Shelton Early Intervention Language Learning Program

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Shelton Early InterventionLanguage Learning
Program

• SHELTON SCHOOL
• Joyce S. Pickering, Hum.D.
• Executive Director

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Oral Written Language Early Intervention
Research, Session T57, November 10, 2005

• Joyce S. Pickering, Hum.D., Executive Director,
  Shelton School, Dallas, TX
• Annette Stanislav, MS, CCC/SLP, Coordinator, The
  Association Method, Shelton School, Dallas, TX
• Shelley Black Benton, Ph.D., Clinical
  Psychologist, Shelton School, Dallas, TX

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June Shelton School Evaluation Center

• Founded April 2, 1976
• Students with learning differences preschool
  through grade twelve
• Comprehensive curriculum with strong academic
  orientation
• Supportive environment, stressing multisensory
  learning techniques
• Accredited by
• Southern Association of Colleges and Schools
  (SACS)
• Southern Association of Independent Schools
  (SAIS)
• Independent Schools Association for the Southwest
  (ISAS)

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We define a language-learning different child as

• Average or above average intelligence
• Adequate vision and hearing
• Without primary emotional disturbance
• Failed or at high risk to fail when exposed to
  conventional educational techniques
• Differences are result of auditory and visual
  processing dysfunction, and include the specific
  language disorder, dyslexia, and related
  disorders

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The Learning Process
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Sheltons Early Intervention Program
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Description of EI Program

• Early childhood intervention program with
  emphasis on oral language development
• One EC class consisting of eight 3 4 yr. olds,
  with a Montessori teacher one speech language
  pathologist trained in the Association Method
• One Transition-First grade class consisting of 12
  five to nine yr. olds, with similar staffing
• Offers Montessori educational procedures that
  enhance early development intense focus on
  language development through Association Method

• Additional staff member providing occupational
  therapy/sensory integration
• Class hours 830-230 Monday through Friday (30
  hours contact) staff hours 800-400
• Regular required parent meetings to educate on
  techniques that can be employed at home
• Research on progress of students processing
  skills, pre-academic skills, academic skills
  done annually

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Montessori -- Practical Life

• Goals
• Independence in Life Skills
• Learning How to Learn
• Enhanced Self-Concept
• Includes Lessons of
• Grace Courtesy
• Care of Self Environment
• Motor Coordination

• Fosters
• Gross Motor Skills
• Fine Motor Skills
• Eye Hand Coordination
• Order
• Sequence
• Sustained Attention/Concentration
• Self-Control
• Social Skills
• Language Development

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Montessori -- Sensorial

• Goals
• Categorization of the world through the 5 senses
• Perception of sensory information from greatest
  contrast to finer finer discrimination
• Language Development
• Includes Lessons of
• Visual, Auditory, Tactile, Olfactory Gustatory
• Identification Discrimination

• Fosters
• Gross Motor Skills
• Fine Motor Skills
• Eye Hand Coordination
• Order
• Sequence
• Sensory Discrimination
• Sensory Integration
• Sustained Attention/Concentration
• Self-Control
• Social Skills
• Language Development
• Prerequisite for Math Concepts
• Reasoning Skills

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Montessori -- Mathematics

• Goals
• The acquisition of math concepts and functions
• Includes Lessons of
• Counting
• Number to Quantity
• Visual Recognition of Numbers and Writing
• Place Value
• Standard/Expanded Numbers
• Functions (, -, x, ?)
• Fractions
• Abstractions

• Fosters
• Gross Motor Skills
• Fine Motor Skills
• Eye Hand Coordination
• Order
• Sequence
• Sensory Discrimination
• Sensory Integration
• Sustained Attention/Concentration
• Self-Control
• Social Skills
• Language Development
• Prerequisite for Math Concepts
• Reasoning Skills

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Montessori -- Oral Language

• Goals
• The acquisition of vocabulary usually available
  to a child of five years of age
• Includes Lessons of
• Vocabulary of 9 categories
• Body
• Family
• Clothing
• House
• Community
• Geography
• Animals
• Plants
• Food
• General Language Concepts
• Seasonal Language
• Usage of vocabulary in sentences questions

• Fosters
• Fine Motor Skills
• Eye Hand Coordination
• Order
• Sequence
• Sensory Discrimination
• Sensory Integration
• Sustained Attention/Concentration
• Self-Control
• Social Skills
• Language Development/Concepts
• Conversational Skills

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Montessori -- Written Language

• Goals
• The acquisition of pre-writing, writing,
  pre-reading, reading
• Includes Lessons of
• Phonological Awareness Skills
• Visual Recognition of Letters
• Sound/Symbol Correspondence
• Blending
• Decoding/Encoding
• Syllabication
• Vocabulary
• Fluency
• Writing Vocabulary in Sentences and Questions

• Fosters
• Fine Motor Skills
• Eye Hand Coordination
• Order
• Sequence
• Sensory Discrimination
• Sensory Integration
• Sustained Attention/Concentration
• Self-Control
• Social Skills
• Language Development/Concepts
• Conversational Skills
• Reading Skills
• Writing Skills
• Spelling Skills

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The Association Method

• Developed by late Mildred McGinnis, teacher of
  deaf, Central Institute for the Deaf, St. Louis,
  MO, 1920s 1930s
• Specific, phonetic, multisensory, structured
  language program for students with oral written
  language disorders

• Method achieves
• Increased attention span for language
• Increased retention for language
• Increased ability to recall
• Developed memory for sequence of language
• Established associative reinforcement
• Modified temporal patterns of communication for
  instruction

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The Association Method - continued

• Further development by late Dr. Etoile Dubard,
  Dr. Maureen Martin, staff of Univ. of So.
  Mississippi
• 1970s successfully applied to the Learning
  Different/Dyslexic population

