di: figure 3 chapters, books, and skills
Heward, William
heward.1 at osu.edu
Tue Aug 14 10:29:33 PDT 2018
Thanks Marty. Fig 3 opened, but glad you followed up with the DI+ABA+PT+TAGTeach+logic connection.
Bill
_________________________________
William L. Heward, Ed.D., BCBA-D
Professor Emeritus
College of Education and Human Ecology
The Ohio State University
e-mail: heward.1 at osu.edu<mailto:heward.1 at osu.edu>
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From: <di-bounces at lists.uoregon.edu<mailto:di-bounces at lists.uoregon.edu>> on behalf of "Kozloff, Martin" <kozloffm at uncw.edu<mailto:kozloffm at uncw.edu>>
Date: Monday, August 13, 2018 at 3:09 PM
To: Susan Goodman <susangoodman at optonline.net<mailto:susangoodman at optonline.net>>, Aimee Taylor <littlegreen at ymail.com<mailto:littlegreen at ymail.com>>
Cc: Christopher Duss <duss.christopher at gmail.com<mailto:duss.christopher at gmail.com>>, DI List List <di at lists.uoregon.edu<mailto:di at lists.uoregon.edu>>
Subject: di: figure 3 chapters, books, and skills
IN case fig 3 didn't open as word.
By the way, the series of books is an effort---and a mighty fine effort it is, too!---to integrate DI (the logic of knowledge and clear communication, or, as it is said, "In the beginning was the Word," or h'en arche h'en ho logos), ABA (the conditions of learning), PT (elements and compounds), TAGTeach (shaping with acoustic guidance), and logic (inductive = "construct"/get/acquire/induce knowledge; deductive = apply/test/revise knowledge).
MK
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From: Kozloff, Martin
Sent: Friday, August 10, 2018 7:45 PM
To: Susan Goodman; Aimee Taylor
Cc: Christopher Duss; DI List List
Subject: Re: di: di Digest, Vol 75, Issue 6
Dear Rational and Morally Responsible (in contrast to deranged and reprehensible) People,
Here are materials on imitation. From a series of books to be published soon.
"Figure 3" lists the skills, books, and chapters.
See the chapter on cooperation first.
Then motor and verbal imitation.
If you want to see any more, or have questions (not just ANY questions. I'm not the Answer Man.), let me know.
MK
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From: di-bounces at lists.uoregon.edu<mailto:di-bounces at lists.uoregon.edu> <di-bounces at lists.uoregon.edu<mailto:di-bounces at lists.uoregon.edu>> on behalf of Susan Goodman <susangoodman at optonline.net<mailto:susangoodman at optonline.net>>
Sent: Thursday, August 9, 2018 12:57 PM
To: Aimee Taylor
Cc: Christopher Duss; DI List List
Subject: Re: di: di Digest, Vol 75, Issue 6
Hi Aimee - Glad you mentioned Essential for Living.. I have a question about it I’d like to send out to the group.
McGreevy has the first Essential 8 skills, then after those 8, he included imitation. In my opinion, imitation comes first. What can you learn without imitation? Wanted to get other peoples thoughts on imitation.
Thank so much, ,
Susan
On Aug 8, 2018, at 12:41 PM, Aimee Taylor <littlegreen at ymail.com<mailto:littlegreen at ymail.com>> wrote:
This was my thought when I responded to the op but my reply never came through to the list. A “verbal” (or sign language but preferably cued speech English or nu vue cue) output that corresponds to the phonemes of the language (and eventually graphemes) would be essential to reading. I suggested low performers manual or a verbal behavior approach similar to VB-MAPP like Essential for Living by McGreevy https://www.essentialforliving.com/<https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.essentialforliving.com%2F&data=01%7C01%7Ckozloffm%40uncw.edu%7Ca2a2e14f50f44f836b3008d5fed60f6c%7C2213678197534c75af2868a078871ebf%7C1&sdata=g1zVruWnW34HX0Renv%2Bh9q737wigI%2FgXyxIuq%2B1gXyw%3D&reserved=0>
Best wishes, Aimee Taylor, parent
Sent from my iPhone
On Aug 6, 2018, at 7:27 PM, Christopher Duss <duss.christopher at gmail.com<mailto:duss.christopher at gmail.com>> wrote:
Hi Elissa and DI List,
In case it was missed, one replier pointed out the Lower Performers' Manual<https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.zigsite.com%2FPDFs%2FLowPerfManual.pdf&data=01%7C01%7Ckozloffm%40uncw.edu%7Ca2a2e14f50f44f836b3008d5fed60f6c%7C2213678197534c75af2868a078871ebf%7C1&sdata=yg50omHpyman2S0ntrro%2BDXeujrryPGN8ktoo0AwLsQ%3D&reserved=0> published on zigsite.com<https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.zigsite.com%2FLowPerfomersPro.htm&data=01%7C01%7Ckozloffm%40uncw.edu%7Ca2a2e14f50f44f836b3008d5fed60f6c%7C2213678197534c75af2868a078871ebf%7C1&sdata=3Ss6kAAelqtAuoApDesATnPQW3b1oH2mFIVBFE%2BfEnE%3D&reserved=0>. 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<mailto:di-request at lists.uoregon.edu>> wrote:
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Today's Topics:
1. Re: DI with non, or minimally verbal students (Shanon Sittler)
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Message: 1
Date: Thu, 2 Aug 2018 17:23:47 +0000
From: Shanon Sittler <ssittler at tulpehocken.org<mailto:ssittler at tulpehocken.org>>
To: Beth Lang <elizabethlang.bcba at gmail.com<mailto:elizabethlang.bcba at gmail.com>>
Cc: "DI at lists.uoregon.edu<mailto:DI at lists.uoregon.edu>" <DI at lists.uoregon.edu<mailto: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<mailto:6F14753D-CDEB-42D5-AFC5-FAEC399CC0BD at tulpehocken.org>>
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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><mailto: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><mailto: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><mailto: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><mailto:elissa at stlillian.org<mailto:elissa at stlillian.org>>>
To: DI <DI at lists.uoregon.edu<mailto:DI at lists.uoregon.edu><mailto: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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