Providing HighQuality, MultiLevel Writing Instruction to Students with Developmental Disabilities

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Providing High-Quality, Multi-Level Writing
Instruction to Students with Developmental
Disabilities

• Janet M. Sturm, Ph.D., CCC-SLP
• Central Michigan University
• sturm1j_at_cmich.edu
• Presentation for the American Speech-Language-Hear
  ing Association Annual Convention, Chicago, IL
• November 20, 2008

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• Written language is a powerful and versatile
  vehicle for learning, communication, and thought,
  an all-terrain vehicle in many ways. Writing can
  transport students with developmental
  disabilities to richer participation in social,
  academic, and employment environments. The more
  severe or multiple the disabilities, the more
  important this form of transportation.
• Sturm Koppenhaver (2000)

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Writing Development Beginning Writers

• In early development students
• move from drawing to scribbling to inventive
  spelling
• are single session writers
• naturally choose a variety of genres topics
• do not yet have a sense of audience
• use spoken and written skills to convey meaning
• use pictures to convey meaning
• develop conventional spelling over time (after
  lots of opportunities)
• They focus on.
• Feeling good about writing sharing
• Writing and saying more
• Planning, composing, and sharing (not editing)

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Writing Development Skilled Writers

• In later development students
• Convey what they know through writing
• Focus on all processes (planning, composing,
  revising, editing)
• Use sophisticated word choice and syntax
• Integrate information from a variety of sources
• Use of sophisticated structures across genres
  use writing for a variety of purposes (enjoyment,
  tell what you know, tell a story, persuade)
• Know why they are writing and are able to
  communicate message based on their audience
• Compose multiple drafts

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What is Going on In First Grade Classrooms? A
Sample of Writing Activities (180 Day School
Year)

• Sturm,
  Staples, Spadorcia, Cunningham, Cali, Erickson,
  Yoder, Koppenhaver

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Writing Instruction Students with Developmental
Disabilities

• Focuses on social, vocational, and daily living
  skills
• Focused at a basic functional level
• Decontextualized drill and practice
• Tracing
• Copying
• Worksheets
• (Summarized by Hedrick, Katims, Carr,
  1999)

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Writing Needs of Children Who Use AAC

• Cognitive, language, motor, and sensory needs
• Limited world knowledge experiences
• Lack writing instruction opportunities to write
• Need access to writing tools
• Attitude barriers/poor self-perceptions
• Difficulties with grammar, spelling, etc.
• (Sturm, 1998, Buekelman Miranda, 2005
  Blackstone, 1989 Koppenhaver Yoder, 1992)

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Beginning Writers With DD Those Who Use AAC
Assumptions

• Evidence of prerequisite literacy skills is
  needed
• Writing skills should be taught in isolated tasks
• Conventional writing isnt possible
• Early writing should be conventional
• Spoken communication isnt needed during writing
• Symbol writing activities naturally lead to
  conventional writing

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Conventional Writers With DD Those Who Use
AAC Assumptions

• Language development is already complete
• First draft writing products are sufficient
• Sophisticated writing skills are acquired through
  writing assignments

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A Framework for Writing Instruction
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The Students In The Writers Workshop

• Students with mild to severe cognitive abilities
• Beginning communicators
• Sophisticated communicators
• Students who use AAC
• Range in age from 14-25 years
• Range of literacy capabilities
• Need a scribe for his/her writing
• Writing 2-3 page documents

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Who Can Participate in the Writers Workshop?

• Anyone who can
• choose a topic to share!
• The ability to make a clear choice
  is not a prerequisite!

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State Standards IEP Goals
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Examples of Traditional Writing Objectives

• Given a list of 10 words at the 1st and 2nd grade
  level, Decker will be able to spell the words on
  his computer with at least 80 accuracy.
• Decker will be able to learn and use the
  following rules of capitalization with at least
  80 accuracy
• (peoples names, days, months, holidays, streets,
  cities, states)
• Decker will learn and be able to use the
  following rules of punctuation with at least 70
  accuracy
• (periods, question marks, exclamation marks)

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Examples of Writing Goals Shalynne
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Examples of Writing Goals Seth Nicole
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Writing Quantity Quality Measures
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Writing Quantity Quality Measures
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Writing Quantity Quality Measures
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Attitude Toward Writing
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Developmental Writing Scale for Beginning
Writers(Sturm Nelson, 2007)

