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FACTORS |
Referral to Other Programs |
Provisional Speech Instruction – Intense Intervention |
Speech Emphasis: Self-contained |
Mainstream Placement for PE, Electives, &/or Strong Subject |
Mainstream –Except for English & Reading |
Full Mainstream w/ Support |
Minimum Support |
|
Non-Verbal Intelligence |
<70 |
71-84 |
|
85-100 |
|
101-115 |
>115 |
|
Residual Hearing |
no pattern perception despite
intervention |
no pattern perception-but
no intervention |
pattern perception |
some word recognition;
stereotypic words/phrases |
consistent word recognition |
continues to advance in
aud. abilities |
listens for new information
independently |
|
Speech Communication Attitude/Oral Initiative |
non-verbal despite intervention
or limited comm. intention |
vocalizes to convey message;
emerging communicative intentions |
rich communicative intention;
needs help to ask/answer ?s; oral in structured settings |
makes self understood;
enjoys talking with peers; follows directions |
initiates; asks & answers
?s willingly; states when doesn’t understand |
participates in discussions,
has a positive rapport with teachers |
initiates w/ peers solutions
to difficult communication situations (e.g., P.A.) |
|
Vocabulary Acquisition Attitude |
fewer than 10 spoken words
despite intervention |
may be/is able to acquire
words with consistent, frequent repetition & reinforcement |
acquires vocabulary when
instruction is carefully structured |
shows emerging ability
to acquire words in context |
acquires many words through
running speech and play w/ peers (incidental learning |
aggressively seeks labels
for new concepts/actions/things; learns 20 new words/week |
uses media resources (not
adults) for vocab. acquisition; learns new words from reading |
|
Language %ile Rank |
0-10 despite intervention |
10 – 20 %ile (H.I.
Norms)
|
21-50%ile (H.I. Norms) |
51-99%ile (H.I. Norms);
<6 on hearing norms |
6 – 16 (Hearing Norms);
learns new syntax on the run |
>16 (Hearing Norms) |
|
*speech intelligibility
is an issue |
|
Educational Background/ Academic Characteristics |
* sign language in the
home *not meeting IEP objectives; not learning |
no previous schooling or
limited language growth |
responding adequately to
oral education – reaches IEP goals annually |
*on age/grade level except
for language & reading *solves word problems *writes full sentences |
*on age/grade level in
all subjects, or within one year *takes written tests |
previous successful mainstream
experience |
|
Motivation |
little/no motivation |
attentive |
eager to learn; participates |
accepts challenges; assumes
responsibility |
seeks information, asks
for help, functions independently, especially with equipment; uses conversational repair strategies w/o reminder |
|
Behavior & Work Habits |
*inappropriate in most
situations *inadequate work habits |
*responds to correction
*inadequate but no training |
*appropriate in structure
*needs help to work alone |
*appropriate in transitions
and unstructured settings *always completes homework *works independently |
*appropriate in almost
all settings *works well in groups *organized |
|
Family Support |
*little support despite
inter-vention *non-English speaking despite requests *non-use of aud. equipment |
*no support, but no intervention
*learning Eng.; learning to understand hearing loss |
Provides oral language
input: |
*actively seeks appropriate
additional services as needed;
*monitors child’s
progress;
*requests conferences |
|
*w/direction, not always
appropriate; *expects speech for communication |
*appropriately
*has appropriately high
expectations |
|
*reads to child; * attends
meetings; *reads notes & assists w/homework; *can teach child * consistently uses aud. equipment |
|
Neurological Soft Signs |
diagnosed impairment(s)
obstructive to oral language acquisition |
oral-motor impairment affecting
expressive language |
diagnosed learning disabilities |
no other apparent impairments
except delayed lang/reading |
no impairments |
|
Auditory Memory for Language |
unable to immediately recall
list or items (AGE-1) or match # of syllables in simple imitations despite intervention |
unable to immediately recall
list of items (AGE-1) or match # of syllables in simple imitations, but no training |
is learning to chunk auditory
information in order to remember more |
follows three-step directions
with context clues |
attends to series of oral
directions; comprehends oral instruction in a grp. Setting |
completes language tasks
(analysis, questions, fill-in-blank) auditorily; remembers details from auditorily presented story/topic |
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