di: DI with non, or minimally verbal students

[Shanon Sittler]

I agree with this thought entirely!  The proper output system is a critical piece that also needs to be addressed. ELSB has AT built in as an option and can absolutely be used alongside SRA to give the kiddos access to all of the instruction they are entitled to.

Sent from my iPhone

On Aug 2, 2018, at 1:02 PM, Beth Lang <elizabethlang.bcba at gmail.com<mailto:elizabethlang.bcba at gmail.com>> wrote:

Just a thought- non vocal correlates but does not mean low vocabulary. With the right output system... you could find yoursef denying a kid access to needed instruction.

Cheers
Beth

On Wednesday, August 1, 2018, Shanon Sittler <ssittler at tulpehocken.org<mailto:ssittler at tulpehocken.org>> wrote:
I feel that language for learning requires a lot of language for a non-vocal child to meaningfully participate in instruction. I do believe that it would be very difficult to determine if a skill is mastered.  Has anyone used/considered Early Literacy Skills Builder (ELSB) published by Attainment?  I absolutely love SRA DI, but ELSB captures those low incidence and non-vocal kids in a way that Language for Learning can not.  It is definitely a program worthy of looking into.

As an aside, it is so encouraging to hear an administrator saying, “We can do better!”  Thank you for the thought you are putting into this!

Best Wishes,
Shanon Sittler

Sent from my iPhone

On Aug 1, 2018, at 2:12 PM, Cathy Burner <cathyb1 at aol.com<mailto:cathyb1 at aol.com>> wrote:


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<mailto:elissa at stlillian.org>>
To: DI <DI at lists.uoregon.edu<mailto: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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--

Beth Lang

Director/Founder

Smart Sp:)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<mailto:elizabethlang.bcba at gmail.com>

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