• Drawing
• Scribbling
• Strings of letters not grouped into words
• Strings of letters grouped into words with no
  intelligible words
• Strings of letters grouped into words with one
  or less intelligible possible real words set
  apart or embedded in a string of letters
• Two to three semi-intelligible words
• More than three semi-intelligible words in a list
  format

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Developmental Writing Scale for Beginning
Writers(Sturm Nelson, 2007)

• More than three attempted words with a
  sentence-like frame
• At least one sentence with a subject phrase or
  a verb phrase
• Several sentences with somewhat related or
  unrelated content
• Several sentences on one topic
• Multiple paragraphs with different main topics
  and one or more related sentences for each topic
• The writing has a beginning, middle, and end with
  almost all sentences relating to a main topic

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Developmental Writing Scale for Beginning Writers
Who Require a Scribe(Sturm, Filipchuk, Nelson,
Spencer, 2008)

• When presented with a two-word frame (e.g., It
  is), and the student is verbally offered a
  binary choice (e.g., pretty or cute), he/she
  points to a choice to complete the sentence.
• When presented with a two-word frame, and the
  student is verbally offered a binary choice,
  he/she verbally produces a choice to complete the
  sentence.
• The student produces single words that are direct
  labels of items in the picture (e.g., butterfly).
• The student produces single words that are linked
  to the topic but are not a direct label (e.g.,
  cute).

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Developmental Writing Scale for Beginning Writers
Who Require a Scribe

• Student produces at least one sentence with a
  subject phrase or a verb phrase that is a direct
  label (e.g., This is my Mom).
• Student produces several sentences with somewhat
  related or related content.
• Student produces more than one sentence on one
  topic (e.g., This is my Mom. She is funny).
• The student produces multiple paragraphs with
  different main topics and one or more related
  sentences for each topic.
• The student produces content that has a
  beginning, middle and end with almost all
  sentences relating to a main topic.

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Measuring Genre Diversity In Beginning Writers
(Based on Sturm Cali)
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Beginning Writer Survey of Writing Attitude and
Self-Efficacy (Sturm, 2007)

• I like to write.
• I like people to read what I've written.
• It is easy for me to write.
• When I write, people understand what I'm saying.
• When I write, it is easy for me to get started
  with my writing.
• When I write, I think I am a good writer.
• When I write, it is easy for me to write my
  ideas.
• ? ? ?
• I REALLY dont. I dont know.
  I REALLY do.

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Communication Measures
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Writing Instruction
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You Cant By-Pass Writing

• Students need to engage in meaningful writing
  every day!

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What is High Quality Writing Instruction For
Adolescent Writers?

• Six of 11 Elements from Writing Next
  (Graham Perrin)
• Writing strategies
• Specific product goals
• Prewriting
• Process Writing Approach
• Study of Models
• Word Processing

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Process Writing Approaches

• Classroom culture established known as The
  Writers Workshop
• All work together to share and help
• Students make decisions about what to write
• Emphasis on student ownership responsibility
• Students write for real audiences real purposes
• All engage in authentic instruction collaborate
  in evaluating their writing efforts
• Authorship is celebrated!
• (Atwell, 1987 Calkins, 1983, 1991, 1994, 2002
  Graves, 1994 Harris Graham, 1996 Reif, 1992)

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Components of Process Writing Approaches

• Writing conferences (peer teacher)
• Sharing (author groups)
• Modeling, discussion, collaboration
• Teachable moments mini-lessons
• Publishing
• (Atwell, 1987 Calkins, 1983, 1991, 1994
  Graves, 1994 Harris Graham, 1996)

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Using Strategy Instruction Techniques in the
Writers Workshop

• Integrated into process writing approaches
• Personalized for individual student needs
• Teaches metacognitive problem solving
• Teaches students how to set goals, engage in
  self-regulation, evaluate performance
• Provides scaffold showing what good writers do
• (Harris Graham, 1996 Pressley Woloshyn,
  1995)

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Components of Strategy Instruction

• Strategy Description
• Discussion of Goals and Purposes
• Modeling the Strategy
• Student Mastery of Strategy Steps
• Guided Practice Feedback
• Independent Performance Generalization

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Writing Instruction in the High School Classroom

