Tommy is a 7-2 year old African-American male who was identified as
language disordered at the end of first grade. He has limited reading
abilities and is not a willing reader. Due to his reduced verbal
output and the grammatical "errors" noted in his oral language, he was
diagnosed as having a moderate-to-severe expressive language impairment.
His teacher labeled him as a "slow learner". The following assessment
strategies were used:
Peabody Picture Vocabulary
Test -Revised - Ed. Diag.
Test of Language Development
- Ed. Diag
Clinical Evaluation of Language
Fundamentals - Revised - SLP
Clinical Discourse Analysis
- SLP
Reading-Writing-Listening-Speaking
Checklists - Teacher
Literacy Development Checklist
- Father and Teacher
Focused Interview with Teacher
- SLP
Narrative Recording during
Reading Group - SLP
Participant Observation during
Language Arts, Art, and Writing - SLP
Anecdotal Observations by Teacher
and Father
Wade Think alouds to Assess
Comprehension (Reading and Listening) - SLP
Dynamic Assessment involving
CELF-R - SLP
The following Strength and Weakness Clusters
were created based upon the data collected:
Strengths
Home
Talks constantly at home
Often initiates play activities with older sister
Lots of friends in the neighborhood
Strong discipline
Grandmother lives with them
Father provides "special time" at home
Likes to hear stories from Father and Grandmother
Support
Father very concerned
Father remembers problems he had in school
Good rapport with older sister
Good rapport with Grandmother
Teacher trained as a Language Arts Specialist
Physical Activities
Likes to draw
Eager to play at recess
Verbal on the playground
Very coordinated
Often thinks up games to play
Often takes a lead role in Physical Education
Verbal Expression
Talks constantly at home
Initiates play activities
Verbal on the playground
Good and consistent use of dialect
Clear dialectal speech
Weaknesses
Literacy
A non-reader
Unwilling to try to read
Poor word attack skills
No sight vocabulary
Poor vocabulary (PPVT SS=45; TOLD SS=4; 3)
Non-fluent when he reads
Poor comprehension of reading material
Poor sentence recall (TOLD SS=2; CELF=3)
Not oriented to writing activities
Never reads at home
Grandmother a non-reader
Comprehension
Does not pay attention
Poor comprehension of reading material
No sight vocabulary
Poor vocabulary (PPVT SS=45; TOLD SS=4; 3)
Not responsive to teacher questions
Doesn't follow directions in class
Poor sentence recall (TOLD SS=2; CELF=3)
Verbal
Interaction
Non-verbal in the classroom
Many "grammatical errors"
Poor vocabulary
Not responsive to teacher questions
Limited verbal output
Expectations
Identified as a "slow learner"
Appears uncooperative during reading group
Avoids any homework assignments
Doesn't pay attention
Non-verbal in the classroom
Previous teacher commented on his "broken home"
Doesn't believe that he can read or write
"Has a significant language problem"
"Little or no grammar"
Poor test taker
EXAMPLE IEP TWO
I. ANNUAL GOALS: Tommy
will learn to read more fluently and with comprehension.
Tommy will increase his comprehension of vocabulary during
reading and listening in class. Tommy will become more verbally
interactive in the classroom.
II. OBJ. 1:
Tommy will increase his enjoyment of reading.
Achievement:
Increased "time on task" listening to others read, increased
numbers of book checked out of "reading corner" in classroom.
Measurement:
Increased amount of time he can sit and attend during "read alouds"
using three pre-post measurement periods; Increased number of
books checked out the second six weeks versus the last six weeks
of the year. Increase of positive statements regarding reading and
his ability as determined by anecdotal observation by teacher and
father.
OBJ. 2:
Tommy will increase number of words read before refusal to
continue.
Achievement:
Increased reading time and speed during oral reading in his
reading group.
Measurement:
Pre-post measurement of amount of time and words/per minute read
during three samples from his reading group.
OBJ. 3:
Tommy will increase recognition of sight vocabulary for fluency.
