Targeting Written Expression for Students with Learning Disabilities

[+] Enlarge Image Option(s): Audio CD and Manual, Additional Manual(s) Author(s): Nickola Wolf Nelson, PhD, CCC-SLP Description:	Audio CD and Manual Member: $74.00 Nonmember: $96.00 Additional Manual(s) From 1 to 5: $44.00 From 6 to 10: $40.00 11 or more: $38.00 Qty:

SLPs can work with teams of general and special educators to target language growth in students (ages 6–18) with language-based learning disabilities (LLD). Explore techniques for assessing written story probes, quantify and describe language and self-regulatory abilities at the discourse-, sentence-, and sound-/word-levels, and learn to prioritize language intervention targets. Plan collaborative, curriculum-based approaches to engage students with LLD in all stages of the writing process—targeting multiple language levels—and use scaffolding techniques to increase students’ knowledge of language at the sound/word and sentence/discourse levels.

Learning Outcomes
You will be able to

apply the term language-learning disability (LLD) appropriately to describe school-age students with co-occurring language impairments and learning disabilities
use a variety of sound/word and sentence/discourse measures and descriptors to prioritize targets for intervention
target and scaffold students’ knowledge of sound/word and sentence/discourse structures to convey and comprehend more complex ideas
measure change in children’s written language skills using written story probes