Shelton Early Intervention Language Learning Program

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Shelton Early InterventionLanguage Learning
Program

• SHELTON SCHOOL
• Joyce S. Pickering, Hum.D., CCC-SLP, CALT, QI,
• Executive Director

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Combining Montessori and MSLE in an Early
Intervention Research Study, Session S142, 11/3/07

• Joyce S. Pickering, Hum.D., CCC-SLP, CALT, QI,
  Executive Director, Shelton School, Dallas, TX
• Annette Stanislav, M.S., CCC/SLP, CALT, QI,
  Coordinator, The Association Method, Shelton
  School, Dallas, TX
• Laure R. Ames, Ph.D., Director of Counseling
  Testing, Lower School, Shelton School, Dallas, TX
• Maryann Hetrick, Ph.D., Associate Director of
  Research, 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 Independent Schools Association of
  the Southwest (ISAS)
• Member of Southern Association of Independent
  Schools (SAIS)

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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

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We define a language-learning different child as

• 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
• Classes
• One EC class consisted of eight 3 4 year olds,
  with a Montessori teacher one speech language
  pathologist trained in the Association Method
• One Transition-First grade class consisted of 12
  five to nine year olds, with similar staffing
• Offered Montessori educational procedures that
  enhance early development intense focus on
  language development through Association Method

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Description of EI Program

• Additional staff member provided 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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MontessoriPractical Life

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

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

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MontessoriSensorial

• 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

• 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

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MontessoriMathematics

• 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

• 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

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MontessoriOral Language

• Goals
• The acquisition of vocabulary usually available
  to a child 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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MontessoriWritten 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

• 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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Combining Montessori with the Association Method

• Goals
• Give teachers/therapists opportunities to engage
  in diagnostic teaching
• Meet the unique needs of the students within one
  curriculum to increase successful learning
  experiences
• Expose students to elements of the Association
  Method which would enhance the Montessori
  materials

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Combining Montessori with the Association Method

• Key elements of the Association Method
• Reduce uncertainties of language
• Motor enhances memory, which enhances retention
  of material
• Predictability over time
• Memory horizontal and vertical
• Memory for sequence
• Use of written language charts/materials combined
  with oral language throughout Montessori
  materials
• Use of incidental language charts throughout the
  classroom
• Focus on question language for comprehension
• Teacher-generated and self-generated stories to
  establish the structure needed for putting
  thoughts on paper
• Direct instruction
• Reduce the level of language in the Montessori
  materials

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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
• Attention/Behavior

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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
• Memory/Attention
• 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
• Visual Motor Integration
• Comprehensive Test of Phonological Processing
  (CTOPP)
• Test of Phonological Awareness (TOPA)

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Language/Articulation Skills

• Clinical Evaluation of Language Fundamentals
• CELF-Preschool 2
• CELF 4
• Test of Language Development-Primary Third
  Edition
• Test of Auditory Comprehension of Language
  (TACL-3)
• Arizona Articulation Proficiency Scale - Third
  Edition
• Peabody Picture Vocabulary Test
• Expressive One-Word Picture Vocabulary Test -
  2000 Ed.
• Receptive One-Word Picture Vocabulary Test - 2000
  Ed.

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Academic Skills

• Alphabet and Number Sample
• Wide-Range Achievement Test3rd Edition (WRAT-3)
• Math
• Woodcock-Johnson IIITests of Achievement
• Letter-Word Identification
• Spelling
• Applied Problems
• Writing Samples
• Gray Oral Reading Test 4 (GORT-4)

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Attention/Memory

• Woodcock-Johnson IIITests of Cognitive Ability
• Short-term Memory Composite
• Leiter International Performance Scale-Revised
  (Attention and Memory Battery)
• Forward Memory

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Parent/Teacher Checklists

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

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Motor Skills

• Bruininks-Oseretsky Test of Motor Proficiency
  (BOT)
• BOT-2 was given during the 2006-2007 academic
  year
• 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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TEST RESULTS - DATA
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Baseline Descriptive Statistics for EI Sample (n
20)
Gender Females 8 Males 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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Motor
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EI Student Performance in Major Domains Change
in Mean Scores
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EI Student Performance in Major Domains Change
in Mean Scores
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EI Student Performance in Major Domains Change
in Mean Scores
Sensory Integration and Praxis Test
(SIPT) Postural Praxis (n 13)
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EI Student Performance in Major Domains Change
in Mean Scores
Sensory Integration and Praxis Test (SIPT) Motor
Accuracy (n 12)
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Sensory Integration Praxis Test
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EI Student Performance in Major Domains Change
in Mean Scores
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Beery Visual Motor Integration Test
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EI Student Performance in Major Domains Change
in Mean Scores (Raw Scores)

• Perceptual Skills (Auditory)
• Comprehensive Test of Phonological Processing
  (CTOPP)
• Elision Raw Scores (n 13)

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EI Student Performance in Major Domains Change
in Mean Scores (Raw Scores)

• Perceptual Skills (Auditory)
• Comprehensive Test of Phonological Processing
  (CTOPP)
• Blending Words Raw Scores (n 13)

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EI Student Performance in Major Domains Change
in Mean Scores (Raw Scores)

• Test of Phonological Awareness-Kindergarten Form
• Initial Same Sounds (Raw), n 11

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EI Student Performance in Major Domains Change
in Mean Scores (Raw Scores)

• Test of Phonological Awareness-Kindergarten Form
• Initial Different Sounds (Raw), n 9

