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Patricia Becker, M.S., CCC-SLP, ABDWSHA 2015WSHA 2015

Principles of Integrated Treatment, UDL, and Arts Integration

Goal Methods Means of representation Means of representation Means of action and expression Means of engagement Sample newsletters, lesson plans, and class

books Outcomes Questions

Nine, unanticipated 1st-5th grade students with cognitive disabilities and autism

Integrated Treatment (Rosin, 2009)• Speech AND language goals• Embedded learning opportunities AND

direct instruction• Visual, auditory, physical AND tactile

facilitators• Literacy AND performance-based activities• Research AND evidence-based strategies for

teaching

Universal Design for Learning (Staskowski, Hardin, Klein, & Wozniak, 2012)• Clear, inclusive and intentional goals,

methods, and materials• Multiple means of representation, action,

expression and engagement• Appropriate accommodations, supports and

expectations• Ongoing assessment

Arts integration (Mason, Thormann, & Steedly, 2004) • Curriculum that integrates music, dance,

movement and drama provides students with pdisabilities an opportunity and space to:Explore VOICEExpress CHOICEGain ACCESS

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Arts integration (Mason, Thormann, & Steedly, 2004)continued…

• Enhances student motivation, engagement and learning

• Opens doors to communication• Increases achievement• Builds problem-solving and critical thinking

skills• Develops social literacy and positive interactions

Design and implement a groupintervention that EFFECTIVELY:

Addresses students’speech and language goals

Bridges students’ access to curriculum

Integrates speech, language, literacy, music, movement and drama

What: Integrated Treatment lesson and newsletter

When: 30 minutes, once/week, Sept-May When: 30 minutes, once/week, Sept May

Where: Special education room

How: With support from the para-professional or special education teacher

Lesson Plan Format

Theme/Big idea Speech and language

targets Literacy targets Talk rules Talk rules Sound practice Books Interactive drawing, writing

and/or reading activity Movement activity Music activity

ConsiderationsVisual, auditory and tactile materials (e.g.

photos/pictures/print, videos , songs, games, realia)

Models and promptsModels and promptsPracticeResourcesBlogs e.g. crazyspeechworld, whitneyslp,

slpmaterials, brightideasslpYou Tube, brainpop Lyrics on Demand Dramatic play kits

ConsiderationsText-speech-photo (class books), music,

movement, and videoNonverbal/verbal,

imitative/spontaneous, individual/choral, and written/dictated

ResourcesDry erase board, Pocket chart, iPad

audio/photo/video apps, Echo microphone

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ConsiderationsChoiceAge/abilityRelevanceRelevanceRisk/challengeOpportunity for interaction

Sample newsletters and lesson Sample newsletters and lesson plansplans9/9/13

Dear --------- Families,

This year, I plan on conducting individual and/or small group therapy sessions once or twice/week (depending on your child’s IEP) and teaming with Mrs. ------ to teach a large Integrated Treatment group once/week. Integrated Treatment is an approach developed by Peggy Rosin, a Speech-Language Pathologist, Clinical Instructor, and Clinical Director of Education at UW-Madison. Its primary goals are to increase communication skills such as speech intelligibility, fluency, and language and social skills such as turn-taking and group interaction.

These goals are accomplished through thematic, literature-based activities that integrate speech, language and literacy with movement, music, and drama. Integrated Treatment also emphasizes “Talk Rules” that include: (1) Speak in a clear, slow voice, (2) Take turns to speak, (3) Use the right tone. Pictures of the talk rules we will be using can be found at: http://www.sparklebox.co.uk/literacy/other/speaking-and-listening.html#.Ui0XrcZhySo.

9/23/13

Dear ------ Families,

Last week, we completed our “I AM” Integrated Treatment lesson featuring the book, Quick as a Cricket. The children pantomimed concepts like “quick, slow, large, small, hot, cold” to represent similes. More complex concepts to

i f t h i l d “ k t t h tl reinforce at home include “weak, strong, tough, gentle, brave, shy, tame, wild.”

We also used the video feature on the iPad to record each child reading or echoing a line from the book. The children’s revised chorus of Sugarland’s song Stuck Like Glue provided inspiration for a class book about similes. Let me know if you would like a copy!

