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Katelyn Karsnia

What is RTI | Three Tiers of RTI | Navigating Education - 0 views

navigatingeducation.com/...03

ABCSoup ED3780 Siri Adaptations RTI

shared by Katelyn Karsnia on 20 Mar 22 - No Cached
  • RTI consists of three tiers, or levels of academic support, which help teachers and schools better identify, target, and support, both students and their individual skill deficits.
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      What RTI does to help students in school
  • Tier 1 consists of universal instruction for all students,
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      What Teir 1 = universal instruction for all students
  • ier 2 consists of targeted intervention for specific groups of students
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Teir 2 = Targeted intervention groups for specific students
  • ...5 more annotations...
  • between 6% and 15% of students are identified as needing additional support in specific academic domains (reading, writing, math, language, and/or behavior), beyond the standard whole group instruction and support from the classroom teacher.
  • ier 2 interventions can take as long as eight weeks before academic improvement is noticeable
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      How long it could see changes in students' academic ability with interventions
  • Tier 3 consists of highly targeted individualized and intensive interventions, and typically consists of between 1% and 5% of students.
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Tier 3 = Highly targeted individuals and intensive interventions
  • RTI Tiers Types of Interventions % of Students Expectations Tier 1 Universal instruction for all students >=80% Children may experience academic challenges or frustration at times, but they can quickly overcome such difficulties with little impact to their overall academic performance. Tier 2 Targeted intervention for specific groups of students 6% – 15% It can take as long as eight weeks before academic improvement is noticeable, and children/students may need to remain at Tier 2 for a bit of time to increase or maintain their growth. Tier 3 Highly targeted individualized and intensive interventions 1% – 5% The specific nature of a child’s difficulty must be more closely examined, which is typically done through formal educational/academic evaluations.
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Statistics about the RTI three tiers
  • Response to Intervention, or RTI, is an approach used throughout the country to meet the ever-changing academic needs of children/students
Siri Anderson

The Answer Sheet - What 'Superman' got wrong, point by point - 0 views

voices.washingtonpost.com/...-superman-got-wrong-point.html

social_studies school-improvement ROI teacher_education

shared by Siri Anderson on 28 Sep 10 - No Cached
  • According to the Department of Education, the country will need 1.6 million new teachers in the next five years. Retention of talented teachers is one key. Good teaching is about making connections to students, about connecting what they learn to the world in which they live, and this only happens if teachers have history and roots in the communities where they teach
  • The film-makers betray a lack of understanding of how people actually learn, the active and engaged participation of students in the learning process. They ignore the social construction of knowledge, the difference between deep learning and rote memorization.
  • Waiting for Superman has ignored deep historical and systemic problems in education such as segregation, property-tax based funding formulas, centralized textbook production, lack of local autonomy and shared governance, de-professionalization, inadequate special education supports, differential discipline patterns, and the list goes on and on.
  • Siri Anderson on 28 Sep 10
     
    Wendy thanks for this link on Facebook. I'm going to see it tonight! I look forward to debate on this topic in the weeks ahead.
mrsremick4

Summary Objective 16 | Learning for Justice - 1 views

www.learningforjustice.org/...summary-objective-16

critical_race_theory pedagogy

shared by mrsremick4 on 23 Sep 21 - No Cached
    • mrsremick4
      mrsremick4 on 23 Sep 21
       
      This is a great resource for incorporating critical pedagogy theory into your classroom. Would you include lessons like this into your coursework in addition to your current curriculum? Why or why not?
    • crispinfletcher
      crispinfletcher on 24 Sep 21
       
      I strongly believe that lessons like these can and will provide great thinking and questioning of the status quo. Getting students to stand up for what they are learning is huge and lessons like what are listed here can really help students think deep about what they know and are learning.
moltman

They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 1 views

iowa.pbslearningmedia.org/...ca-immigrants-past-and-present

Lesson Plan

shared by moltman on 06 Oct 21 - No Cached
  • Ask your students to brainstorm a definition for the word, and jot down their ideas. Ask your students to share their ideas on what exactly an immigrant is.
    • moltman
      moltman on 06 Oct 21
       
      Standard 3- use a student's thinking and experience as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples or student thinking. Students are asked to use their prior knowledge of what they know about immigration which will help the teacher gauge their level of understanding about the topic.
    • moltman
      moltman on 06 Oct 21
       
