Summary
Age: 8
Gender: Male
School Placement History: Regular
education
Education Classification:
Orthopedic impaired
Type of Technology: Reading
and writing enhancement
Intervention Referral
Alex was seen on an on-going basis to enhance
his literacy skills. He is a non-verbal child with a diagnosis of athetoid
cerebral palsy. He currently uses a Vanguard by Prentke Romich Company
for communication and has previously used a DynaMyte by DynaVox Systems.
Alex attended first grade. He was having difficulty with reading and writing
and his teacher requested additional literacy intervention.
Previous Intervention
Alex had not had any additional intervention
for reading and writing. Previous interventions had focused on verbal
communication.
Assessment Summary
Literacy Needs:
Writing Needs Checklist
A modified version of the Basic Reading
Inventory by Jeri Johns was administered to assess Alex’s current level
of functioning. The results indicated that Alex’s reading skills were
slightly below grade level.
Summary of Technology Assessment
Alex is able to access the computer without the use of assistive technology.
He can use a regular keyboard with Keyboard Labels by DonJohnston, Inc.
to assist with visual scanning. He is beginning to use Co:Writer by Don
Johnston, Inc. to increase typing speed. He has not used this program
very much because the length of text he was expected to produce was not
great. He is able to use this program well, but needs more practice before
it will actually help to increase his typing speed. For cognitive access
to reading and writing Alex has been introduced to Writing With Symbols
2000 by Mayer-Johnson, Intellitalk 2 by Intellitools and Balanced Literacy
by Don Johnston, Inc. Discussion of how these programs were utilized is
in the summary of intervention section of this report.
Summary of Intervention
Alex was seen on a weekly basis during his
summer vacation for literacy intervention. Positioning and access were
not targeted at this time. Positioning for computer access during these
sessions was not always ideal because equipment was not set-up specifically
for Alex’s use. Some of the activities that were included in Alex’s sessions
are listed below.
Rewriting Comic Strips Alex was
presented with a comic strip that had the text deleted. He and the therapist
discussed the pictures and the story line. For “pre-writing” and organizational
purposes Alex used his Vanguard communication device to tell the therapist
what was happening in the pictures. The therapist helped Alex to shape
his text into individual passages that related to each picture. Once a
cohesive story line was achieved Alex went to the computer and typed the
text. He was able to decide whether or not he wanted to utilize word prediction.
A talking word processor was used so that Alex had letter by letter and
word by word feedback. This allowed him to do less visual monitoring and
helped to increase his typing speed. This activity worked well as training
for use of word prediction because of the pre-writing element. Many times
when asked to produce text Alex would depend on the word prediction to
compose his text. Because he had established what text would be present
it was obvious when he let word prediction guide his writing.
Sequencing cards and writing text
Sequencing is a weakness for Alex so it was incorporated into therapy as
it is a critical skill for writing. Language therapy sequencing cards
(3-5) were given to Alex. He was required to put them in order and write
1-3 sentences describing what was happening. After sequencing the cards,
Alex was not given feedback on whether or not the order was correct. He
used his communication device to “pre-write” text. At that point he was
able to determine whether or not his sequencing was correct. Once the
pictures were in order and Alex had decided on text he was required to
type the text using a talking word processor. The pictures were photocopied
and text was printed under them to create a story.
Use of Balanced Literacy Program from
Intellitools, Inc. Balanced Literacy is a nine-unit program that provides
literacy instruction at the first grade skill level. Alex is able to access
all of the units with the mouse and can work through them independently.
This has worked well to teach Alex to make an educated guess when he is
unsure of the answer instead of relying on his paraprofessional, family
or teacher to interpret and help him formulate an answer. Many children
with multiple disabilities have difficulty completing tasks independently
and this program has been a good way to foster some academic independence.
Making Words The Making Words
strategy as outlined by Patricia Cunningham and Dorothy Hall was used to
help Alex establish sound-symbol relationships. Alex was given note cards
with individual letters written on them. He was then required to arrange
them to create specified words.
Independent Reading with Symbols and
Words Alex was given stories to take home and read that had been re-written
using Writing with Symbols 2000. This program provides the orthographic
representation of a word along with a picture symbol. At the next session
Alex was asked to tell the therapist what happened in the book. This was
done to help foster independent reading skills and to allow Alex to “read”
material that was age-appropriate even if it was beyond his skill level.