• In 1995 Shelton started using modified format of
  method to teach written language (reading,
  writing, spelling) to students with expressive
  and/or receptive oral language disorders

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Inclusion Criteria for EI Program

• Applicant to Shelton School through admissions
  department
• Primary Shelton Pattern - Pattern 6 (Oral
  Language Disability/Dysphasia)
• Secondary Shelton Pattern - any other pattern(s)
  in conjunction with Pattern 6
• Shelton Sample Lesson
• Teacher feedback on appropriateness of student to
  program based on childs performance in sample
  lesson in the classroom on behavioral
  observations made during this sample lesson

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Inclusion Criteria for EI Program

• Moderate to severe language disorder and/or
  moderate to severe articulation disorder
  (including apraxia of speech),
• Deficits in at least one other area which
  includes motor coordination, attention,
  perception, cognitive, memory, academic

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Exclusion Criteria

• Primary Behavior or Emotional Problem
• Age (3.0 - 9.11)
• Limit on number spaces in 2 classrooms (8 in
  Beginning class 12 in Intermediate class)

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TESTING
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Why Do We Test?

• To gain a profile of an individuals strengths
  and weaknesses in
• Mental ability
• Perceptual ability
• Academic skills

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• With this profile, a specific prescription may
  be made for a students academic program.

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Test Battery for EI Program

• Cognitive Ability
• Perceptual Skills
• Language/Articulation Skills
• Academic Skills
• Attention/Memory
• Parent/Teacher Checklists
• Motor Skills

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Cognitive Ability

• Slosson Intelligence Test
• Leiter International Performance Scale - Revised
• Draw-A-Person

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Perceptual Skills

• Beery Test of Visual-Motor Integration
• Visual Perception
• Motor Coordination

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Language/Articulation Skills

• Clinical Evaluation of Language Fundamentals
• Comprehensive Test of Phonological Processing
• Test of Language Development-Primary Third
  Edition
• TACL-3
• Arizona Articulation Proficiency Scale - Third
  Edition
• Language Sample
• Peabody Picture Vocabulary Test
• Expressive One-Word Picture Vocabulary Test -
  2000 Ed.
• Receptive One-Word Picture Vocabulary Test - 2000
  Ed.
• Test of Phonological Awareness

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Academic Skills

• Wide-Range Achievement Test - Math
• Woodcock-Johnson III-Tests of Achievement
• Gray Oral Reading Test - 4

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Attention/Memory

• Woodcock-Johnson III-Tests of Cognitive Ability
• Short-term Memory Composite
• Leiter International Performance Scale-Revised
• Attention and Memory Battery

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Parent/Teacher Checklists

• MATCH (parent)
• Brown ADD Scale (parent and teacher)
• Behavior Assessment System for Children (BASC)
  (parent and teacher)
• Sensory Profile (parent and teacher)

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Motor Skills

• Bruininks-Oseretsky Test of Motor Proficiency
• Sensory Integration and Praxis Test (SIPT)
• Verbal Motor Production Assessment for Children
  (VMPAC)

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Progress Checklist for Teacher Sample
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Legend for Numbers Circled

• Activity presented to child
• Independent usage by child
• Mastery of concept by child
• Oral Language (labels, attributes, functions)
• Creative usage (usage other than presented,
  perceptual motor reproduction)
• Association of written language to concept
• Written expression (words, sentences, stories)

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PRELIMINARYTEST RESULTS - DATA
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Descriptive Statistics for EI Sample(n 20)
Gender - Girls 8 Boys - 12
Note All measures other than age have a mean of
100 standard deviation of 15 (M100, SD15).
Slosson (M100 SD16)
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EI Performance in Major Domains Pre-Test
(Selected tests)
Note This measure has a mean of 50 with
standard deviation of 10 (M 50, SD 10).
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EI Performance in Major Domains Pre-Test
(Selected tests)
Note This measure has a mean of 100 with
standard deviation of 15 (M 100, SD 15).
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EI Performance in Major Domains Pre-Test
(Selected tests)
Note Woodcock-Johnson III measures have a mean
of 100 with standard deviation of 15 (M100,
SD15). The Leiter-R subtest has a mean of 10
with standard deviation of 3 (M10, SD3).
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EI Performance in Major Domains Pre-Test
(Selected tests)
Note Woodcock-Johnson III measures have a mean
of 100 with standard deviation of 15 (M100,
SD15).
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EI Performance in Major Domains Pre-Test
(Selected tests)
Note This measure has a mean of 50 with
standard deviation of 10 (M50, SD10). The
higher the score the more impaired the individual
is on that scale.
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EI Performance in Major Domains Pre-Test
(Selected tests)
Note TOLDP-3 Oral Vocabulary Subtest has a mean
of 10 with standard deviation of 3 (M10, SD3).
The additional measures have a mean of 100 with
standard deviation of 15 (M100, SD15).
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EI Performance in Major Domains Pre-Test
(Selected tests)
Note These measures have a mean of 100 with
standard deviation of 15 (M100, SD15).
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CELF-4 Pre-test
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Preliminary Trends in Performance GainsCELF-4
Scores
Note CELF-4 Composite Scores (M100, SD15).
CELF-4 Subtests (M10, SD3). All above tests
demonstrate significant improvement (plt.01).
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Preliminary Trends in Performance GainsCELF-4
Composite Scores
73.6
65.4
65.9
81.6
59.0
59.3
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Preliminary Trends in Performance GainsCELF-4
Subtest Scores
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• Early Intervention Final Post-Testing
• Spring 2006
• Results analyzed in May/June 2006

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Early Intervention Language Learning Program
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