Communication is a critical aspect in learning. The acquisition of communication skills assists students in accessing and applying information and the ability to comprehend and acquire knowledge, as well as effectively interacting with their peers. Language acquisition and development can be a difficult task for students with communication delays, resulting in difficulties with expressive and receptive language, norms and expectations of communication interactions, and simple rules of conversation. As a result, it is necessary for special education teachers to provide students with meaningful opportunities to acquire and practice communication skills using a variety of response activities. Having a repertoire of effective research-based interventions is essential for special education teachers when working with students with communication delays.

For this Discussion you will post a draft of the resource list you are creating for your Assignment. You will add to your current toolkit of resources by selecting strategies to assist students with communication delays, including interventions useful for working with both the core curriculum as well as a functional communication skills curriculum.

A draft of the resource list of at least 10 evidence-based intervention strategies to support students with language and communication delays that you are creating for your Assignment.

                                                      Learning Resources

Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

                                                        Required Readings

Hartley, C. & Allen, M. (2015). Symbolic understanding of pictures in low-functioning children with autism: The effects of iconicity and naming. Journal of Autism and Development Disorders, 45(1), 15-30.

Law, J., Roulstone, S., & Lindsay, G. (2015). Integrating external evidence of intervention effectiveness with both practice and the parent perspective: development of ‘What Works’ for speech, language, and communication needs. Developmental Medicine & Child Neurology, 57(3), 223-228 (3), 223-228.

Lerna, A., Esposito, D., Conson, M., & Massagli, A. (2014). Long-term effects of PECS on social-communicative skills of children with autism spectrum disorders: A follow-up study. International Journal of Language and Communication Disorders, 49(4), 478-485.

Lubas, M., Mitchell, J., & DeLeo, G. (2015). Evidence-based practice for teachers of children with autism: A dynamic approach. Intervention in School and Clinic, 51(3), 188-193.

Schneider, N. & Goldstein, H. (2009). Social stories improve the on-task behavior of children with language impairment. Journal of Early Intervention, 31(3), 250-264.

Document: Jane Communication Goals (PDF)

Required Media

Laureate Education (Producer). (2012a). Communication and language [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 9 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Laureate  Education (Producer). (2016a). Case Study  Video: Evidence-based practices—Differing perceptions between special education  and general education teachers [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 2 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Grand City Community

Go to the Grand City Community and click into West Ridge Middle School. Review the following scenario: Evidence Based Practices.

https://cdnfiles.laureate.net/2dett4d/managed/WAL/EDDD/8073/02/WAL_EDDD8073_02_A_EN.pdf

https://cdnfiles.laureate.net/2dett4d/managed/WAL/EDDD/8073/02/WAL_EDDD8073_02_B_EN.pdf

https://mym.cdn.laureate-media.com/2dett4d/Walden/EDDD/2015/CH/mm/grand_city/index.html