfer of learning to the home environment
Benefits of Mentorship Training
Speech Path
• Educate others on social communication
• Actively support the teachers in implementing the activities
BENEFITS
• Builds interprofessional teamwork
• Teachers learn from us
• We learn from them
• Increased awareness of personal social skills
• Improved ability to read target audiences (i.e. our students, other students, parents, colleagues)
• Increased intentionality to connect with others (i.e. our students, other students, parents,
colleagues)
• Teaching style impacted (i.e. taking advantage of teachable moments)
• Improved ability to work with teachers to support social communication within educational learning
• Relationship building between teacher and clinician whilst working together on goals and strategies
• Job satisfaction
*Potential world changer
Reasons Why People Avoid Collaboration
• Intimidating
• Too much work
• Not enough time
• Hard to motivate people
• Don’t see the value
• Prefer the specialist doing the work
• Prefer to work on own
• Not an area of interest
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 12
Reasons Why People Enjoy Collaboration
• Exciting
• Fun to work in a team
• Teach others
• Learn from others
• Focuses on the whole child
• Provides enhanced opportunity for generalization
• Enjoy successes from our joint efforts
Channels of Advocacy
and
Information
Parent Newsletter
Community Information
Evening
PAC Meetings
Class Web Page or
Group
Board Presentation
School Web Site/Newspaper
Professional Development
Day
Communicating
The MessagePower Point
Presentations
“Storytell”
Regular
Submissions
Drip and Pour
RandomEncounters
“Showcase”
Engaging
Professional Profile
SLP web design
Special Projects
”Happy Hearts”OBSERVATIONS
“Job shadow”
DISCUSSIONEmbracing our ability in being part of the PLAN or the solution, we empower ourselves to
seek out STRATEGIES that can work effectively within our individual settings.
Select one of the Conversation Corner activities and brainstorm how you might create communication about this topic.
SUGGESTIONS TO CONSIDER:
• Written communication (i.e. flyers, brochures, newsletters)• Online communication (i.e. website, web page)• Audio/Video projects
• Parent hub meetings• School campaigns/challenges
CONVERSATION CORNERMODELING RESPONSIBLE USE OF TECHNOLOGY
It’s important to show our kids how to develop healthy habits
in relation to their use of technology
FINDING FACTS – Present data
• Technology and Children: Recommendations from the Academy of Paediatrics
• Infants (0-18 months): Children under the age of 1 ½ years should have ‘zero’ screen
time.
*This includes television and all electronic devices.
• Infants (18-24 months): Children who are between 1 ½ - 2 years of age can have highly
restricted and high quality use of electronics. Example: Skyping with grandparents.
• Children (2-5 years): Young children should be limited to one hour of screen time per
day.
• Children (6 + years): It is recommended that stringent guidelines be taught on use of
technology.
CANDID QUOTES
Everyone wins when we play “Hands Down” with Technology!
R. Delmonico
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 13
CONVERSATION CORNERMODELING RESPONSIBLE USE OF TECHNOLOGY
It’s important to show our kids how to develop healthy habits
in relation to their use of technology
Timely Tips – Present alternatives
• Establish Media Free Zones: Together as a family unit, decide on times when technology is
off limits for everyone (i.e. meal time, doing homework, after work). By making this decision, we
model responsible use of technology and show that we can control it rather than it controlling us!
Most importantly, this decision to unplug shows our kids that when it comes to a choice between
our devices and their hearts – their hearts win!
• Devise a Tech Dock night station: Create a dock station where all devices (i.e. computers,
phones, etc) are placed each night to recharge. This is one way to manage our children’s digital
activity. Most importantly, with the devices put away for a good nights rest, everyone in the
family can get their much needed sleep as well.
• Model Hands Free Driving: Children learn from what they see. When we model a “Never
Use” policy, our kids will learn be example – Most importantly, one day it could save their life!
CANDID QUOTES
Everyone wins when we play “Hands Down” with Technology!
R. Delmonico
CONVERSATION CORNERMODELING RESPONSIBLE USE OF TECHNOLOGY
It’s important to show our kids how to develop healthy habits
in relation to their use of technology
MODELING MATTERS – Present new patterns
• Take time for face-to-face interactions
• Model appropriate use of technology
• Monitor use of technology and time on social sites
• Put the phone down
• App’s to manage use
• Expand concepts around the topic of ‘safety’
• Encourage independence (i.e. driver’s license, jobs)
CANDID QUOTES Everyone wins when we play “Hands Down” with Technology!
R.Delmonico
Twenge, J. (2017). I Gen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and
What That Means for the Rest of Us. Atria Books, New York.