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EI Student Performance in Major Domains Change
in Mean Scores (Raw Scores)

• Test of Phonological Awareness-Early Elementary
  Form
• Ending Same Sounds (Raw), n 9

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EI Student Performance in Major Domains Change
in Mean Scores (Raw Scores)

• Test of Phonological Awareness-Early Elementary
  Form
• Ending Different Sounds (Raw), n 7

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EI Student Performance in Major Domains Change
in Mean Scores (Raw Scores)
Test of Phonological Awareness (raw scores)
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EI Student Performance in Major Domains Change
in Mean Scores

• Memory/Attention Woodcock- Johnson III
  (cognitive)
• Short-Term Memory Composite (n 8)

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EI Student Performance in Major Domains Change
in Mean Scores
Memory/Attention Leiter-R Forward Memory (n 12)
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EI Student Performance in Major Domains Change
in Mean Scores
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EI Student Performance in Major Domains Change
in Mean Scores

• Academic Skills Woodcock- Johnson III
  (Achievement)
• Letter Word Identification (n 13)

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EI Student Performance in Major Domains Change
in Mean Scores
Academic Skills Woodcock- Johnson III
(Achievement) Spelling (n 13)
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EI Student Performance in Major Domains Change
in Mean Scores
Academic Skills Woodcock- Johnson III
(Achievement) Applied Problems (n 13)
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EI Student Performance in Major Domains Change
in Mean Scores
Academic Skills Woodcock- Johnson III
(Achievement) Writing Samples (n 9)
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EI Student Performance in Major DomainsChange in
Means Scores
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EI Student Performance in Major DomainsChange in
Means Scores
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EI Student Performance in Major Domains Change
in Mean Scores
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CELF-4 Baseline 2004
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EI Student Performance in Major DomainsChange in
Means Scores CELF-4
Receptive Language (Mean 100) (n 8)
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EI Student Performance in Major DomainsChange in
Means Scores CELF-4
Language Content (Mean 100) (n 8)
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EI Student Performance in Major DomainsChange in
Means Scores CELF-4

• No significant changes were noted from Baseline
  to follow-up in 2007 on the following
• Core Language (n 8)
• Expressive Language (n 8)
• Language Structure (n 4)
• Working Memory (n 11)
• Significant differences were found from Baseline
  to follow-up in 2005.
• Expressive Language (n 12), p .01
• Language Structure (n 12), p .02

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EI Student Performance in Major DomainsChange in
Mean Scores
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Attrition

• 7 of 20 children withdrew from the study since
  enrollment in 2004
• 2 students transferred to public school (special
  education)
• 3 children improved enough to be transferred to a
  different classroom within Shelton School
• 1 child withdrew for financial reasons
• 1 child withdrew at his mothers request

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Study Limitations

• Sample size small
• Wide range of ages limited the use of tests over
  time
• Type I Error
• The more statistical tests run, the more likely
  it is that statistically significant results were
  found by chance
• No control group

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Summary of Results

• Motor skills improve markedly
• Mean baseline scores fell mostly in the below
  average and well-below average ranges
• Many scores improved by at least one category
  during outcome testing.
• Perceptual skills
• Relatively speaking, the weakest area improved
  significantly (e.g., Beery Motor) from well-below
  average at baseline to low average in 2007
• Phonological processing improved markedly from
  baseline to 2007

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Summary of Results

• Memory and Attention appear to improve, but not
  statistically significant
• May need further intervention to see such
  improvements
• Academic Skills
• Underlying skills improved significantly
• Language and Articulation
• The largest improvements were noted within the
  areas most severely impacted at baseline

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Summary of Results

• Students gained skills based on developmental
  progression by building underlying skills first
• Better understanding of the differences between
  students with oral language disorders with
  without mental retardation
• Student performance improved on concrete, rote
  learned information
• However, significant improvements were difficult
  to achieve on standardized tests when compared to
  typical developing, same-age peers.

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Clinical Impressions

• The goal of the EI study was to ameliorate
  deficits as much as possible.
• Given the severity of impairment at baseline, it
  was hoped that these students would improve to a
  low average range of functioning when compared to
  same age peers.
• Organization skills seemed to improve
• Social skills appeared to improve as language and
  articulation improved.
• Classroom emphasis on social skills
• Improvements were noticeable in their
  interactions with peers and adults.

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Clinical Impressions

• Students were very responsive to
• Diagnostic direct teaching (teachers needed to
  be flexible and feel comfortable using their
  clinical judgment while working with these
  students)
• Reduction of uncertainties of language
  (predictability and repetition in the classroom
  environment and in the method of instruction from
  teachers)
• Predictability helps reduce anxiety
• Visual materials/manipulatives

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Clinical Impressions

• Students struggled with implied statements and
  questions. Consequently, they were more
  responsive to direct statements from teachers.
• Students were able to experience success within
  the classroom because the materials were adapted
  to meet their needs and to expand on existing
  knowledge.

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Future Directions

• Compare EI program to other language programs
• May help professionals better distinguish which
  program will be most beneficial to a student
  based on his or her strengths and weaknesses
• Use findings to improve educational programs for
  children with oral language deficits

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Language Intervention Program

• Association Method
• Montessori (EC to 4th grade)
• Occupational Therapy (EC to 4th grade)
• 6 Classes (68 students)
• Early Childhood 9
• Pre-Primary 13
• Primary 11
• 3rd and 4th grade 12
• 5th grade 12
• 6th grade 11

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Written Language Disorders Early Intervention
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