di: di Digest, Vol 75, Issue 6

Mon Aug 6 16:27:08 PDT 2018

Hi Elissa and DI List,

In case it was missed, one replier pointed out the Lower Performers' Manual
<http://www.zigsite.com/PDFs/LowPerfManual.pdf> published on zigsite.com
<http://www.zigsite.com/LowPerfomersPro.htm>. In that manual, after the
assessment on page 72, Zig outlines a detailed program for children who are
not only non-verbal but also unresponsive to basic action commands, that
aims to take them up to the level required to begin Language for Learning.
The implementation appears challenging but effective.

On the original question of teaching reading, my understanding from a DI
perspective is that reading isn't typically introduced until a basic level
of verbal output is achieved - specifically mastery in the first 40 lessons
of Language for Learning. I am unaware of adaptations Zig or other DI
designers would make for people with learning difficulties. Would the
approach still be to continue working toward that before introducing
reading, regardless of how long it takes?

Best regards,
Chris

On Sat, Aug 4, 2018 at 4:00 AM, <di-request at lists.uoregon.edu> wrote:

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>    1. Re:  DI with non, or minimally verbal students (Shanon Sittler)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Thu, 2 Aug 2018 17:23:47 +0000
> From: Shanon Sittler <ssittler at tulpehocken.org>
> To: Beth Lang <elizabethlang.bcba at gmail.com>
> Cc: "DI at lists.uoregon.edu" <DI at lists.uoregon.edu>
> Subject: Re: di: DI with non, or minimally verbal students
> Message-ID: <6F14753D-CDEB-42D5-AFC5-FAEC399CC0BD at tulpehocken.org>
> Content-Type: text/plain; charset="windows-1252"
>
> 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:cathyb
> 1 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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-- 
Chris Duss
youtube.com/PicLily
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