Achievement:
The number of sight vocabulary items that Tommy can read fluently
will increase
Measurement:
Pre-post probe measurement of Dolch Core Reading Vocabulary
OBJ. 4:
Tommy will learn to use top-down processing strategies and make
more predictions during reading; he will recognize that reading is
communication with the author.
Achievement:
Increased use of accurate predictive and conformational strategies
during reading.
Measurement:
Increased performance on three sets of "think alouds to assess
comprehension" using a pre-post measurement format. Increased
comprehension of critical meaning elements in three samples of
silent reading in basal series and in self-selected library books
(pre-post sampling).
OBJ. 5:
Tommy will increase awareness of linking devices and contextual
cues during reading.
Achievement:
Tommy will employ preparatory setting strategies and will make
predictions before beginning to read.
Measurement:
Increased awareness over time of the various contextual cues
located in the reading material before he begins to read (as
determined by anecdotal evidence from the teacher)
Obj. 6:
Tommy will learn new vocabulary for auditory and visual
comprehension.
Achievement:
Tommy will increase his comprehension of both common and text
specific vocabulary.
Measurement:
Increased accuracy of "general understanding" of vocabulary as
measured by "think alouds" during authentic reading activities
(using a pre-post measurement format). Increased type-token ratio
of new vocabulary during writing workshop items his classroom
portfolio (pre-post measurement format).
Obj. 7:
Tommy will increase his verbalizations in the classroom during
discussion times.
Achievement:
Increased numbers of initiations per opportunities (turns) and
increased length of utterances.
Measurement:
Pre-post measurement format of classroom discussion groups using
Systematic Observation of Communicative Interactions.
III. SPECIFIC INS:
Using a whole language paradigm, the following strategies will be
used (by the following people):
-- Reading Aloud with no demand for reading from
Tommy to
Increase Familiarity (Father, Sister, Reading buddy)
-- Language Experience to Build Reading Scripts
(Teacher,
Reading Buddy)
-- Shared Book Experience Linked with Communicative
reading
Strategies and Flow Charting during group discussion (SLP
during in-class reading time)
-- Conscious monitoring of "joy of reading" statements
throughout
day (teacher, SLP, Sister, Father)
-- Non-confrontational and active participation
with sight words
using magnetic "hangman" and frequent prior exposure.
-- Use of "making Words" strategy during language
arts group time
-- Increased scaffolded instruction with particular
awareness of the
acceptability of VBE.
-- Use of dialogue journal with SLP
CASE STUDY TWO: CLAIRE
Claire is a 13-4 year old white female who has been identified as learning
disabled and ADHD.
She exhibits poor academic skills (reading and test-taking) and requires
the attention of her teacher to get things accomplished in the classroom.
She is on medication for ADHD. The following assessment strategies
were used:
Clinical
Evaluation of Language Fundamentals - Revised - Ed. Diag
Test of Language Competence -Expanded - Ed. Diag.
Woodcock-Johnson Psycho-Educational Battery - Revised - Ed. Diag.
Wechsler Intelligence Scale for Children - Revised - Ed. Diag.