• During all writing sessions students
• Participate in a discussion about the purpose of
  the lesson
• Listen watch adult peer models
• During Mini-lessons and Authors Chair
• Choose personally relevant writing topics
• Students decide what to write
• Share what they want to tell
• Students choose whether they want to ask
  questions or make comments
• Listen and respond to each others writing during
  writing conferences and Authors chair

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Writing Instruction in the High School Classroom

• Principles of strategy instruction are also
  employed that help students learn what skilled
  writers do
• We support learning by using lesson tip sheets
  and providing repeated opportunities for guided
  practice feedback
• A tip sheet for each mini-lesson is displayed as
  a poster on the wall referred to during
  teachable moments
• All students have also have Literacy Toolkits
  that contain tip sheets and Internet photos of
  personal writing topics

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Core Goals for the Writers Workshop

• What are the core learning outcomes for the
  students?
• To build self-confidence and intrinsic motivation
• To contribute during the mini-lesson
• To think about a topic make a topic choice
• To write independently
• To be able to write your ideas
• Or to be able to communicate your ideas and have
  someone write for you
• To be able to share your writing
• Choose to share
• Attempt to read
• Choose a reader
• To comment or ask a question about another
  students writing

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Writers Workshop In This Classroom

• 10-20 minute mini-lesson
• 5 minute peer conference
• Students write for 10-30 minutes
• Authors Chair 25-35 minutes

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• Writing Mini-Lessons
• Small Group Conferences

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Writers Workshop Mini-Lessons
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Literacy Toolkits

• Custom Covers
• Lesson Tip Sheets
• Communication Boards
• Photos for Topics
• Writing Products

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The Talking Stick

• Introduced to facilitate turn taking with the
  large group during
• Mini-lessons
• Authors Chair
• Unexpected outcome -- More students initiate to
  request a turn!!
• Equalized the communication field.

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Purposes for the Lesson Board

• During the Mini-Lesson
• Provides an opportunity for the students to apply
  reinforce a concept from the mini-lesson
• During the peer/teacher conference each student
  shares his/her contribution to the lesson
• Fosters active participation
• Provides a literate model summary
• During Authors Chair
• Summarizes the writing topics for the day
• Summarizes the genres used for the day

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Mini-Lesson Brainstorming A Topic

• Introduction Purpose of Activity
• Introduce the plan for a Writers Workshop in
  their classroom
• Share the schedule for each week
• mini-lesson
• Small group conference
• independent writing
• authors chair
• Introduce the Authors Toolkit
• Answer What is a topic? together as a group
• List Ideas on easel

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Brainstorming A Topic

• Communication Activity (Modeling Guided
  Practice)
• Introduce the brainstorming activity Tell what
  they are expected to do to participate
• Share lots of ideas
• Listen to peers ideas (Listening will help you
  think of even more ideas)
• Share in a Think Aloud format - Model how you
  generate topics for the group (e.g., tell things
  you like to do share family topics)
• Encourage students to generate as many ideas as
  possible
• Suggest categories of ideas For example
• What do you like to do on weekends?
• What topics could you tell about your family or
  friends?
• Use an easel with paper to record ideas

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Brainstorming A Topic

• Small Group Conference
• Immediately following the mini-lesson conduct
  small group conferences to brainstorm individual
  topic lists
• Using a dry erase marker have each student record
  one topic on a card for the Lesson Board
• Return to the large group and have each student
  share his or her topic on the lesson board.

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Brainstorming A Topic

• Mini-Lesson Facilitator Notes
• Foster enthusiasm about writing
• Create belief in students that they are writers
• If you have information to share, you can be a
  writer.
• Writing is about sharing things with others
• Ideas suggested from one student help generate
  ideas for other students.
• A long list will be generated and students will
  be excited and proud to share with each other.

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Brainstorming A Topic

• Post-Activity Follow-Up
• Create classroom poster and Authors Toolkit
  handout for the Things we all know about list
  generated by students.
• Surf the Internet select pictures to include in
  the literacy toolkit based on individual topics
  Bring these photo images to the next writing
  session
• Consider sending a Home Experience Log home to
  parents, especially for those students who have
  difficulty sharing topics.
• Materials Used
• Easel
• Poster Board
• Paper for recording individual ideas

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Home Log

• What does your child like to do outside of
  school?
• What topics does your child like to talk about
  with friends?
• When you read books to your child, what are their
  favorite topics?
• Has your child had any
• Fun outings in the community lately?
• Fun activities at home?
• Special events with a family member or a group of
  family members?
• What are your childs favorite movies, TV shows,
  and music?

