Dyslexia Legislation Implications for the Role of SLPs in California CSHA Convention 2016 Anaheim Hilton Anaheim, CA
Panel ●
Elaine Fogel Schneider, Ph.D., CCC-SLP, BC-DMT, CTTIT
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Gerry Wallach, Ph.D.
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Holly Kaiser, M.A., CCC-SLP, CSHA SEAL
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Jeannene M. Ward-Lonergan, Ph.D., CCC-SLP, BCS-CL
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Kathy Futterman, M.A., ET/P
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Kelli Sandman-Hurley, Ed.D
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Tobie Meyer
Moderator: Hugh Catts, Ph.D., Florida State University
Disclosure Statement All members of this panel have no relevant financial or nonfinancial relationship(s) within the products or services described, reviewed, evaluated or compared in this presentation.
Intro - New Dyslexia Laws Holly Kaiser, M.A., CCC-SLP CSHA Fellow ASHA State Education Advocacy Leader COO, Creative Strategies for Special Education (CSSE)
Learner Outcomes Attendees will be able to: ●
Identify the specific actions of CDE necessary to meet the new dyslexia laws in CA
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Define dyslexia and its relationship to language and literacy
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List specific characteristics of dyslexia and how dyslexia is one type of a Specific Learning Disability
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Explain the basic skills of phonological processing and how they relate to dyslexia
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Describe roles of inter-professional collaboration team members for identifying and providing interventions for dyslexia
Decades of Research on Literacy and Learning “It is a little frustrating to think that after decades of amazing research and clinical practice, we are still trying to figure out the role of speech-language pathologists in literacy learning”. “To answer the question, simply, is to say that the role speechlanguage pathologists should play in literacy learning is broad, collaborative, and dynamic.”
The Role of SLPs
The Role of Speech-Language Pathologists in Literacy Learning By Gerry Wallach, SIG 1, ASHA Perspectives, May 1998
SLPs Support Literacy Development ASHA’s (2001) “Roles and Responsibilities of Speech-Language Pathologists with Respect to Reading and Writing in Children and Adolescents” ● Emphasized the important collaborative partnerships with parents, educators, and special educators in public schools ● Research supports the interrelationships across the language processes of listening, speaking, reading, and writing ● Prevention, identification, and treatment
SLPs Support Literacy Development ● Spoken language is the foundation for reading and writing ● Reciprocal relationship between spoken and written language ● Children with language delays frequently have reading/writing problems and vice versa ● Spoken language instruction can facilitate growth in writing and vice versa
Where are we now?
● Confusion and inconsistency ● Time to embrace our role
CSHA Task Force on Literacy Position Paper and Resource Guide: Roles and Responsibilities of Speech-Language Pathologists with Respect to Literacy in Children and Adolescents in CA (in process)
Opportunities to Collaborate in Literacy Development
● Every Student Succeeds Act (ESSA) P.L. 114-95 ● AB 1369 Dyslexia Bill passed by Gov. Jerry Brown on October 8th, 2015
ESSA LEARN: Literacy Education For All, Results for the Nation - Signed by Pres. Obama 12/10/15 http://www.literacyworldwide.org/blog/literacy-daily/2015/12/16/every-student-succeeds-act-signed-into-law
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Add additional flexibility to ESSA by expanding "early intervening services" in the law.
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Preserve a federal role in literacy that includes school-based audiologists and speech-language pathologists.
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Increase professional development opportunities for ASHA's school-based members.
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Adopting the new term, specialized instructional support personnel, in lieu of the antiquated, pupil services personnel.
Decoding Dyslexia CA - AB 1369 Tobie Meyer Decoding Dyslexia CA State Director
Decoding Dyslexia CA ● Established in 2013 ● Grassroots ● Legislative Advocacy ● Regional Leaders ● Parent Support Groups
2015 Legislation ● AB 1369 Authored by Assemblyman Jim Frazier ● AB 1369 Sponsored by Decoding Dyslexia CA ● Teacher Training ● Screening ● Definition ● Evidence-Based Intervention
AB 1369 Progression ● Support ● Opposition ● Amendments ● Votes
AB 1369 Signed into Law ● October 8th, 2015 ● Phonological Processing - January 1st, 2016 ● Program Guidelines - 2017/2018 Academic Year
Defining Dyslexia and Its Relationship to Language Kathy Futterman, M.A., ET/P Lecturer/Supervisor CSUEB, Depts. of Educational Psychology & Teacher Education Decoding Dyslexia CA Consultant
5 Basic Components of Language
Language Systems Doris Johnson, Ph.D.