Participant Observation of Social Studies and Science Class - SLP
Hawthorne ADHD Behavioral Checklists - Teacher and Parents
Ethnographic Interview with Teachers (Social Studies, Science, Homeroom)
- SLP
Think alouds during homework assignments - SLP
Think-alouds during in-class science activities -SLP
Review of Class Notes (both with and without prior knowledge) - SLP
Rating Scales (Reading, Writing, Speaking, Listening) - Teacher
Vogt Checklist - SLP
Maag and Reid Contextual Analysis for ADHD - SLP and Teachers
Homework - Dynamic Assessment - SLP
The following Strength and Weakness Clusters
were created based upon the data collected:
Strengths
Motivation
Works hard to overcome her difficulties
Very motivated on activities that she finds interesting
Willing to seek help when she has difficulties
She is eager to keep on her medication
Often works with her younger brother on his school work
Involved in a number of extra-curricular activities
Worked harder and longer on visually oriented tasks in administered tests
Visual
Strong visual learning
A visual processor
Often looks over other students' shoulder after directions are given
Very observant
Employs visual reminders frequently
A careful and diligent worker during art and drawing
Very oriented to fashion
Strong ability to solve applied problems (WJ SS=110)
Worked harder and longer on visually oriented tasks in administered tests
Weaknesses
Inefficiency
Spends too much time on needless materials
Can't decide what tasks to work on during study period or class assignments
Often doesn't know what to study
Doesn't use effective language-learning strategies
Exhibits poor memory strategies
Poor test taker -- too distracted
Can't formulate sentences easily (CELF SS=2)
Comprehension
Doesn't have strong background knowledge
Doesn't understand the lectures
Poor attention during most lectures
Can't understand the assigned material in the textbooks
Poor memory abilities
Poor passage comprehension (WJ SS= 65)
Poor at following directions (CELF SS=3)
Poor use of figurative language for comprehension (TLC SS=4)
Literacy
She is a poor reader
Takes far too much time reading directions and assignments
Doesn't recognize main and primary points in expository reading assignments
Doesn't stick to her reading assignments
Rarely reads for pleasure
Doesn't have strong background knowledge
Too distractable during reading
Poor passage comprehension (WJ SS= 65)
Organization
Spends too much time on needless materials
Can't decide what tasks to work on during study period or class assignments
Often doesn't know what to study
Poor note taker in class
Takes far too much time reading directions and assignments
Doesn't recognize main and primary points in expository reading assignments
Expectations
Known as a "slow learner"
Often states that she just "doesn't get it"
Teacher's believe she can't understand the science material
Parents believe the medication should take care of the problem
Science teacher thinks she uses ADHD as a "crutch".
Word Knowledge
Has a poor vocabulary
Performs poorly on vocabulary tests (CELF (SR) SS= 5; TLC (AS) SS= 3; WJ
(WR) SS=65)
Doesn't understand concepts in class
Often asks friends for clarification
Doesn't understand the lectures
Poor attention during most lectures
Can't understand the assigned material in the textbooks
Poor passage comprehension (WJ SS= 65)
Poor at following directions (CELF SS=3)
Poor use of figurative language for comprehension (TLC SS=4)
Doesn't have strong background knowledge
Memory
Exhibits poor memory strategies
Doesn't have strong background knowledge
Motivation
Has stopped trying in Science class
Unwilling to work with others during class activities (Science)
Won't ask for help (Science)
EXAMPLE IEP THREE
I. ANNUAL GOALS: Claire will
increase her ability to learn important concepts in an
independent manner using textbooks and classroom discussion in
social studies and science.
Claire will increase her attention to task in class
II. OBJ. 1:
Claire will learn several scan, focus and meta-cognitive strategies
that will assist her in determining where the significant information
is contained in expository textbooks.
Achievement:
Increased comprehension and efficiency in determining important
points in a text.
Measurement:
Increased comprehension of critical meaning elements in three
samples of silent reading in social and in science using a pre-post
measurement format. Samples will be timed. Increased numerical
grades in both social studies and science
OBJ. 2:
Claire will learn several note-taking strategies to assist her in
retention of discussion material during social studies and science.
Achievement:
Claire will efficiently employ the presented note-taking strategies
during oral lectures.
Measurement:
Charting of her note taking during three lectures (using a pre-post
measurement format). Review of her notes contained in her
Classroom Portfolio using a pre-post format and analysis via
Performance across time. Teacher judgment and evaluation (via
letter grade) of her "Study notebook" throughout the school year.
OBJ. 3:
Claire will learn to organize material into comprehensible units to
assist her comprehension and to determine what to study for tests.
Achievement:
Increased applications of webbing, flowcharting, and visual outline
organizations to increase comprehension.
Measurement:
Increased use of webbing, outlines, and flowcharts in class notes and
study organizers ("Study notebooks") in a pre-post measurement
format.
Increased performance on written assignments in social studies &
science as determined by "Performance over time" criteria with
Portfolios and by teacher grades.
OBJ. 4:
Claire will learn to focus on vocabulary that is unknown to her and to
seek definitions or understandings.
Achievement:
Reduction of incorrect "general definitions" of new vocabulary.
