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Narrative Intervention for School-Age Children with Language Impairment

presented by Sandra Laing Gillam

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Disclosure Statement:

Financial: Sandra Laing Gillam receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.


 Non-Financial:  Sandra Laing Gillam has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Accreditation Check:
Narrative language skills contribute to academic success for school-age students. Children with language impairment have difficulty acquiring narrative proficiency. This may negatively impact their academic performance in oral and written contexts. This course will summarize a narrative intervention program entitled Supporting Knowledge in Language and Literacy (SKILL). Service-delivery options for using SKILL in school settings will be summarized.

Meet Your Instructor

Sandra Laing Gillam, PhD, CCC-SLP

Sandra Laing Gillam is a Professor in the Department of Communicative Disorders and Deaf Education at Utah State University and the current Vice President for Speech Language Pathology Practice for the American Speech Language and Hearing Association (ASHA). Since coming to Utah State, she has received numerous awards and honors including being named ASHA Fellow,…

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Chapters & Learning Objectives

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1. Language Underpinnings of Narrative Proficiency

This section will describe the importance of oral language for supporting narration, learning, reading, and academic success. Core standards that relate to specific language skills will briefly be reviewed. Evidence based procedures for improving the language skills that support the development of narrative proficiency will be discussed.

2. Supporting Knowledge in Language and Literacy

This section will outline the purposes of each of the phases of the SKILL program and why each is important for improving narrative proficiency. Research relevant to the activities that are undertaken in each phase is reviewed.

3. SKILL Phase 1

This section will describe Phase 2 of the SKILL program. Each of the story elements, it’s definition and icon will be discussed. Procedures involved in cotelling, retelling, parallel story generation and retelling are outlined. Activities at the end of Phase 1 for implementing a simple literature based unit are discussed. Exit testing procedures to determine whether students are ready to move onto Phase 2 are described.

4. SKILL Phase 2

This section will describe Phase 2 of the SKILL program. New story elements, their definitions and icons will be discussed. Procedures involved in cotelling, retelling, parallel story generation and retelling are outlined for more complex stories are discussed. Plan, action, complication sequences are introduced and illustrated. Activities at the end of Phase 2 for implementing a complex, literature based unit are discussed. Exit testing procedures to determine whether students are ready to move onto Phase 3 are described.

5. SKILL Phase 3

This section will describe Phase 3 of the SKILL program. Procedures involved in creating and editing complex stories will be described. The self-scoring rubric will be described a a procedure for editing stories that students here, read or compose. Activities at the end of Phase 3 for implementing a complex, multi-episode story will be discussed. The use of sequenced pictures, and single scene picture prompts to elicit stories is described.

More Courses in this Series

Narrative Proficiency & School-Age Children with Language Impairment

Presented by Sandra Laing Gillam, PhD, CCC-SLP

Narrative Proficiency & School-Age Children with Language Impairment

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Children with language impairment have difficulty developing proficiency in narrative language. This course will provide an overview of what narrative proficiency is, what is it composed of, why it is important for academic and social success, and the kinds of difficulties that school-age students with language impairments may experience in developing it. Procedures, approaches and research studies supporting the use of narrative intervention techniques for students with language impairment will be summarized.

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Narrative Assessment for School-Age Children with Language Impairment

Presented by Sandra Laing Gillam, PhD, CCC-SLP

Narrative Assessment for School-Age Children with Language Impairment

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Narrative language skills are an important part of curricular standards related to literacy. Children with language impairment have difficulty developing proficiency in narrative language. This course will provide an overview of procedures that may be used for analyzing narrative proficiency. The Test of Narrative Language-2, a standardized measure of narrative comprehension and production, and a criterion-referenced measure of narrative production, Monitoring Indicators of Scholarly Language (MISL), will be described. A holistic scoring procedure useful for characterizing oral narratives will also be discussed.

View full course details

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