12/10/13

Dear ------Families,

Last week, we completed our MANNERS Integrated Treatment lesson featuring the book Bear Says Thanks. We also read Manners in Public by Carrie Finn. The children enjoyed practicing “Excuse me, Please, Thank you, You’re j y p g ywelcome” while singing, dramatizing “Sandwich Shop” and “Pizzeria” and playing “Fill Your Plate.”

For the next two weeks, we will read stories that reinforce sequencing like the wordless picture book Pancakes for Breakfast. We will sing “First, Next, Last” to the tune of “The Chicken Dance” and act out familiar sequences to create another class book.

3/31/14

Theme:Why – Because

Speech/Language Targets:Why Questions, Cause and Effect, Articulation, Grammar

Literacy Targets:Word-Sentence-Picture associations Literacy Targets:Word Sentence Picture associations

Talk Rules: Sparkle Box

Sound Practice: Medial consonants, 2-syllable words(because, happy)

Books: The Rain Came Down by David Shannon(https://www.youtube.com/watch?v=fyhZqq6dpys) andBecause I Stubbed My Toe by Shawn Byous

Interactive Writing/Reading Activities: Use photos of thechildren and words in speech bubbles to create“Because I’m Happy” book. For example, “Why areyou…smiling, laughing, singing, whistling,jumping, clapping, cheering?” “BecauseI’m happy.” Match cause/effect pictures and words atbrainpop

Movement Activities: Use facial expressions and actions torepresent “Because I’m happy” for class book. Role-playcause/effect situations.

Music Activity: Pharrell Williams Happy chorusClap along if you feel like a room without a roofBecause I’m happyClap along if you feel like happiness is the truthBecause I’m happy…

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Tune of Carly Rae Jepsen’s Call Me Maybe:Homophones.They’re really crazy.They sound the same.With different meanings.Homophones.o op o eThey’re really crazy.Like bat and bat.And ring and ring.

Tune of Sister Sledge’s We Are FamilyWe are synonyms.We are words that mean the same thing.We are synonyms.We are words that mean the same thing.

Tune of Joan Jett’s, I Love Rock n Roll Singing, I love f-a-ll.Birds migrating, flying south.I love f-a-ll.Frost is forming, like thin ice.O !Ow!Singing, I love f-a-ll.Crops are ready, food is grown.I love f-a-ll.Time to harvest, pick the food.

Tune of the Chicken DanceFirst, Next and Last. First, Next and Last.Tell the order of events. Tell the order of events. (4x)

Tune of Frere JacquesWe say, “Please.” We say, “Please”Then, “Thank you.” Then, “Thank you.”We say, “You’re welcome.” We say, “You’re welcome.”“Excuse me” too. “Excuse me” too.

Tune of Over Hill Over DaleOver here, over there.Use good words to answer “Where?”Like behind, and in front of, next to.Over here, over there.Use good words to answer “Where?”Like above, and below, and between.

Student Sample 1

Receptive language Incorporates characters, settings, problems,solutions, and emotions when retelling a short story read aloud givenvisual symbols/cues and during role-play. Demonstratesunderstanding of figurative language such as similes and metaphors("Loud like a lion"), multiple meaning words such as "watch” andsynonyms/antonyms during music and movement activities andvisual supports.

Speech sound production Is able to produce /l/ blends and initial/th/ sounds in words and phrases given verbal and visual cues andmodels.

Social language Participates in extended greetings (e.g. "Hello. Howare you? What are we doing today?") and small talk about topics ofinterest daily routines, or non-fiction books. Selects an appropriatecomment, question or request from written choices. Engages in shortconversations with familiar adults in the school environment. Takesturns and engages with one peer during structured gameplaying. Demonstrates understanding and enjoyment of simplehumor like word-play and knock-knock jokes.

Student Sample 2

Receptive language Follows 1-step directions incorporating spatialconcepts like “under, over.” Recognizes and points to vocabulary given alabel or simple description and a field of 6 pictures. Respondsappropriately to “What do/for” questions about object function, factual“Where” questions (e.g. “Where does a ___ live? Where does a ___ go?”).