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Mini-Lesson Tips for Talking

• Communication Activity (Modeling Guided
  Practice)
• Clinicians will demonstrate and model eye contact
  with each other (great, okay, and not good eye
  contact) -- Students will use rating scale to
  determine if the eye contact that was modeled
  was, great, okay or not good circle his or her
  choice to share with the group.
• Clinicians break students into groups of 2 and
  practice using good eye contact while telling
  about a picture or piece of writing from their
  Literacy Toolkit.
• Return to the large group and discuss times,
  outside of Writers Workshop, when good eye
  contact is important (e.g., school, work, home).
  Use an easel with paper to record student ideas.

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Purposes for the Three-Point Rating Scale

• During the Mini-Lesson
• Involves role playing of a concept from the
  lesson
• Provides an opportunity for the students to apply
  reinforce a concept from the mini-lesson
• Fosters active participation
• Allows the classroom to share where the students
  placed their votes (group tallies are taken after
  each vote)

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Independent Writing
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Plan for an Efficient Workshop

• Assign seating for mini-lessons independent
  writing Rehearse movement between!
• Choose a system to help students move easily
• Move Move to independent writing
• Move back to circle for Authors
  chair
• Bell Ringing time to clean up and get ready for
  Authors Chair

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Plan for an Efficient Workshop

• Tip card with names setup requirements placed
  at each writing station
• Goal is to have students set up themselves
• Examples
• Shalynne Dry Erase Board
• Isaac Eye gaze frame
• Tom - Alphasmart
• Seth Laptop with Inspiration
• All students pick up basic writing tool kit

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Basic Tools for Independent Writing

• Each student has a his or her writing toolkit.
• Students pick up a ziplock bag containing
• Glue Stick
• Dry Erase Marker
• Scissors
• Pencils

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Purpose for the Places to Get Topics Overlay

• Aids in ease of topic selection
• Ensures that student is choosing a topic that is
  personally interesting
• Encourage topic diversity
• Encourage genre diversity

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Places to Get Topics Overlay

• Magazines Magazine box in classroom
• Field Trips Class field trip photos placed in
  white 3-ring binders with photo on cover
• My Pictures Based on each students individual
  interests Internet photos are downloaded
  placed in toolkit to be cut out
• My head Any new idea the student generates

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• Authors Chair

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The Authors Chair

• Authors Chair
  Framework
• Every week authors take a
  turn sharing his/her writing
• Author asks (voice or Big Mac)
  
  Any questions or comments?
• Peers
• Praise
• Ask a Question
• Make a Comment

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Voice Amplification During Oral Reading

• Introduced during the mini-lesson on Authors
  chair
• Found that students typically do not read in a
  public voice
• Consider using a lapel or hand held microphone
• Found significant improvements in intelligibility
• Positive response from students All chose to
  use it

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Individual Supports
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Finding the Best Pencil

• Goal is for each student to have a tool that
  allows him or her to participate in repeated
  daily opportunities for writing
• Conventional spelling skills are not a
  prerequisite!
• The pencil should
• Support the ability to compose text
• Foster independence
• Offer ease of access

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Access to Writing

• Paper Pencil
• Standard Keyboard
• Alphasmart
• Zoom Keys
• Intellikeys
• Alternative Pencils
• (Center for Literacy Disability Studies)
• Color Encoded Eye Gaze
• Print Alphabet Flip Chart

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Adult Supports

• Each student in the classroom has an individual
  tip sheet
• Helps any adult (or peer) know the core goal for
  the student during a specific part of the
  Writers Workshop
• Helps any adult know what they should be doing to
  scaffold that student
• Goal is to provide the least amount of support
  and add in support as needed!
• Goal is to work yourself out of a job!