Measurement:
Increased accuracy in providing "general definitions" during three
pre-post measurement probes in social studies and science textbooks.
OBJ. 5:
Claire will learn to reduce her own comprehension failures when
reading and listening in class.
Achievement:
Claire will increase use of Directed Reading-Thinking strategies,
mediation for Comprehension Failures strategies, and the Request
procedure when completing her homework assignments and following
class lectures.
Measurement:
Targeted problem solving strategies will be evident during "think
alouds" used within end of year homework assignments in science
and social studies; Claire will exhibit an increased willingness
interact in class discussions (Science) as determined by a counting of
responses and attempted responses (bidding for a turn).
OBJ. 6:
Claire will increase her ability to stay focused on a task within the
classroom and during lectures
Achievement:
Time-on-task will increase during lectures and in-class assignments.
Measurement:
Using a pre-post format, comparisons of minutes engaged in
appropriate activities during science and social studies classes will
be conducted; Increased ratings on task-oriented rating scales as
completed by her teachers.
III. SPECIFIC INS: Using a whole
language paradigm, the following mediation of learning
strategies will be used by Mrs. Everett and Mr. Damico and Mr. Frost
to assist Claire during teacher led discussions in social studies, in
cooperative learning activities in social studies, in Literature Study
Circles, during Writing Workshop and in Science Activities:
-- K-W-L Strategy
-- Think Alouds
-- Directed Reading-Thinking
-- Mediation for Comprehension Failures
-- ReQuest Procedure
Additionally, Flowcharting and Webbing will be used by her Peer
Tutor to help facilitate organization and comprehension of material.
She will be assigned a "homework buddy" for consultation in Science
and in a pull-out program, the counselor will teach her meta-cognitive
control strategies to focus on her attending abilities. The SLP will
counsel both her parents and the Science teacher on appropriate
accommodations and expectations that will make her academic
context more engaging for learning.
Morgan is a 9-3 year old white female. A monolingual English
speaker, she has exhibited poor academic skills for the last several years
but has been able to get by with tutoring and extra time with her teachers.
During this fourth-grade year, however, her teacher has expressed concern
about her overall academic and interactional abilities. Particularly
in reading activities and learning in social studies, language arts, and
science. The following assessment tools were used:
Focused Interview with the Teacher (10 minutes) - SLP
Ethnographic Interview with her Mother (10 minutes) - SLP
Participant Observation during Science and Social Studies - SLP
Anecdotal
Observations by Teacher and Mother
Wade Think
alouds to assess comprehension (2 sets in the three subjects) -SLP
Reading-Writing-Listening-Speaking
checklists - Teacher
Think
alouds during Language Arts and Social Sciences reading assignments - SLP
Reading
Miscue Analysis during group reading - Language Arts Specialist
Pragmatic
Protocol - SLP
Review
of her Classroom Portfolio - Teacher/SLP
The following strength and weakness clusters were created based upon
the data collected:
Strength Clusters
Socialization
Has a number of close friends
Bases her attitudes on reactions from her friends
Enjoys interacting with friends
Often a decision-maker in group
Really cares what others think about her
Awareness
Often seeks help from the teacher
Believes that she still needs a tutor
Tries to hide her academic problems
Very oriented to the needs of others
Often knows when her sister has trouble
Often a decision-maker in group
Weakness Clusters
Comprehension
Doesn't understand important material in the textbooks
Can't follow all of the class lecture
Poor responses when I check for comprehension
When working on homework, doesn't recognize her mis-understandings
Can't follow classroom instructions
Won't discuss her reading assignments at home
Doesn't seem to pay attention during class discussion (at times)
Constantly asks her friends for information gone over in class
Copies homework
Organization
Can't organize her assignment journal
Poorly organized class notes
Can't follow classroom instructions
Can't follow the organization of a lecture
Messy writer
Her room is always disorganized
Literacy
Doesn't understand important material in the textbooks
Doesn't independently learn via reading assignments
When working on homework, doesn't recognize her mis-understandings
Won't discuss her reading assignments at home
Doesn't read for pleasure
Poor vocabulary
EXAMPLE IEP
I. ANNUAL GOALS:
Morgan will increase her comprehension
abilities during academic tasks, especially
tasks involving comprehension of class
lectures and textbook material.