Receptive
Expressive
Spoken Language
Listening Comprehension
Oral Expression
Written Language
Reading
Written Expression
Language Hierarchy
What are some of the Basic Psychological Processes underlying reading disabilities? ✓ Phonological Processing ✓ Orthographic Processing ✓ Rapid Naming ✓ Processing Speed ✓ Working Memory
Why is this all critical to know? ● Understanding the Federal definition of a Specific Learning Disability
● Understanding a definition of “dyslexia” ● Understanding that 42% of all students found eligible for special education fall under the category of SLD, with 7080% of those students have a reading disability or DYSLEXIA
Federal Definition of SLD ● Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Federal Definition of SLD ● Disorders not included: ● Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
CA Code of Regulations specifying “Basic Psychological Processes” ● The basic psychological processes include attention, visual processing, auditory processing, phonological processing, sensory-motor skills, cognitive abilities including association, conceptualization and expression. 5 CCR § 3030 § 3030. Eligibility Criteria.
Types of Specific Learning Disabilities
Definition of Dyslexia “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
Definition of Dyslexia continued These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
Definition of Dyslexia continued Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
Definition… Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD). Many state education codes, including New Jersey, Ohio and Utah, have adopted this definition.
Students with dyslexia may have difficulty with: ●
Learning to speak
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Spelling
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Learning letters and their sounds
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Learning a foreign language
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Organizing written and spoken language
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Correctly doing math operations/understanding word problems
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Memorizing number facts
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Reading quickly enough to comprehend
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Persisting with and comprehending longer reading assignments
WJIV - Dyslexia Profile of Scores ● Document published by Riverside Publishing ● Students with dyslexia present primary difficulties in reading and spelling achievement including: ● Letter-sound relationships ● Basic reading skills ● Reading Fluency ● Reading Rate ● Spelling
WJIV - Dyslexia Profile of Scores ● Document published by Riverside Publishing ● Students with dyslexia present secondary difficulties in reading comprehension and written expression: ● Passage Comp ● Reading Recall ● Reading Vocabulary ● Writing Samples ● Sentence Writing Fluency
WJIV - Dyslexia Profile of Scores ● Document published by Riverside Publishing ● Students with dyslexia have many possible cognitive factors contributing to their difficulties with reading, writing and spelling: ● Phonological Awareness ● Orthographic Awareness ● Memory – Working Memory ● Rapid Naming ● Processing Speed
WJIV Dyslexia Profile of Scores ● Document published by Riverside Publishing ● Ability to learn INDEPENDENT of reading – possible areas of STRENGTH: ● General Intelligence ● Reasoning & Knowledge ● Oral Language ● Math ● Academic Knowledge
Characteristics of Dyslexia, Dyslexic subtypes/profiles & Comorbidity Kelli Sandman-Hurley, Ed.D. Co-Founder Dyslexia Training Institute Author, Dyslexia Advocate! Decoding Dyslexia CA Consultant
Dyslexia Subtypes Phonological Processing Dyslexia Case Study Julia has struggled with reading and spelling since kindergarten. In the first grade she was screened with the CTOPP-2 and had below average scores in Phonological Processing and Phonological Memory, but her Rapid Naming Score was in the average range. Julia has difficulty verbally manipulating language. For example, she has difficulty identifying the individual phonemes in words like , blend phonemes like /s/ /p/ /i/ /n/ and delete phones for /cat/ to /at/.
Orthographic Dyslexia Case Study Javier scored in the above average range in phonological awareness and phonological memory on the CTOPP-2, but he still struggled to read. He was spelling entirely phonemically. Interestingly, he was able to spell words like brandish that did not contain silent marker letters or complex grapheme combinations, but he could not spell the word every. He spells phonemically which means he will spell as or as as . Javier has an above average IQ.
Double Deficit Dyslexia Case Study In the first grade Joe was screened with the CTOPP-2 and had below average scores in Phonological Processing and Rapid Naming Score, but his phonological memory was in the average range. Joe has difficulty verbally manipulating language and he also struggles to retrieve verbal language.