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Adult Supports

• When supporting scribed writing
• Wait for the students spontaneous language
• Offer word choices only if needed
• Offer an opportunity for the student to write his
  or her ideas
• When supporting communication
• Wait for the students spontaneous language
  before offering low or light tech options
• Encourage all attempts to comment!!!
• If a comment is off-topic tie in the comment to
  assist with meaning (augmented input)

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Shalynne Individual Tip Sheet

• Choosing a Topic
• Goal Make a meaningful choice about what to
  write share
• Offer Shalynne the overlay with topic choices
  (e.g., magazines) Provide the actual choices
  (e.g., set of magazines) to help foster her
  understanding. Help her get to the materials and
  make a final selection.
• Help Shalynne review picture choices by doing a
  picture walk.
• Model for Shalynne what you like (I like) and
  ask her to Show me what you like.
• After she identifies one or more pictures, have
  Shalynne confirm her writing topic for the day by
  saying, Show me the picture you would like to
  use for your writing. Show me the one you want to
  share with your friends.

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Shalynne Individual Tip Sheet

• Writing Goal 1 Choose first and last letters
  of her name when presented with a set of letter
  tiles
• Present the letter tiles that spell
  S-h-a-l-y-n-n-e in random order.
• Read the letters aloud and say her name.
• Ask her to pick the first letter in her name - If
  she struggles reduce her number of choices and
  repeat the verbal models.
• Ask her to choose the last letter in her name
  Reduce choices as needed. Use the letter tiles to
  finish spelling her name. Spell aloud when doing
  so.
• As a final step, write Shalynnes name and the
  date at the top of her writing for the day.
  Remember to provide a verbal model of this
  spelling/writing task.

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Shalynne Individual Tip Sheet

• Writing Goal 2 Generate words that are linked
  in meaning to the topic
• Begin by waiting to see if Shalynne will make any
  spontaneous comments about the picture. Allow
  her to point and label. Model aloud labels of
  what you see in the picture.
• If she does not share any words offer two word
  combinations aloud and pause to see if she will
  finish the sentence stem For example
• I like It is
• If she does not say anything offer choices. For
  example - It is. beautiful OR pretty
• You will scribe the words above for Shalynne.
• When Shalynnes writing is finished, read the
  entire document aloud with her a few times.
• Have Shalynne choose a reader for Authors Chair
  (use overlay).

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Shalynne Individual Tip Sheet

• Authors Chair - Goals (1) Choose a reader when
  presented with a set of photo choices, (2) Hold
  up the picture for the group to see, (3) Make eye
  contact when communicating with others, (4)
  Respond to a peers writing by choosing I liked
  your picture or I liked your words on a
  digitized device, (5) Respond to a peers writing
  with a spontaneous comment.
• Sharing
• Encourage Shalynne to tell the group what her
  topic is for the day.
• Remind Shalynne to
• show her picture to everyone in the group
• hold her head up when her writing is being
  shared.
• After Shalynnes writing is shared, encourage her
  to ask for questions or comments (Provide a Big
  Mac switch if needed Pause 1st).
• Also encourage Shalynne to make eye contact with
  peers when they are making a comment and to call
  a peers name to get their attention.

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Shalynne Individual Tip Sheet

• Commenting
• If Shalynne raises her hand, help her to take the
  floor by saying aloud that Shalynne wants a turn
  to make a comment
• Wait at least 5 seconds to see if she makes a
  spontaneous comment.
• If Shalynne does not make a spontaneous comment,
  offer her the two switch digitized device and
  remind her about her two choices I liked your
  picture. Or I liked your words.
• To help Shalynne understand the function
  purpose of comments, make meaningful connections
  between her comment and the peers writing.

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Shawn Individual Writing Tips

• Allow Shawn to write his own text His current
  writing development is made up of a series of
  single words listed on a page. Have him start by
  writing his name and the date. Help him with the
  date.
• Shawn is supported in writing with a Special
  Topic Words Tip Sheet Read choices aloud that
  are linked to his topic and help him make a
  selection.
• During his writing consider offering two word
  combinations that he can use in his writing. Show
  him these words on a two word combination tip
  sheet and read his choices aloud.
• I like - It is
• This is - These are

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Seth Individual Writing Tips

• Help him choose different types of writing
• Provide him with access to a map template on
  Inspiration software
• Seths job is to orally generate ideas tell the
  clinician where they should go on the map
• clinician enters text into Inspiration
• Assist him in organizing his writing into
  topic-based paragraphs by having him write on a
  paper that has 3 numbered headings lines that
  follow
• provide verbal cues as needed
• Cue him to write more talk aloud about his
  choices before writing them