Morgan will increase organization of class notes/study materials
II. OBJ. 1: Morgan will learn more efficient
clarification requests when she does not
understand discussions, or instructions.(ELA-4-E5)
Achievement: Increased requests for clarification
when she does not understand material.
Reduced indications of comprehension problems.
Measurement: Increased requests for clarification
during 3- fifteen minute class activities
using a pre-post measurement scheme.
Demonstrable improvement in comprehension as determined by increased
ratings on an observational checklist used within the classroom.
Number of needs for repetition, inappropriate responses, and message
inaccuracies will be reduced during pre- versus post-intervention
sampling using Systematic Observation of Communicative Interaction.
OBJ. 2:
Morgan will use comprehension strategies in all contexts (ELA-7-E1) and
make more predications during reading; she will learn confirmation
techniques for each paragraph that she reads.
Achievement: Increased numerical grade in Language
Arts;
Increased comprehension of assignments as determined by product
completion and effective use of comprehension strategies.
Measurement: Product completion measured by improvement
over time in assignments taken
from her Language arts, Social Studies, and Science Portfolios.
Increased comprehension of textbooks as measured by pre- and post-changes
(qualitative and qunatitative) using the "Think Aloud to Assess
Comprehension" strategy.
OBJ. 3: Morgan will learn
to target unknown vocabulary for extra attention during
reading assignments.(ELA-1-5-E7)
Achievement: Reduction of incorrect "general definitions" of new vocabulary.
Measurement: Increased accuracy in providing "general
definitions" during three pre-post
measurement probes in social studies and science textbooks.
OBJ. 4: Morgan will increase the
appropriate use of problem-solving strategies when
she does not understand the lecture, instructions, or material. (ELA-7-E-2)
Achievement: Morgan will increase use of Comprehension
Remedies and Guided
Comprehension techniques when completing her homework assignments.
Measurement: Targeted problem solving strategies
will be evident during "think alouds"
used within end of year homework assignments in science and math.
OBJ. 5: Morgan will
increase her ability to recall and organize important information
given in written and verbal directions.(ELA-5-E1/E3)
Achievement: Improved organization of her class
notes and increased of organized
study materials in social studies and science.
Measurement: Improved organization as determined
improvement over time in assignments
taken from her Language arts, Social Studies, and Science Portfolios.
III. SPECIFIC INS: Objectives will be addressed using a
"whole language" approach with
in-classroom collaboration between Mr. Damico and the classroom teacher
incorporating the mediation of learning strategies of Guided Comprehension,
Comprehension Remedies, and reciprocal reading both during in-class
reading assignments and with homework assignments during "speech study
hall", Script Building techniques, and increased scaffolded instruction.
During language arts, cooperative learning groups focusing on Round-robin
and Literature Study Grouping after "read alouds" will be used to
supplement in-class assignments. She will review new content for class
reading assignments with her peer-tutor during morning prep time and
speech study hall.
