Young students with language impairments may express themselves in sentences, but their language output (whether oral or via assistive technology) and comprehension are frequently inadequate for meeting the demands of the general education curriculum. This workshop will focus on the evidence-based Model of Perceptual Distance to provide teachers and speech-language pathologists with a developmental sequence to continue challenging students with language impairments to understand and use language in contexts that incorporate demands to prepare students for participation in a wide range of academic and social contexts. Teams of Early Childhood teachers and Speech-Language Pathologists are encouraged to attend together to collaborate on applications to students they both serve.
Session Objectives:
- Identify utterances that reflect demands in the four levels of perceptual distance
- Analyze a student’s responses to characterize his/her level of perceptual distance functioning
- Create an interactive scenario appropriate to target perceptual distance in an IEP Goal
- Apply the Model of Perceptual Distance to planning for a student you serve
Early Childhood Communication Pathway: Part 3
Pathway Description: The Early Childhood Communication Pathway is a series of three workshops designed to help teachers and speech-language pathologists identify and respond to the communication needs of young children. This pathway relies on the developmental model of language and evidence-based practices. Part 1 (Session # 81084) focuses on students who are nonverbal or in the emerging language phase of development. Part 2 (Session #81456) emphasizes vocabulary selection and development in the context of a variety of early childhood experiences. Part 3 (Session #81457) describes moving beyond simple, low-abstraction sentences to the powerful language used in the general education classroom. Participants may benefit from taking the sessions in order, but they are not required to do so.
Presenters: Priscilla Molina & Julia Eyer
This program has been approved for 6 clock hours of continuing education credit by the Texas Speech-Language-Hearing-Association (TSHA). TSHA approval does not imply endorsement of course content, specific products, or clinical procedures.