Outcome Updates
Summer 2001 Alex is receiving supplemental
literacy instruction over the summer. He is continuing to use the same
strategies and activities to reinforce literacy concepts. He recently
had an Occupational Therapy evaluation that found deficits in visual tracking
and other visual perceptual skills. Based on these results Alex is going
to utilize the highlighting feature on a talking word processor to do more
of his independent reading at school. The speaker volume will be turned
down so that Alex does not get the auditory feedback, but still gets the
visual tracking assistance. Other strategies may also be integrated into
Alex’s school curriculum. Alex’s literacy skills remain slightly below
grade level.
Comments
Permission to share this information
is on file at Munroe-Meyer Institute for Genetics and Rehabilition, Scottish
Rite Computer Supported Literacy Program.
Technology Intervention
Intellitalk II, Intellitools, Inc.
Co:Writer, Don Johnston, Inc.
Balanced Literacy, Intellitools, Inc.
Keyboard Labels, Don Johnston, Inc.
Writing With Symbols 2000, Mayer Johnson
A. Writing Needs Checklist
Conventions: Handwriting and Mechanics
L Is handwriting easy or laborious?
N Is his or her handwriting legible?
Y Does he or she have keyboarding
experience?
W Does he or she prefer handwriting
or word processing?
? How much handwritten text can
he or she produce in 15 minutes?
Y Does he or she express when physical
limits have been reached?
N Can he or she produce the appropriate
size of text for tasks?
Y Does he or she use appropriate
spacing between words?
Y Does he or she have appropriate
margins?
N Does he or she use appropriate
punctuation and capitalization?
Spelling
PP What is his or her underlying spelling
pattern (deviant, prephonetic, phonetic, transitional, or standard speller)?
Y Is he or she a consistent first-letter
speller?
? Can he or she recognize a word
spelled incorrectly?
N Does the student think he or she
can catch his or her spelling errors?
Form and Syntactic Maturity
Y Does he or she have difficulty
with the word order in sentences?
Y Does he or she have difficulty
with grammatical features (e.g., pronouns, verb tense, present progressive)?
N Is he or she using complex sentence
structures?
N Does he or she use complete sentences
(e.g., sentences with no main clauses)?
N Do his or her sentences have agreement
within and across other sentences?
Content and Vocabulary
Y Does he or she have difficulty
finding the right word to express meaning?
N Does he or she have a weak vocabulary?
Consider both everyday, favored words and specialty, sophisticated words.
Y Does he or she understand a variety
of word meanings?
Y Does he or she avoid words because
of spelling difficulties?
Fluency
N Is he or she able to easily generate
writing ideas?
N Is he or she able to generate original
ideas?
? What is the average length of
text he or she is able to produce?
Organization
N Does he or she plan before writing?
N Is he or she able to represent
his or her thoughts in writing?
N Is he or she able to produce a
cohesive writing product? Is there a clear shape, sequence, or direction?
Y Are there differences in his or
her written output when he or she is using a prewriting organizer?
N Does he or she use an organizational
structure that is appropriate to the task?
N Does he or she produce a variety
of types or writing products?
N Does he or she have a sense of
audience when writing?
Editing
Y Is he or she willing to edit?
N Is he or she able to revise during
the writing process?
N Does he or she revise after the
first draft?
Y Is he or she a one-shot writer
(does no revising)?
Y When the student’s text is read
aloud, can he or she detect writing errors?
Visual and Auditory Discrimination Skills
Y Is he or she able to auditorily
discriminate between words?
Y Is he or she sensitive to sound
(classroom noise or synthetic speech?
? Would he or she be able to utilize
on-line correction?
2? How many features would he or she
be able to utilize when writing without inhibiting the writing process?
Y Is the student distracted by “extra”
visual stimuli?
Attitudes and Beliefs
? How motivated is he or she to write?
Y Does he or she enjoy writing?
Y Does the student like to have
others read his or her written work?
Y Does the student believe that
people understand what he or she is saying when writing?
N Does the student believe that his
or her papers look good (handwritten or word processed)?
N Does the student think he or she
is a good writer?
N Does the student think he or she
is a good speller?
N Does he or she persist when confronted
with a difficult task?