      Highlighted
  • Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
    • moltman
      moltman on 06 Oct 21
       
      Standard 4E - understand a student's learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family, and community values. This is done by having students talk about their personal backgrounds and helps their peers understand from their experiences. Students tend to listen better to their peers and enjoy learning about their classmates.
  • Divide your students into fivegroups. Distribute the “Immigrants: Past and Present” organizer to yourstudents. Assign each group one of the following five immigrants: 1) SeymourRechtzeit from Poland, 2) Li Keng Wong from China, 3) Kauthar from Kenya, 4) Virpal from India, and 5) Quynh from Vietnam. Ask each group to circle theirassigned immigrant on the organizer.
    • moltman
      moltman on 06 Oct 21
       
      Standard 7I - supports and expands learner expression in speaking, writing, and other media. Students are placed in groups and they will use what the teacher has taught them to research on individuals. The teacher provides a website for research.
  • moltman on 06 Oct 21
     
    "Ask your students to brainstorm a definition for the word, and jot down their ideas."
Siri Anderson

Search Classroom Resources | PBS LearningMedia - 3 views

tpt.pbslearningmedia.org/search

PBS Human Relations History primary_sources

shared by Siri Anderson on 30 Sep 21 - No Cached
  • ways that we can find out about people, places and events that took place a long time ago
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is an example of 4E.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This shows understanding of Standard 4E: "Understand how a students' learning is influenced by individual experiences, talents, and prior learning as well as language, culture, and other samples of student thinking." Asking students to brainstorm about the topic they are about to study activates their prior knowledge so they can potentially make a connection between the new material and what they already know.
  • Discuss the responses with the students
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      3G --use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking;" By eliciting student voices in a discussion the teacher can understand how they relate to the concepts that are being taught today.
  • ...8 more annotations...
  • Explain that we can also learn a lot by looking at photographs and drawings from the past.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is a little supportive of 4E, by presenting varied nationalities and cultures within the lesson, and encouraging the students to think that they have agency (you can learn alot) to look into their "photographs or drawings from the past" the teacher is demonstrating respect for the diverse backgrounds in the room.
  • would you like to ask
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is also supporting 3G -- "eliciting student thinking"
  • Ask the groups to compare their photos. Ask them to find at least two things that are similar in the two photos and at least two things that are different.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I, "support and expand learner expression in speaking, writing, and other media" because the teacher is scaffolding experiences for the students to talk to and learn from one another.
  • describe the type of information that they were able to discover from looking at the photographs. (What people looked like, What people wore, etc.) Ask students to share some of the questions that they thought about when observing and comparing the photographs.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      Another example of eliciting student thinking, 3G. Also supports speaking 7I.
  • Kristi never met her father’s parents
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is moderately supportive of 4E. By sharing the story of a person whose family did not have contact the teacher is making more space in the room for learners who also may not have met their grandparents, or parents. ; (
  • Explain to students that different cultures have different ways of passing down information about their past to their children and grandchildren.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports 4E, the teacher is establishing that families have different cultural practices which makes more space in the room for children who may have felt that cultural practices in their own family are "weird." This provides space for "difference" as cool.
  • Encourage students to make something to help keep pictures, drawing, letters, articles and/or other information about them and their families.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I. The students are encouraged to express themselves in a media other than writing and speaking.
  • create their own drawings
    • Siri Anderson
      Siri Anderson on 01 Oct 21
       
      This is another example of 7I because the students are expressing themselves in another medium.
  • Siri Anderson on 30 Sep 21
     
