di: di Digest, Vol 75, Issue 1

Wed Aug 1 18:25:52 PDT 2018

Elissa,

Regardless of the modality of communication there are a set of basic skills students need to have to be successful in di programs. If you look up the early learner manual on zigssite.com there is a 14 question assessment we use to determine if students have pre requisite skills. If students don't have those skills we assess them with a verbal behavior assessment such as the VB mapp or ablls and utilize the model PATTaN uses in PA to address foundational skills.
Michelle

Get Outlook for Android<https://aka.ms/ghei36>

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Subject: di Digest, Vol 75, Issue 1

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Today's Topics:

   1. Re:  DI with non, or minimally verbal students (Cathy Burner)
   2. Re:  DI with non, or minimally verbal students (Carol Pio)
   3. Re:  DI with non, or minimally verbal students (Beth Lang)

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Message: 1
Date: Mon, 30 Jul 2018 15:36:48 -0400
From: Cathy Burner <cathyb1 at aol.com>
To: elissa at stlillian.org, DI at lists.uoregon.edu
Subject: Re: di: DI with non, or minimally verbal students
Message-ID: <164ecb16ea2-c87-352d at webjas-vae017.srv.aolmail.net>
Content-Type: text/plain; charset="utf-8"

Elissa,

The Language for Learning CD is a sleeper.  I find this very appropriate for the population of students you have described.

All the best for a great school year,

Cathy Burner

-----Original Message-----
From: Elissa McKenzie <elissa at stlillian.org>
To: DI <DI at lists.uoregon.edu>
Sent: Mon, Jul 30, 2018 12:37 pm
Subject: di: DI with non, or minimally verbal students

I am an administrator for a small school for children who have communication and learning challenges.

Our students have diagnoses that include ASD, Down Syndrome, Apraxia of Speech, Cerebral Palsy, and more...

We have been using Reading Mastery with fair success but feel we can do better.  In our school, we have the support of Speech Language Pathologists, ABA providers, OT's and PT's.  We use communication devices as well as picture boards for communication.  Still, we do find it difficult to assess the progress for students who are non-verbal or minimally verbal.

We are very creative with students support, but feel our students are limited by mastery being dependent on the verbal performance. Is there a systematic way to assess receptively as well as expressively?

Or, is there a DI program for non or minimally verbal students.

Any support or shared experience is appreciated.

Thank you

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Message: 2
Date: Mon, 30 Jul 2018 21:41:09 -0500
From: Carol Pio <cpio at kcsd96.org>
To: Jen Walstad <jwalstad at apamail.org>
Cc: "di at lists.uoregon.edu list" <DI at lists.uoregon.edu>
Subject: Re: di: DI with non, or minimally verbal students
Message-ID:
        <CAC6kmj0=6WoVFp9LDSO0tgbKY+h+OwdVSMe5cuV9SyEBw7Yo9Q at mail.gmail.com>
Content-Type: text/plain; charset="utf-8"

I would imagine that students can use their devices to respond for the
verbal part. For receptive work, we have used TeachTown. This is not DI,
but a computer based program that adjusts rigor and number of choices until
a student reaches mastery.

On Mon, Jul 30, 2018, 9:34 PM Jen Walstad <jwalstad at apamail.org> wrote:

> We have also had great success with Language for Learning with our K-3
> students.  We use Direct Instruction Spoken English (DISE) for our 4-12th
> grade students and some adult classes.  We have had great success with it.
>
>
> *Jennifer Walstad*
> District Academic Director
> jwalstad at apamail.org
>
>
>
>
>
> Confidentiality Notice: The information contained in this e-mail is for
> the intended recipient(s) alone. It may contain privileged and confidential
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> recipient, you must not copy, distribute or take any action in reliance on
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>
> On Jul 30, 2018, at 12:07 PM, Carol Pio <cpio at kcsd96.org> wrote:
>
> We've had a ton of success with Language for Learning with our low
> incidence population. Hope that helps!
>
> On Mon, Jul 30, 2018, 11:39 AM Elissa McKenzie <elissa at stlillian.org>
> wrote:
>
>> I am an administrator for a small school for children who have
>> communication and learning challenges.
>>
>> Our students have diagnoses that include ASD, Down Syndrome, Apraxia of
>> Speech, Cerebral Palsy, and more...
>>
>> We have been using Reading Mastery with fair success but feel we can do
>> better.  In our school, we have the support of Speech Language
>> Pathologists, ABA providers, OT's and PT's.  We use communication
>> devices as well as picture boards for communication.  Still, we do find
>> it difficult to assess the progress for students who are non-verbal or
>> minimally verbal.
>>
>> We are very creative with students support, but feel our students are
>> limited by mastery being dependent on the verbal performance. Is there a
>> systematic way to assess receptively as well as expressively?
>>
>> Or, is there a DI program for non or minimally verbal students.
>>
>> Any support or shared experience is appreciated.
>>
>> Thank you
>> _______________________________________________
>> di mailing list
>> di at lists.uoregon.edu
>> https://lists-prod.uoregon.edu/mailman/listinfo/di
>>
> _______________________________________________
> di mailing list
> di at lists.uoregon.edu
> https://lists-prod.uoregon.edu/mailman/listinfo/di
>
>
>
> Confidentiality Notice: The information contained in this e-mail is for
> the intended recipient(s) alone. It may contain privileged and confidential
> information that is legally protected.  If you are not an intended
> recipient, you must not copy, distribute or take any action in reliance on
> it. If you have received this e-mail in error, please notify the sender
> immediately by reply to this email and delete the material from your
> computer.
>
>
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Message: 3
Date: Mon, 30 Jul 2018 22:07:00 -0400
From: Beth Lang <elizabethlang.bcba at gmail.com>
To: Elissa McKenzie <elissa at stlillian.org>
Cc: "DI at lists.uoregon.edu" <DI at lists.uoregon.edu>
Subject: Re: di: DI with non, or minimally verbal students
Message-ID:
        <CAPdHvfWOHHePU8XtarDYP_6OyamGh1-CxQzo77VCJWp962bE_g at mail.gmail.com>
Content-Type: text/plain; charset="utf-8"

Hi-
  Precision Teaching uses what is called learning channels. Responses are
divided into inputs and outputs. Then you can quickly use that tool to see
how you get responses to show mastery without vocal responding.

Janice Light developed a program called ALL - which is now sold by Mayer
Johnson. This is a or can be a great way to bridge phonetic reading for
kids with low incidence disabilities.

Also- before Language for Learning and Reading Mastery- Vicci Tucci created
a curriculum basedon DI instructional design- called competent learner
model that is based  on Skinners works including Verbal Behavior. I am a
certified CLM coach. CLM was adopted by the state of PA and is implemented
in California by various districts and Viccis private company. The state of
Virginia also adopted CLM as well as various private schools around the
world have adopted CLM. The goal of CLM is to get kids to be ready for DI
curriculum.  If your learners have weak repertoirs in problem solving,
participating, observing, listening- I highly rec you look into this
curriculum that is also accompanied by assessments and a course of study to
train staff and parents. This Model is also a degree program at Clarion in
PA. I was the first CLM coach in PA to be in a  multiple disabilities
class. I am happy to share that coaching experience with you.

Not pushing just an fyi- I am a private consultant and am available for
coaching. If you would like support in that form- You can email me off list
and we can set up a time to talk on the phone.

Sorry for typos on my phone and this got a bit long winded.

Hopefully helpful-
Beth Lang

On Friday, July 27, 2018, Elissa McKenzie <elissa at stlillian.org> wrote:

> I am an administrator for a small school for children who have
> communication and learning challenges.
>
> Our students have diagnoses that include ASD, Down Syndrome, Apraxia of
> Speech, Cerebral Palsy, and more...
>
> We have been using Reading Mastery with fair success but feel we can do
> better.  In our school, we have the support of Speech Language
> Pathologists, ABA providers, OT's and PT's.  We use communication devices
> as well as picture boards for communication.  Still, we do find it
> difficult to assess the progress for students who are non-verbal or
> minimally verbal.
>
> We are very creative with students support, but feel our students are
> limited by mastery being dependent on the verbal performance. Is there a
> systematic way to assess receptively as well as expressively?
>
> Or, is there a DI program for non or minimally verbal students.
>
> Any support or shared experience is appreciated.
>
> Thank you
>

--

Beth Lang

*Director/Founder*

Smart Sp*J*t Educational Services LLC

*484-935-1111*

www.smartspotlearning.com<http://www.smartspotlearning.com>

*202 S. Third St. (Rt. 309)*

*Suite 2*

*Coopersburg, PA 18036*

*email: elizabethlang.bcba at gmail.com <elizabethlang.bcba at gmail.com>*
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