Service Delivery
Mentorship Training
Team Teaching
Direct Individual
Direct
Small
Group
Direct Classroom
Research
Projects
One Teach One Observe
Building
The Opportunities
Be Flexible
Your passionwill feed
yourOpportunities…
2019-03-16
Be Present
Be Passionate
Eat in Staffroom
Attend School Social Events
Attend Staff
Holiday Festivities
Visit with custodial
staff
Bring Snack Foods
Remember Secretary
Day
Greet Parents
Building
Relationships
Smile
Say Hello
Take time
for
Chitchat
Make
follow-up
questions…Be friendly
Be a friend…
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 14
Final Thoughts for the Person of Influence
• Projects can be fostered as teachers of like mind imagine, create and fulfill unique learning
opportunities for their kids.
• Friendships emerge in a team-based approach.
• Hopefully staff take their learning home to create healthier home environments which then allows
them to return to work with less stress, more focus, and more joy in their teaching.
• It’s energizing to see that you’re making an impact in the lives of children.
• Don’t assume - just because someone is initially dis-engaged or sees it as work - doesn’t mean
they won’t come around.
• Stay open to new opportunities – you never know where the road will take you.
Final Thoughts for the Person of Influence
• Commitment – Desire – Vulnerability – Persistent – They get us through the ups and downs.
• Sometimes it takes time for our emotions and thoughts to embrace our potential.
• Keep informed on how the I Gen kids are progressing. It will feed your passion.
• It is a trial and error process with every new situation. Each is a unique experience in relation to the
setting, the support, the teams, the motivation, and the kids.
• Changing the culture in your school will be indirectly supporting the needs of our kids.
• The commitment is really quite small and a little can go a long way! It’s great compound math!
(i.e. 1 SLP influences 4 teachers, 4 teachers influence 100 students, 100 students influence +300
immediate family members, +300 family members influence extended family and the community!
Becoming a
Person of Influence
• Somebody has to do it• Passion creates opportunities• Start simple and doable• Connection and relationship are key
• Be patient – things take time • Be teachable because you’ll learn too!
Our Opportunity
CONVERSATIONS
EMOTIONS
RELATIONSHIP
LEADING Others to Lead Another LEADING Others to Lead Self
We are changing lives…
One conversation at a time!
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 15
My face lights up when I see you!Ross Campbell Wightman (1920-2017)
Every life has a plan
Every life has a purpose
And every life has a beautiful design!Barbara Ellen Wightman (1929-2012)
Thank you for your time today!
BIBLIOGRAPHY
Active Healthy Kids Canada (2013). Are We Driving Our Kids to Unhealthy Habits? The 2013 Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth. Toronto: Active Healthy Kids Canada.
American Academy of Pediatrics Announces New Recommendations for Children’s Media Use. (2016). American Academy of Pediatrics. Retrieved from:
https://www.aap.org/en-us/about-the-aap/aap-press-room/pages/american-academy-of-pediatrics-announces-new-recommendations-for-childrens-media-use.aspx
Are Canadian Kids Too Tired to Move (2016). The ParticipACTION Report Card on Physical Activity for Children and Youth. Retrieved from:
https://www.participaction.com/sites/default/files/downloads/2016%20ParticipACTION%20Report%20Card%20-%20Presentation.pdf
American Speech and Hearing Association. (2016). Every Student Succeeds Act Analysis. Key Issues for ASHA Members. Retrieved from:
http://www.asha.org/uploadedFiles/Every-Student-Succeeds-Act-Key-Issues.pdf
American Speech-Language-Hearing Association. (2010). Roles and Responsibilities of Speech-Language Pathologists in Schools [Professional Issues Statement]. Available fromwww.asha.org/policy.
American Speech-Language-Hearing Association (n.d.). Social Communication Disorders in Childhood. (Practice Portal). Retrieved month, day, year, from www.asha.org/Practice-Portal/Clinical-Topics/Social-Communication-Disorders-in-School-Age-Children.
ASHA. (2018). ASHA School’s Virtual Town Hall. Retrieved from:https://www.asha.org/town-hall/
ASHA WEBINAR (2016). Strengthening the Breadth and Depth of Your Collaboration with School Professionals. (WEB16214-IND) Retrieved from: https://learningcenter.asha.org/diweb/home
ASHA Webinar. (2016). Utilizing Support Personnel to Improve Your Practice (WEB17253) Retrieved from
https://learningcenter.asha.org/diweb/home;jsessionid=B3C9F0BB5C54F5A79624C69FA14905DC.web1
Bates, E. (1976). Language and context: The acquisition of pragmatics. New York, NY: Academic Press.
