SLEUTHING YOUR STUDENT’S COMPREHENSION Provincial Integration Support Program.
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Transcript of SLEUTHING YOUR STUDENT’S COMPREHENSION Provincial Integration Support Program.
What do we mean by Comprehension?
Understanding others’ communication
Understanding what is happening
Interpreting cues and signals in the environment
Handling changes and transitions
Specific Comprehension Skills
Direction Following
Object/Picture Identification
Matching
Sorting
Functions
Answering yes-no questions
Formal assessment tools are not usually appropriate
Standardized tests normed on typically developing children with intact sensory and motor systems
Children are also expected to have adequate fine motor skills so that they can touch, point, and/or manipulate objects or pictures reliably
Lack of world knowledge
Sensory Challenges
Auditory Hearing Loss Difficulty filtering background noise from
foreground auditory information
What forms of communication does the student understand?
GesturesCues from the environmentSpeechManual signsSigns, logos, picturesPrinted material
Separate objects or picturesEnlarge picturesUse different response methods:
Yes/NoSame/differentNumbers
Use assisted scanning
Some points about Yes/No responses
Typically developing children don’t reliably answer yes/no questions before 30 months of age
By about 18 months, they recognize a yes/no question, but usually respond in the affirmative because that’s what is usually expected for the response
Typically developing children first hear “no” in terms of prohibiting an action.
Children with severe disabilities usually hear the word “no” much less
There are different types of yes/no questions: Acceptance/rejection: in the present Confirmation/denial: in the past Knowledge testing
Children with severe disabilities are often asked rhetorical questions, for which a response is not really expected
Example: Do you want me to stop feeding you?
Use response methods that the student can control volitionally:
Head turningEye movementsBody movements/gestures
Skill Expected by
Look at the window. Close your eyes.
End of Kindergarten
Look at the book, then look at the window
End of grade 1
Look up, then open your mouth, then look at the book
End of grade 2
Open your mouth, then look at the book, then look up, then look at the brush
End of grade 3
Make sure that student’s physical needs are met - e.g., wheelchair tray on to increase stabilization
Following directions within the students physical and sensory abilities
Teach vocabulary and concepts in natural contextsUse Visual SupportsAsk student to “show” you or to “look at” somethingTeach yes/no respondingAsk “What,” “Who,” “Where” questions
Teaching augmentative or alternative communication skills is comparable to foreign language immersion