Dyslexia Over the Lifespan Kindergarten & First Grade ● Does not understand that words come apart ● Complains about how hard reading is, or “disappearing” when it is time to read ● A history of reading problems in parents or siblings. ● Cannot sound out simple words like cat, map, nap ● Does not associate letters with sounds, such as the grapheme with the phoneme /b/ *Adapted from http://dyslexia.yale.edu/EDU_signs.html
Second Grade and Up ● Very slow in acquiring reading skills. Reading is slow and awkward ● Trouble reading unfamiliar words, often making guesses because he cannot sound out the word ● Doesn’t seem to have a strategy for reading new words ● Avoids reading out loud *Adapted from http://dyslexia.yale.edu/EDU_signs.html
Young Adults & Adults ● ● ● ● ●
A childhood history of reading and spelling difficulties While reading skills have developed over time, reading still requires great effort and is done at a slow pace Rarely reads for pleasure Slow reading of most materials—books, manuals, subtitles in films Avoids reading aloud
*Adapted from http://dyslexia.yale.edu/EDU_signs.html
Dysgraphia & Executive Function Dysgraphia ●
Preschool children may be hesitant to write and draw and say that they dislike coloring.
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School-age children may have illegible handwriting that can be mis of cursive and print. They may have trouble writing on a line and may print letters that are uneven in size and height. Some children also may need to say words out loud when writing or having trouble putting their thoughts on paper.
Teenagers may write in simple sentences. Their writing may have more grammatical mistakes than the writing of other kids their age. (www.understood.org) ●
Executive Function ●
Organization: attention, planning, sequencing, problem solving, working memory, cognitive flexibility, abstract thinking, rule acquisition, selecting relevant sensory information
Regulation: initiation of action, self-control, emotional regulation, monitoring internal and external stimuli, initiation and inhibiting context-specific behavior, moral reasoning, decision making (http://memory.ucsf.edu/ftd/overview/biology/executive/single) ●
Phonological Processing Jeannene Ward-Lonergan, Ph.D., CCC-SLP, BCS-CL Professor, Department of Speech-Language Pathology & Audiology University of the Pacific
What is Phonological Processing? ● Phonological processing refers to an individual’s ability to process phonological material (e.g., the ability to perceive, integrate, store, retrieve, segment, and manipulate speech sounds). ● Phonological processing deficits impair an individual’s ability to segment the written word into its underlying phonological components (Shaywitz, 1996).
Three Major Types of Phonological Processing Related to Literacy Development ● Phonological Awareness ● Phonological Memory ● Rapid Naming
Phonological Awareness ● Phonological Awareness refers to an individual’s awareness of and access to the sound structure of his/her oral language. It relates to the understanding that spoken language can be divided into smaller units (e.g., speech sounds and syllables) which can be identified and manipulated.
Phonological Memory ● Phonological memory refers to coding verbal information in working (short-term) memory for storage and subsequent retrieval.
Rapid Naming ● Rapid Naming refers to the ability to efficiently retrieve phonological information from permanent (long-term) memory (e.g., quickly naming digits, letters, objects, colors, etc.)
Model of Phonological Processing (Modification of Wagner, Torgesen, & Rashotte, 2013)
Phonological Awareness
Phonological Memory
Rapid Naming
Relationship Between Auditory Processing and Phonological Processing ● Central auditory processes refer to the auditory system mechanisms and processes responsible for certain behavioral phenomena (e.g., sound localization and lateralization, auditory discrimination, auditory pattern recognition, temporal aspects of audition, and auditory performance with competing or degraded acoustic signals).
Relationship Between Auditory Processing and Phonological Processing (Cont’d.) ● Although individuals with dyslexia may perform poorly on auditory perceptual processing tests or even be diagnosed with an auditory processing disorder, SLPs still most importantly need to assess phonological processing abilities and treat the skills that are most strongly correlated and predictive of reading and spelling success (i.e., phonological awareness skills).
The “Simple View of Reading” (Modification of Catts, Adlof, & Weismer, 2006) Word Recognition Poor Language Compreh.
Good Poor
Good
Dyslexia
Typical Reading
Mixed decoding/comprehension deficit
Specific comprehension deficit
Phonological Processing Deficits Contribute to Reading and Spelling Problems in Dyslexia ● Deficits in phonological processing, particularly phonological awareness and phonological memory, negatively impact decoding and spelling, especially with respect to multisyllabic words. ● Phonological awareness is the single biggest predictor of reading and spelling success.