    These standards are not at all aligned with this lesson!
angieharris

Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views

www.learningforjustice.org/...-gender-stereotypes-in-stories

ED3140 HR Human_Relations BSU Gender Lesson_Plan_Revision

shared by angieharris on 08 Oct 21 - No Cached
  • Explain to students that they are going to write a profile of a character who stands up against gender stereotypes. Provide students with the appropriate graphic organizers and have them work independently to begin developing their characters.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 7I - "support and expand learner expression in speaking, writing, and other media" because students are writing a profile of a character who stands up against gender stereotypes, it expands their learning through critical thinking in developing a character with this in mind.
  • As you read, stop to elicit student responses to the question: What personality traits and behaviors show us that this character rejects gender stereotypes? Chart student responses. When you are finished reading, help students look back over the list they have come up with. Ask how it feels to read about a character who stands up to so many gender stereotypes.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 4E - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" because students would have prior knowledge in how they think of gender roles through their family/cultural experiences. This could be through toys they have been bought (dolls/toy cars), family roles within the household (who cooks/who does yard work), the clothes they wear, etc.
  • Come together to allow students to share observations. Ask students how they think children’s book authors might contribute to the construction of gender, and challenge students to question whether this is fair.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking" because students work with a partner to observe what they see in picture books about gender stereotypes and then they come together as a group to share ideas with each other about what they discovered. Students are then asked to think about if the construction of gender is fair. The group interaction helps them learn from each other.
Bill Olson

What Does an Inclusive Classroom Look Like? - 0 views

inclusiveschools.org/-inclusive-classroom-look-like

inclusion decisions classrooms expectations

shared by Bill Olson on 04 Sep 21 - No Cached
  • Decisions are made on the basis of student needs and not on labels and places. The general education classroom at the student’s enrolled grade level is the reference point for student-specific planning. Expectations are high. Instruction is based on the curriculum standards adopted by the school or state. There is not a separate curriculum. Individualized supports are available when needed.
  • I like to think that effective inclusion is about names, the uniqueness of every child, and not numbers or scores.  It’s about student needs, and not the labels often attached to individual students.  And, effective inclusion is about the services provided rather than the places where those services are offered.
  • Although standards and observation checklists are helpful guides to identify inclusive classrooms, sometimes it’s easier to remember what I call the “3 R’s” of effective inclusion–respect, relationships and responsibility. 
winkler_deb

TrillEDU: Culturally Responsive Pedagogy... | Jeffrey Dessources | TEDxNewJerseyCityUniversity - YouTube - 1 views

www.youtube.com/watch

Culturally Responsive Pedagogy_Winkler_Kudis_Fratzke

shared by winkler_deb on 20 Sep 21 - No Cached
    • winkler_deb
      winkler_deb on 21 Sep 21
       
      What types of technology or trends will you use in your classroom?
    • crispinfletcher
      crispinfletcher on 24 Sep 21
       
      I love TED talks myself as something to use. I also plan to use a family connection app to reach out to parents, or at least texting parents. Keeping track and learning to use whatever new tech is being used by students is something I am planning on doing. I have no real idea on what is coming next for tech but I am planning on using it as best as I can.
  • TrillEDU: Culturally Responsive Pedagogy... | Jeffrey Dessources | TEDxNewJerseyCityUniversity
  • chlohawk on 25 Sep 21
     
    Hi, Debi! I also love TED Talks like Joe and because of that I'm a little sad I may not be able to include them in my classroom if I teach in the primary grades like I hope to do. Where I'm at now, I hope that technology will be a help and not in a hindrance in my classroom. I think that using YouTube projected on the Smart Board would be a great way to show read alouds of books I don't have in the classroom, for kids yoga, Go Noodle, chromebooks for ABCYA, playing music for cleanup or relaxing music during writer's workshop, using an Amazon Echo in the classroom for music and timers as well as a break time for kids to ask it questions, etc. I've heard from my mentor school that they use Class Dojo to stay updated with parents and I hope to learn more about that. I know that Google Classroom is great and is what my mentor school used for distance learning.
drewevanaho

Timely Progress Review - yourtickettowork.ssa.gov - 1 views

yourtickettowork.ssa.gov/...timely-progress-review.html

Adaptation SOUP TPR

shared by drewevanaho on 29 Jan 22 - No Cached
  • A Timely Progress Review (TPR) is Social Security's way to track the progress of a Ticket Holder under the Ticket to Work Program.
    • nikkilh
      nikkilh on 29 Jan 22
       
      what a timely progress review is
  • TPR Guidelines
  • Employment Network Responsibilities
  • ...1 more annotation...
  • What is a Timely Progress Review?
    • drewevanaho
      drewevanaho on 27 Apr 22
       
      What a TPR is.
drewevanaho

What Is ELL In Education And Why It's Important - 0 views

www.uopeople.edu/...what-is-ell

Adaptation SOUP ELL

shared by drewevanaho on 28 Apr 22 - No Cached
  • What Is ELL In Education And Why It’s Important
    • drewevanaho
      drewevanaho on 28 Apr 22
       