Expressive language Uses more action, spatial, and descriptive words andExpressive language Uses more action, spatial, and descriptive words andconcepts to formulate phrases and sentences during structured tasks. Usesgestural, sign, and picture cues to expand her phrases and sentences. Withcues,, imitates 4-5 word sentences like “The (object) is (color, shape, size,”“He/She is (action)ing the (object),” and “The (object) is (spatial concept).”

Speech sound production Imitates all early-developing sounds (/t, d, n, p, b,m, k, g, h, w/) in the initial and final position of 1-syllable words. Shedisplays emerging ability to imitate late-developing sounds (/f, v, s, z, sh,ch, j/). Imitates /s/ blends like /st, sp, sk/ at the word level. Responds wellto gestural/visual cues and models and is willing to repeat. Marks syllablesin two and three-syllable words.

Student Sample 2 continued

Social language Initiates and responds to greetings andfarewells, given minimal prompts. Uses language to respondto/ask questions and initiate interactions with familiar peers andadults. Exchanges 1-2 turns in conversations and relates 1-2personal events in a sequence with question prompts, cues andmodels. Requires less cueing to follow “talk rules” regardinglistening to the speaker, initiating and maintaining eye contact,listening to the speaker, initiating and maintaining eye contact,and using appropriate nonverbal/verbal communication andpolite mannerisms.

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pabecker@stritch.edu

Mason, C.Y., Thormann, M.S., & Steedly, K.M. (2004). How students with disabilities learn in and through the arts: An investigation of educator perceptions. VSA arts affiliate research project. Retrieved from https://www.kennedy-center.org/education/vsa/resources/arpfinaldraft.pdf

Rosin P (2009) Integrated Treatment: A process for improving the Rosin, P. (2009). Integrated Treatment: A process for improving the communication skills of children with Down syndrome. Day-long workshop. Madison, WI. June 23, 2009.

Staskowski, M., Hardin, S., Klein, M. & Wozniak, C. (2012). Universal design for learning: Speech-language pathologists and their teams making the common core curriculum accessible. Seminars in Speech and Language, 33(2), 111-129. Retrieved from http://www.mm3admin.co.za/cms/cpd/articles/cd18d27e-bec5-4926-abbc-abdade8f1107.pdf

Integrated Treatment revisited: A universally-designed group intervention for children with

cognitive disabilities and autism

Patricia Becker, M.S., CCC-SLP, ABD

WSHA 2015

Principles of IT, UDL, and Arts Integration

Integrated Treatment (Rosin, 2009)

Speech AND language goals

Embedded learning opportunities AND direct instruction

Visual, auditory, physical AND tactile facilitators

Literacy AND performance-based activities

Research AND evidence-based strategies for teaching

The solution: Part two

Universal Design for Learning (Staskowski, Hardin, Klein, & Wozniak, 2012)

Clear, inclusive and intentional goals, methods, and materials

Multiple means of representation, action, expression and engagement

Appropriate accommodations, supports and expectations

Ongoing assessment

Arts integration (Mason, Thormann, & Steedly, 2004)

Curriculum that integrates music, dance, movement and drama provides

students with disabilities an opportunity and space to: Explore VOICE,

Express CHOICE, Gain ACCESS

Enhances student motivation, engagement and learning

Opens doors to communication

Increases achievement

Builds problem-solving and critical thinking skills

Develops social literacy and positive interactions

A Universally-Designed Group Intervention

Goals

Address students’ speech and language goals

Bridge students’ access to curriculum

Integrate speech, language, literacy, music, movement and drama

Methods

What: Integrated Treatment lesson and newsletter

When: 30 minutes, once/week, Sept-May

Where: Special education room

How: With support from the para-professional or special education teacher

Lesson Plan Format

Theme/Big idea

Speech and language targets

Literacy targets

Talk rules

Sound practice

Books

Interactive drawing, writing and/or reading activity

Movement activity

Music activity

Means of representation

Visual, auditory and tactile materials (photos/pictures/print,videos, songs,

games, realia)