Y Is he or she a risk taker?
Approach and Strategy Use
? What strategies or problem-solving
skills does he or she use when approaching a writing task?
N Is he or she able to write independently
(without assistance)?
Y Does he or she demonstrate any
avoidance behaviors or strategies when writing?
N Does he or she become frustrated
when writing?
Illustrations
Y Does the student need to produce
writing products paired with illustrations?
Y Does the student have motoric
difficulty when illustrating?
Y Would an illustration program
be motivating or provide the student with writing topics?
Writing Needs Summary
1. What penalizes student most in
school (e.g., classroom goals, grading) as far as producing adequate writing
products? Organizational skills, learned dependency, motor skills
2. Which of the above needs most
negatively impacts his or her writing process? That is, which need requires
the most cognitive and/or physical effort? Motor ability to write with
pencil or keyboard
3. Ask the student what is most difficult
about writing. What is most enjoyable about writing? Spelling is most
difficult
4. Ask parents or teacher what student
finds most difficult about writing. What does he or she enjoy about writing?
5. Does the student’s writing needs
match the concerns of the student, parent, and teacher? Yes
B. Writing Requirements Checklist
School Writing
Fiction/narratives
Descriptions
Expositions
X Journals
X Creative writing
Create books
Plays and skits
X Riddles
X Rhymes
X Worksheets
Reports
Note taking
Summarizing
Outlining
Poetry and songs
X Spelling practice activities
Essay exams
Personal Communications
X Notes
X Letters
X Lists
X Journals/diary
Personal feelings
Personal experiences
Writing Requirements Summary
1. What types of writing products
is the student currently completing at home and at school? Journal, short
answer test, spelling words
2. What types of writing activities
would you like this student to be able to do in the future? Creative writing
activities, writing activities of greater length
3. How many writing tasks does he
or she complete per class/day/week? 3-4 small tasks per day
4. What is the typical length required
for each writing task? Short, single word
5. How much time is student given
for each writing task?
6. How many hours or days is student
given to complete each type assignment?
7. Does the time given match the
time needed? Time is adjusted to meet need
8. Does student need more time than
is typically given to complete written tasks? yes
A. Features of Computer-Supported
Writing
Keyboarding Assistance
X Access
X Speed
X Accuracy
Talking Word Processors
X Optional/required speech output
Level of speech output
X Individual letters
Sentences
Paragraph
X Selected (highlighted
text)
Entire documents
X Highlights units spoken
Speaking rate adjustment
Loudness adjustment
X Headphone/external speaker option
X Pronunciation editing
Types of Spelling and Vocabulary Support
Spell Checking
X At conclusion of document
X Simultaneously
X Error detection (with
suggestions)
Entering corrected words into
document
X Automatic spacing and
capitalization
X Copy model
X Type from memory
X Automatic insertion
Forms of Organizational Assistance
X Topic suggestions
X Writing style suggestions
X Completeness and accuracy queries
X Cohesion assistance
Grammar Assistance
X Error detection
X Grammar correction
X Grammar tutoring
Illustration Assistance
X Picture/art work
X Drawing tools/coloration
Computer Features Summary
1. Would the student benefit from
auditory feedback on individual letters, words, sentences, entire documents?
Yes, to assist with visual motor deficits and monitoring
2. Would computer feedback be most
helpful during the writing process or following completion of student’s
writing? Both
3. Are the student’s spelling skills
good enough that the spell checker generates the appropriate choices?
Most of the time
4. Would the student prefer on-line
(immediate) or end-of-document spelling error feedback? Would he or she
benefit from spelling suggestions? Would he or she benefit from print
or auditory feedback? At the end so as not to interrupt student’s train
of though
5. Would the student benefit from
prompts cueing particular organizational structures? yes
6. How severe are the student’s grammatical
needs? What level of feedback can he or she handle? Feedback does sometimes
interrupt his though process and cohesion of written work
7. Does the student need to improve
his or her keyboarding skills? Yes, but motor ability may impede functional
keyboarding
8. Does the student need to produce
writing products paired with illustrations? Does the student have motoric
difficulty when illustrating? Would an illustrations program be movtivating
or provide the student with writing topics? yes
Reference: Sturm, J. (1997). Decision
making for software selection. Intervention in School and Clinic,32 (3).
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