Benson, P.L. (2006). All kids are our kids: What communities must do to raise caring and responsible children and adolescents (2nd ed). San Francisco: Jossey-Bass.
Blood, G. W., & Blood, I. M. (2007). Preliminary study of self- reported experience of physical aggression and bullying of boys who stutter: Relation to increased anxiety.Perceptual and Motor Skills, 104, 1060–1066.
BIBLIOGRAPHY
Blum, R.W., Libbey, H.P. (2004). School connectedness – Strengthening the health and education outcomes for teenagers. Journal of School Health, 74(4), 229-299.
Borba, M. (2016). Unselfie Why Empathetic Kids Succeed in Our All-About-Me World. New York. NY. Touchstone
Bowen, J. (2012). Teaching Naked. San Francisco, California. John Wiley and Sons.
Boyd, J., Barnett, W. S., Bodrova, E., Leong, D. J., & Gomby, D. (2005). Promoting children’s social and emotional development through preschool education (NIEER policy
report). Piscataway Township, NJ: National Institute for Early Education.
Blum, R.W., Libbey, H.P. (2004). School connectedness – Strengthening the health and education outcomes for teenagers. Journal of School Health, 74(4), 229-299.
British Columbia, Ministry of Education, (2015). Building Student Success BC’s New Curriculum, Retrieved from https.//curriculum.gov.bc.ca
British Columbia, Ministry of Education, (2015) Building Student Success BC’s New Curriculum. Social Responsibility Profiles. Retrieved from https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/SocialResponsibilityCompetencyProfiles.pdf
British Columbia, Ministry of Education, (2015) Building Student Success BC’s New Curriculum. Communication Competency Profiles. Retrieved from
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CommunicationCompetencyProfiles.pdf
Bromfield, C. (2006). PGCE secondary trainee teachers and effective behavior management: An evaluation and commentary. Support for Learning, 21, 188-193.
Bryant, N. B., & Gómez, R. L. (2015). The teen sleep loss epidemic: What can be done? Translational Issues in Psychological Science, 1(1), 116–125.
Carducci, B.J. (1999). Pocket Guide to Making Successful Small Talk: How to Talk to Anyone Anytime Anywhere About Anything. Pocket Guide Publishing.
Cohen, N.J., Barwick, M.A., Horodezky, N.B., Vallance, D.D., Im, N.(1998). Language, achievement, and cognitive processing in psychiatrically disturbed children with previously
identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry, 39(6), 865-877.
Bromfield, C. (2006). PGCE secondary trainee teachers and effective behavior management: An evaluation and commentary. Support for Learning, 21, 188-193.
Brooks, J. E. (2006). Strengthening Resilience in Children and Youths: Maximizing Opportunities through the Schools. Children & Schools,28(2), 69-76. doi:10.1093/cs/28.2.69
BIBLIOGRAPHY
Cook E., Dunifon R. (2012). Do family meals really make a difference? Retrieved from http://www.human.cornell.edu/pam/outreach/upload/Family-Mealtimes-2.pdf Google Scholar
Delmonico, R. (2016). Color My Conversation. Michigan: Northern Speech Services
Dorsey, J. (2013). 3 Millenials Myths Boomers LOVE to Share. Retrieved from: https://www.youtube.com/watch?v=QlQNwBDMLqI
Dorsey, J. (2009). Oldie but goodie speaking preview video. Retrieved from https://www.youtube.com/watch?v=erFRZimAJ0Y
Durkin, K., & Conti-Ramsden, G. (2010). Young people with specific language impairment: A review of social and emotional functioning in adolescence. Child Language Teaching
and Therapy, 26(2)105–121. [Article] Klem, A.M. & Connell, J.P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School
Health, 74, 262-273.
Durlack, J.A., Weissberg, R., Dymnicki, A.B., Taylor, R.D., Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions, Child Development. January/February, Volume 82, Number 1, Pages 405-432.
Good, T. L., & Brophy, J. E. (1942). Behavioral expression of teacher attitudes. Journal of Educational Psychology, 63, 617-624.
Hart Research Associates. 2015. Falling Short? College Learning and Career Success. Washington, DC: Association of American Colleges and Universities.
Huang, K., Yeomans, M., & Minson, J. A. (2017). It Doesn’t Hurt to Ask: Question-Asking Increases Liking. Academy of Management Proceedings, 2017(1), 10647.doi:10.5465/ambpp.2017.10647abstract
Eaton, K.K. et al. (2008). Youth risk behaviour surveillance - -- United States, 2007. MMWR Surveillance Summaries. 57(SS04): 1-131
Eddy, J. M., Reid, J. B., & Curry, V. (2002). The etiology of youth antisocial behavior, delinquency and violence and a public health approach to prevention. In M. Shinn, H. Walker& G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 27-52). Bethesda, MD: National Association for School
Psychologists.