____________________________________________________________________________
CASE STUDY TWO
LOUIS (13:8)
PATTERN ANALYSIS
Strength Clusters (10)
Visual Modality
(9)
Computers as Motivation
(9)
Reaction to Scaffolds
(6)
Expectations with Visual
(3)
Creative
(3)
Adaptation
(2)
Fine Motor
(2)
Manipulatives
(1)
Artistic
(1)
Awareness
(1)
Weakness Clusters (30)
Comprehension
(23)
Uncooperative
(18)
Lack of Experience
(18)
Writing
(17)
Topical Development
(15)
Organization
(15)
Pragmatics
(14)
Lack of Motivation
(14)
Social
(13)
Expectations
(13)
Problem Solving
(12)
Fluency in M-M
(11)
Grammar
(11)
Adaptation
(10)
Requires Support
(9)
Reading
(8)
Rule Breaking
(7)
Limited Knowledge
(6)
Cohesion
(5)
Fine Motor -Writing
(4)
Displacement
(4)
Academics
(4)
Planning
(3)
Memory
(3)
Awareness
(2)
Poor Editing Ability
(2)
Contrastive Ability
(1)
Distractability
(1)
Lack of Flexibility
(1)
Emotional
(1)
PRIORITIZED CLUSTERS FOR LOUIS
Strength Clusters
Visual Modality/Computers
Reactions to Scaffolds
Weakness Clusters
Comprehension
Doesn't attend to class lectures
He is a poor reader
Doesn't typically follow directions
He doesn't like to read
Poor relating to others in conversation
Can't distinguish important information from unimportant
Can't get subtle meanings when he reads
Lack of Experience
He doesn't like to read
Difficulty with theme development when writing
Limited conversational topics
Talks about simple things
Exhibits few problem solving skills
Writing
Hard getting him to do written homework
Difficulty with theme development in writing
Can't carry ideas across more than one sentence
Uses short repetitive sentences when writing
Rarely completes assignments
Reading
He is a poor reader
He doesn't like to read
Doesn't remember characters or relationships
Doesn't have good study skills
Pragmatics
Poor at relating to others in conversation
Limited conversational topics
Goes off topics all the time when he talks
Takes him too long to get his point across
I. ANNUAL GOALS:
Louis will develop stronger literacy skills for academic
purposes
Louis will increase his understanding of written text and class
lectures.
Louis will increase his time on topic during conversations
II. OBJ 1:
Louis will learn to apply multiple cueing strategies to
increase his reading comprehension (Exploring &
Responding to text)
Achievement:
Louis will increase use of predictions and confirmations during
reading based upon his background knowledge and various
pre-initiation strategies.
Measurement:
Increased quality of miscues in a pre-post analysis of textbook
passages. Improved understanding and contributions
during literature circle discussions.
OBJ. 2:
Louis will learn several scan, focus and meta-cognitive
strategies that will assist him in determining where the
significant information is contained in textbooks. (Information
Process Strategies)
Achievement:
Increased comprehension and efficiency in determining
important points in a text.
Measurement:
Increased comprehension of critical meaning elements in
three samples of silent reading in social and in science using
a pre-post measurement format. Samples will be timed.
Increased numerical grades in both social studies and science
OBJ. 3:
Louis will increase his ability to stay focused on a task within
the classroom and during lectures. (Responsible Information
Use)
Achievement:
Time-on-task will increase during lectures and in-class
assignments.
Measurement:
Using a pre-post format, comparisons of minutes engaged in
appropriate activities during science and social studies
classes will be conducted; Increased ratings on task-oriented
rating scales as completed by his teachers.
OBJ. 4:
Louis will increase the fluency and development of topics
during writing. (Producing texts, Applying Language
conventions)
Achievement:
Writing will increase both in length of topic development
and in the progressive use of grammatical and organization
conventions.
Measurement:
Increased time on task during written in-class assignments,
Increased length of essays and improved organization of
written products when compared on a pre-post analysis
of his writing portfolio.
OBJ. 5:
Louis will develop productive communication relationships.
Achievement:
Changes in Louis' interactions with several students to include
more actual conversational interactions and more productive
conversational initiations.
Measurement:
Improved performance on pre-post Systematic Observation of
Communicative Interactions.
III. SPECIFIC INS:
Using a whole language paradigm, the following
mediation of learning strategies will be used by Mrs. Jones
and Mr. Damico. Additionally, Mr. Secord will assist Louis
during teacher led discussions in social studies, in
cooperative learning activities in social studies, in
Literature Study Circles, during Writing Workshop and in
Science Activities:
-- K-W-L Strategy
-- Think Alouds
-- Directed Reading-Thinking
-- Mediation for Comprehension
Failures
-- ReQuest Procedure
Additionally, Louis will work with Mr. Damico and several
middle school students on computer skills and their
applications to information research. During these periods,
Dr. Damico will employ verbal modeling for topic
maintenance and initiation of interactions, and think
alouds and expansion techniques for increasing both
time-at-talk and on topic development.