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Communication Writing Outcomes
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Nicoles Outcomes(January 2007 February 2008)

• Developmental Writing Scale
• Early Samples Level 6-7
• November 2007-February 2008 Level 11
• Total Intelligible Words
• 1st Samples (January/February 2007) 10
• Most Recent Sample (February 2008) 21
• Number of Different Words
• 1st Samples (January/February 2007) 8.5
• Most Recent Sample (February 2008) 19.5
• Communication
• Adds substantive comments during mini-lessons
  authors chair

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Nicoles Outcomes Genre Diversity
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Toms Outcomes (September of 2007 February
2008)

• Developmental Writing Scale
• September-December Scribe Level 1-2
• Most Recent Sample (February 2008) Level 9
• Total Intelligible Words
• Early Scribed Sample (Fall 2007) 11
• First Written Sample 4
• Most Recent Written Sample (February 2008) 8
• Number of Different Words
• Early Scribed Sample (Fall 2007) 5
• First Written Sample 4
• Most Recent Written Sample (February 2008) 7
• Communication
• Asks clinician for spelling help during writing
• Initiates comments uses AAC device to comment
• Increased eye contact when communicating

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Toms Outcomes Genre Diversity
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Seths Outcomes(February 2007 February 2008)

• Developmental Writing Scale
• Early Samples (February 2007) Level 9-11
• February 2008 Moving into Level 12
• Total Intelligible Words
• Early Samples (February 2007) 47
• Most Recent Samples (Jan/Feb 2008) 67
• Number of Different Words
• Early Samples (February 2007) 37
• Most Recent Samples (Jan/Feb 2008) 45
• Communication
• Able to vary comments with visual/verbal
  reminders
• Improved eye contact

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Seths Outcomes Genre Diversity
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The Bi-Annual Meet the Author Event
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Bi-Annual Meet the Author Event

• Getting Ready
• Choose Best Writing to Share
• Write Author Biographies
• Create Posters of Work
• Create Special Moments Handouts
• Meet the Author Event (December April)
• Posters are displayed around the room students
  interact with the visitors
• A special moment booklet is given to
  parents/guardians
• An Authors Chair session is held Everyone
  participates!
• Cake punch is served!

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Who is Invited To Meet the Author?

• Intermediate School District Administrators
• High School Administrators
• Families Guardians
• Other Classrooms
• CMU Faculty
• SLP Graduate
• Students

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Student Booklets

• Letter to Parents
• About Meet the Author Day the Writers Workshop
• My Writing
• A set of the best samples
• Special Moments
• A summary of the weekly special moments for each
  student
• E.g., During authors chair, Shalynne clearly
  verbalized any questions or comments after her
  writing was read.
• My Progress
• Summary tables of the writing measures

84
Special Moments - Tom

• 2-14-08
• Tom wrote six words without the use of a scribe.
• During Authors Chair, Tom asked his peers, Any
  comments or questions? and commented on another
  peers writing by saying, I like bike.
• 2-21-08
• Tom offered a variety of two-word comments
  pertaining to a magazine picture of Colorado.
  Comments included, Man fishing, Look
  Colorado, and Man boat.
• 2-28-08
• Tom did not need to use his topic ideas in his
  writing toolkit to write today. He independently
  chose a book from the classroom to use for his
  topic.
• Tom also independently wrote his name during
  individual writing time with no verbal cue from
  clinician.
• Tom initiated four comments during Authors Chair
  and used the two-switch device to share the
  comments I like your picture or I like your
  words.

85
My Progress- Tom
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The Poster Session

• Author Biography
• Author
• Workshop Photos
• Writing Topics

87

• Writers live their lives differently because they
  write.
• (Atwell, 1987)

88
Acknowledgement

• A special thanks to the graduate student
  clinicians in speech-language pathology at CMU
  who dove in, with their positive energy, to help
  make this happen
• Lynelle Tans
• Anna Brookens
• Stephanie Schwieger
• Kelly Amman
• Erin Gray
• Allison Royston
• Janalee Keegstra

• Sarah Hannah
• Erica Spencer
• Katie Filipchuk
• Stefanie Carbone
• Shari Craig
• Steven Cox
• Laura Delaney
• Jenna Miller
• Danielle Mannor
• Sarah Puvalowski
• Jenny Feurst
• Michelle Sawyer