Ellis, L., Schlaudecker, C., & Regimbal, C. (1995). Effectiveness of a collaborative consultation approach to basic concept instruction in kindergarten children. Language, Speech,
and Hearing Services in Schools, 26, 69–74
Language Development for Children with
Language Disorders
16-09-27
Rosslyn Delmonico 2016 16
BIBLIOGRAPHY
Endrass, B. et al. (2011). Culture Related Topic Selection in Small Talk Conversations across Germany and Japan. Retrieved from:
http://vbn.aau.dk/files/66065923/Endrass_et_al_2011_Culture_related_topic_selection_in_small_talk_conversations_across_Germany_and_Japan.pdf
Fiese, B. H. (2012). Family mealtime conversations in context. Journal of Nutrition Education and Behavior, 44(1), e1.
Fried, R.L. (2001). The Passionate Teacher: A Practical Guide. Boston: Beacon Pres.
Friend, M., Cook, L. (2010). Interactions: Collaboration skills for school professionals. (6th ed.). Singapore: Pearson Ed.
Good, T. L., & Brophy, J. E. (1942). Behavioral expression of teacher attitudes. Journal of Educational Psychology, 63, 617-624.
Holmes, J., Fillary, R. (2000). Handling Small Talk at Work: Challenges for workers with intellectual disabilities. International Journal of Disability, Development and Education. 47(3), 273-291.
Hoskin, D. (2011). Small talk: are you prepared? Retrieved from: http://www.wordspin.dk/2011/07/08/small-talk-2/
Huang, K., Yeomans, M., & Minson, J. A. (2017). It Doesn’t Hurt to Ask: Question-Asking Increases Liking. Academy of Management Proceedings, 2017(1), 10647.doi:10.5465/ambpp.2017.10647abstract
Hurst, S. 2014. What is the Difference Between RTI and MTSS? (Web log post). Retrieved October 11, 2017, from https://www.readinghorizons.com/blog/what-is-the-difference-between-rti-and-mtss
Jones, S. M., & Bouffard, S. M. (2013). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4).
Kingston, A. (2014, July 15). Get ready for Generation Z. Retrieved April 04, 2016, from http://www.macleans.ca/society/life/get-ready-for-generation-z/
Klem, A.M. & Connell, J.P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262-273.
Konrath, S., O’Brien, E., Hsing, C. (2011). Changes in Dispositional Empathy in American College Students Over Time: A Meta-Analysis. Personality and Social Psychology
Review, 15(20), 190-198. first published on August 5, 2010.
BIBLIOGRAPHY
Lind, C. PhD. (2010). Conversation Therapy: Principles and Clinical Practices. Audiology Online. Retrieved from http://www.audiologyonline.com/articles/conversation-therapy-
principles-and-clinical-849
Lindsay, G., Dockrell, J. E., & Mackie, C. (2008). Vulnerability to bullying in children with a history of specific speech and language difficulties. European Journal of Special Needs
Education, 23, 1–16.
Maier, H. W. (2002, January). Role playing: Structures and educational objectives. The International Child and Youth Care Network. Retrieved from www.cyc-net.org/cyc-online/cycol-0102-roleplay.html
MacKean, G., Doherty, T., Metcalfe, A., & Geransar, R. (2018). Raising Canada: A report on children in Canada, their health and wellbeing(pp. 1-24, Rep.). Calgary, Alberta:University of Calgary O'Brien Institute for Public Health. doi:https://obrieniph.ucalgary.ca/files/iph/raising-canada-report.pdf
McCrindle Research. (2012). Generations Defined [Digital image]. Retrieved January 8, 2019, from https://mccrindle.com.au/wp-content/uploads/2018/03/Generations-Defined-
Sociologically.pdf
Meier, A., & Musick, K. (2014). Variation in associations between family dinners and adolescent well-being. Journal of Marriage and Family, 76(1), 13–23.
Merchant, K. (2012). How Men and Women Differ: Gender Differences in Communication Styles, Influence Tactics, and Leadership Styles. Claremont McKenna College.
Retrieved from: http://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1521&context=cmc_thesesTannen, D. PhD. (2001). You Just Don't Understand: Women and Men in
Conversation. Harper Paperbacks
Morrison, G.M., Furlong, M.J., & Morrison, R.L. (1997). The safe school: Moving beyond crime prevention to school empowerment In A. Goldstein & J. Conoley (Eds)., School Violence Intervention: A practical handbook. (pp. 236-264). New York: Guildford.