Models and prompts

Practice

Resources: Blogs crazyspeechworld, whitneyslp, slpmaterials, brightideasslp,

You Tube, brainpop, Lyrics on Demand, Dramatic play kits

Means of action and expression

Text, speech, illustration, music, movement, and video

Nonverbal/verbal, imitative/spontaneous, individual/choral, and

written/dictated

Resources: Dry erase board, Pocket chart, iPad audio/photo/video apps, Echo

microphone

Means of engagement

Choice

Age/ability

Relevance

Risk/challenge

Opportunity for interaction

Sample newsletter

Last week, we completed our “I AM” Integrated Treatment lesson featuring the book,

Quick as a Cricket. The children pantomimed concepts like “quick, slow, large, small,

hot, cold” to represent similes. More complex concepts to reinforce at home include

“weak, strong, tough, gentle, brave, shy, tame, and wild.”

We also used the video feature on the iPad to record each child reading or echoing a line

from the book. The children’s revised chorus of Sugarland’s song Stuck like Glue

provided inspiration for a class book about similes. Let me know if you would like a

copy!

Sample lesson plan

Theme: Why – Because

Speech/Language Targets: Why Questions, Cause and Effect, Articulation, Grammar

Literacy Targets: Word-Sentence-Picture associations

Talk Rules: Sparkle Box

Sound Practice: Medial consonants, 2-syllable words (because, happy)

Books: The Rain Came Down by David Shannon

(https://www.youtube.com/watch?v=fyhZqq6dpys) and Because I Stubbed My Toe by

Shawn Byous

Interactive Writing/Reading Activities: Use photos of the children and words in speech

bubbles to create “Because I’m Happy” book. For example, “Why are you…smiling,

laughing, singing, whistling, jumping, clapping, cheering?” “Because I’m happy.”

Match cause/effect pictures and words at brainpop

Movement Activities: Use facial expressions and actions to represent “Because I’m

happy” for class book. Role-play cause/effect situations.

Music Activity: Pharrell Williams Happy chorus

Clap along if you feel like a room without a roof

Because I’m happy

Clap along if you feel like happiness is the truth

Because I’m happy…

Sample songs

Tune of Carly Rae Jepsen’s Call Me Maybe:

Homophones.

They’re really crazy.

They sound the same.

With different meanings.

Homophones.

They’re really crazy.

Like bat and bat.

And ring and ring.

Tune of Sister Sledge’s We Are Family

We are synonyms.

We are words that mean the same thing.

We are synonyms.

We are words that mean the same thing.

Tune of Joan Jett’s, I Love Rock n Roll

Singing, I love f-a-ll.

Birds migrating, flying south.

I love f-a-ll.

Frost is forming, like thin ice.

Ow!

Singing, I love f-a-ll.

Crops are ready, food is grown.

I love f-a-ll.

Time to harvest, pick the food.

Tune of the Chicken Dance

First, Next and Last. First, Next and Last.

Tell the order of events. Tell the order of events.(4x)

Tune of Frere Jacques

We say, “Please.” We say, “Please”

Then, “Thank you.” Then, “Thank you.”

We say, “You’re welcome.” We say, “You’re welcome.”

“Excuse me” too. “Excuse me” too.

Tune of Over Hill Over Dale

Over here, over there.

Use good words to answer “Where?”

Like behind, and in front of, next to.

Over here, over there.

Use good words to answer “Where?”

Like above, and below, and between.

References

Mason, C.Y., Thormann, M.S., & Steedly, K.M. (2004). How students with disabilities learn

in and through the arts: An investigation of educator perceptions. VSA arts affiliate

research project. Retrieved from https://www.kennedy

center.org/education/vsa/resources/arpfinaldraft.pdf

Rosin, P. (2009). Integrated Treatment: A process for improving the communication skills

of children with Down syndrome. Day-long workshop. Madison, WI. June 23, 2009.

Staskowski, M., Hardin, S., Klein, M. & Wozniak, C. (2012). Universal design for learning:

Speech-language pathologists and their teams making the common core curriculum

accessible. Seminars in Speech and Language, 33(2), 111-129. Retrieved from

http://www.mm3admin.co.za/cms/cpd/articles/cd18d27e-bec5-4926-abbc-

abdade8f1107.pdf