Phonological Processing Assessment and Phonological Awareness Treatment Assessment of : ● Formal measures ● Informal Measures Treatment: (many service delivery options including the following) ● Direct intervention (“push-in”,“pull-out”, language-based classroom therapy models) ● Consultation with SPED and General Ed. Teachers ● Response to Intervention (RTI) ● Private Practice ● Clinic or Medical Settings
Hierarchy of Phonological Awareness Skills (Modification of Schuele & Boudreau, 2008) ● ● ● ● ● ● ● ●
Rhyme Alliteration: Initial and Final Sounds Sorts Words into Syllables Onset-Rime Segmentation Segment Initial and Final Sounds Blend Sounds into Words **Segment Words into Sounds (foundational skill critical to early literacy success) Delete and Manipulate Sounds
There are numerous commercially available materials, as well as clinician-designed tasks, that SLPs may use in treatment to facilitate improvement in phonological awareness abilities.
Collaboration Elaine Fogel Schneider, Ph.D., CCC-SLP, BC-DMT, CTTIT Licensed Speech and Language Pathologist Fellow, California Speech Language and Hearing Association (CSHA) CSHA Commissioner for Professional Services SLP & AUD Gerry Wallach, Ph.D. Professor, Department of Speech Pathology & Audiology CSU Long Beach
Myth ● A SLP and/or SLPA should not work with a child who has dyslexia
Fact ● Now is an exciting time for an SLP, and/or an SLPA. We now understand the important and critical role oral language development plays in learning to read, spell and write. SLPs and/or SLPAs have specific key training in oral language. How many areas of oral language can you name? ● ASHA - Learning About Literacy: SLPs Play Key Role in Reading, Writing – Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents
Myth ● There is nothing much that an SLP and/or an SLPA can provide other than direct intervention
Fact A SLP and/or an SLPA may: ● Participate ● Collaborate ● Evaluate (SLP only) ● Educate
We’re in it Together! SLPs join the discussion on the roles and responsibilities in Shared Literacy… Continuing the conversation
Why Should SLPs join Dyslexia teams? ● They are great people ● Their roots are in PHONOLOGY and not just PHONOLOGY for Talking (Stay Tuned) ● Strong backgrounds in LANGUAGE, both Spoken and Written ● Understand developmental and disordered interactions….ETC.
BEYOND PHONOLOGY for TALKING: The META Connection (Decoding) ● Language is multi-layered ● The spontaneous layer is talking ● The metalinguistic layer is manipulating language consciously
Abstracting meaning from Print includes… Talking the language (Sounds, in this specific example) - -the sounds you’ve been producing spontaneously AND connecting them to PRINT…a metalinguistic aspect of PHONOLOGY
SLPs Can contribute information about metalinguistic development, among other aspects of language…and explain why some tasks are HARDER than they seem
-- THIEF-LEAF -- SHIP-SIP -- LAKE-LAKE -- KING-RING
Clues in various language & auditory processes are there in our tests and activities: Working with our psychologists and others… CAPD patterns - -manipulation, segmentation, blending of sounds Developmental patterns - - segmenting words, syllables, sounds Troia (2016), Kamhi & Catts (2012), Schuele & Boudreau, (2008), etc.
Within an RtI Framework especially, SLPs can contribute in many ways, already suggested… ●
Provide information about the linguistic factors that are contributing to written language disorders (Reading is a languagebased process)
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Consulting re: the phonological and phoneme awareness factors related to reading problems
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Working with psychologists re: distinguishing between symptoms and the CORE of a child’s iss
Within an RtI Framework especially, SLPs can contribute in many ways, already suggested… ●
Provide information about the linguistic factors that are contributing to written language disorders (Reading is a languagebased process)
●
Consulting re: the phonological and phoneme awareness factors related to reading problems
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Working with psychologists re: distinguishing between symptoms and the CORE of a child’s issues
SLPs Contributions Include… ● Phonological (Younger children/Prevention?) to Phonemic awareness ● Alphabetic principle (From Connected Speech to Segmented Print ● “Vocabulary” (Naming) ● Grammar/syntactic/connected text interactions
Where Might the Road Lead Us? ●
Incorporating phonological and early “meta” activities into our intervention sessions
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Looking at the changing demands in curricular content including the demands placed upon students with dyslexia by the disciplinary literacies (linguistic demands of social studies, science, etc.)
Some Final Thoughts ●
Exercise caution when allowing labels to drive intervention completely (heterogeneity within and across groups; overlapping populations, longitudinal changes---From phonology to morphology, etc.)
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Describe the patterns of language across different word structures and text genres (again, think disciplinary literacies); gets at interacting comprehension pieces as demands change
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Try to consider how symptoms and intervention strategies connect and disconnect (e.g., role of metalinguistic development?)
FINAL, FINAL THOUGHT: WE TRULY ARE IN IT TOGETHER!
Questions
~Thank You~