National Center for Education Statistics. (2016). Indicators of School Crime and Safety: 2015. U.S. Department of Education. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=719
National Centre for Health Statistics, (2017). Any Disorder Among Children. (n.d.). Retrieved October 01, 2017, from https://www.nimh.nih.gov/health/statistics/prevalence/any-
disrder-among-children.shtml
BIBLIOGRAPHY
.
Neufeld, G., Mate, G., (2013). Hold On to Your Kids: Why Parents Need to Matter More Than Peers. Vintage Canada: Toronto, Ontario p. 20-26.
Offer, S. (2013). Assessing the relationship between family mealtime communication and adolescent emotional well-being using the experience sampling method. Journal of
Adolescence, 36(3), 577–585.
Onderwater, J. B. (2017). Social conversation and social skills: Finding colour in student interactions. Retrieved September 14, 2018, from https://viurrspace.ca/handle/10613/5559
Posnick-Goodwin, S. (2010, February). Meet generation Z. Retrieved April 04, 2016, from http://www.cta.org/en/Professional-Development/Publications/2010/02/Educator-Feb-10/Meet-Generation-Z.aspx
Pullin, P. (2010). Small Talk, Rapport, and International Communicative Competence. Journal of Business Communication. 47(4), 455-476.
QuickStats: Death Rates for Motor Vehicle Traffic Injury, Suicide, and Homicide Among Children and Adolescents aged 10-14 Years – Unites States, 1999-2014, MMWR MorbMoral Wkly Rep 2016:65:1203. DOI: http://dx.doi.org/10.15585/mmwr.mm6543a8
Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with asperger’s syndrome or high-functioning autism: A review and recommendations.
Journal of Autism and Developmental Disorders, 38, 353–361.
doi 10.1007/s10803-007-0402-4
Ryan, R. M., Fauth, R. C., & Brooks-Gunn, J. (2006). Childhood poverty: Implications for school readiness and early childhood education. In B. Spodek & O. M. Saracho (Eds.),Handbook of research on the education of young children. (2nd ed., pp. 323-346). Mahwah, NJ: Erlbaum.
Shanker, S. (2012). Calm, Alert, and Learning: Classroom Strategies for Self-Regulation. Pearson Education Canada: 1 edition.
Shanker, S. Building healthy minds: It takes a village. Self Regulation. Retrieved from www.self-regulation.ca/ download/pdf(2)/Building Healthy Minds.pdf
Sylvan, L. (2018). Tiers to Communication Success. The ASHA Leader, 23(8), 44-53. doi: 10.1044/leader.FTR1.23082018.44.
BIBLIOGRAPHY
Trudeau, M. (May, 2014).You had me at hello: the science behind first impressions. Retrieved from: http://www.npr.org/sections/health-shots/2014/05/05/308349318/you-had-me-at-hello-the-science-behind-first-impressionsIn text: (Trudeau, 2014)
Twenge, J. (2017). I Gen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and
What That Means for the Rest of Us. Atria Books, New York.
Twenge, J. (2014). Generation Me - Revised and Updated: Why Today's Young Americans Are More Confident, Assertive, Entitled--and More Miserable Than Ever Before. Atria Books, New York.
Twenge, J., Cambell, K. (2010). The Narcissism Epidemic: Living in the Age of Entitlement. Atria Books, New York.
United Joint Staff Pension Fund. (n.d.). Traditionalists, Baby Boomers, Generation X, Generation Y (and Generation Z) Working Together. Retrieved from: http://aspringer.weebly.com/uploads/1/3/6/4/1364481/designing_recruitment_selection___talent_management_model_tailored_to_meet_unjspfs_business_development_nee.pdf
van Roekel, E., & Scholte, R. H. J. (2010). Bullying among adolescents with autism spectrum disorders: Prevalence and perception. Journal of Autism and DevelopmentalDisorders, 40, 63–73.
Wallace, I., Berkman, N., Watson, L., Coyne-Beasley, T., Wood, C., Cullen, K., Lohr, K. (August, 2015). Screening for Speech and Language Delay in Children 5 Years Old and
Younger: A Systematic Review. Pediatrics. Volume 136. Number 2
Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. The Journal of Educational Research, 104, 100-109.
Wentzel, K., Baker, S., & Russell, S. (2009). Peer relationships and positive adjustment at school. In R. Gilman, E. S., Huebner, & M. Furlong (Eds.), Handbook of positive
psychology in schools (pp. 229-244). New York, NY: Routledge.
Zins, J., Weissbert, R., Wang, M., & Walberg, H. (2004). Building academic success on social and emotional learning: What does the research say? New York, NY: Teachers
College Press