      ELL
nikkilh

What is ENVoY and How does it Impact Teacher Efficacy? | MESPA Advocate Blog - 0 views

mespamn.wordpress.com/...oes-it-impact-teacher-efficacy

ENVoY

shared by nikkilh on 14 Mar 22 - No Cached
  • What is ENVoY and How does it Impact Teacher Efficacy?
    • nikkilh
      nikkilh on 14 Mar 22
       
      ENVoY and how it impacts teachers
  • The most significant byproduct of deep levels of ENVoY implementation relates to teacher efficacy, which gives teachers the ability to perform at higher levels while having a positive mindset about their work as a professional.
  • creating a safe and nurturing classroom environment is critical to meeting the emotional, social and academic learning needs of students and that classroom management training is a key component to supporting both pre-service and in-service teachers
  • ...2 more annotations...
  • Classrooms are increasingly culturally and linguistically diverse and have a wide range of learning abilities in every class, and because most teachers are Caucasian and derive from middle-class backgrounds (Tileston & Darling, 2008), these educators may be unintentionally unaware of the needs that diverse learners require, which include the following: significant relationships, assistance with prioritizing and planning, problem solving, locus of control, ability to trust, and responding to criticism.
  • Understanding the differences between self-efficacy and teacher efficacy allows the educator to interact with their students in a manner that produces less power and control in the classroom when operating through the lens of teacher efficacy
Siri Anderson

What about the other kids in the room? - Unconditional - 4 views

unconditionallearning.org/...out-the-other-kids-in-the-room

trauma-informed-pedagogy Jessamay_Pesek EdPsych 3110-5110 Adaptations 3780-5780

shared by Siri Anderson on 23 Feb 23 - No Cached
  • The “other students” in the room have agency over how they show up in difficult moments. Just like we support students to practice and use their agency responsibly in their learning, friendships, and community, we can do the same when it comes to moments of crisis
  • What’s the dividing line between stress and trauma? While there’s no clear answer, one key element is sense-making
  • When we are upset and overwhelmed, sometimes we hurt others.
  • ...1 more annotation...
  • Our students need us to help them understand what it means when a classmate is struggling. They need us to create space and hear how they felt, and validate their emotions. They need help understanding why a situation got so big and scary all of a sudden. They need to hear us say that their classmate is getting the support they need (and mean it), and to hear us say that their classmate is still a cherished member of our community
  • Siri Anderson on 23 Feb 23
     
    Great read forwarded by Dr. Pesek.
Kelly Nuthak

What is the meaning of PTE? - thePTE - 1 views

thepte.com/what-is-the-meaning-of-pte

ABC PTE test

shared by Kelly Nuthak on 30 Jan 22 - No Cached
  • What is the meaning of PTE?
  • earson Test of English.
  • computer-based English Competency test.
  • Kelly Nuthak on 30 Jan 22
     
    Pearson test of English
Katelyn Karsnia

Visual Impairment: What Is Impaired Vision? - 1 views

www.allaboutvision.com/...visual-impairment

ABCSoup Siri ED3780 Adaptions VI

shared by Katelyn Karsnia on 20 Mar 22 - No Cached
  • common vision-threatening eye diseases are:
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Common eye disease that can cause visual impairment
  • visual field of
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      What visual impairment is classified as and What blindness is
  • common method
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Common visual measurements
  • ...12 more annotations...
  • Visual impairment, or vision impairment,
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Definition of Visual impairment
  • DiabetesStrokeThyroid diseaseMyasthenia gravisLyme diseaseAIDSTumors located in or around the eye
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Illness that can cause vision problems
  • The eye itselfOptic nerveOrbit (area around each eye)The vision pathways inside the head
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Injuries that can cause visual problems
  • Head injuries
  • Together with doctors and other medical professionals, humanitarian groups and organizations such as the National Federation of the Blind, the American Council for the Blind and Hadley can offer a helping hand to those affected by vision loss.
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Resources to help people with impaired vision
  • means full correction is not even possible with the help of glasses, contact lenses, medication or vision surgery.
  • means that someone’s eyesight is reduced (impaired) to the extent that it can’t be corrected to a normal level.
  • Moderate visual impairmentVisual acuity: 20/70 to 20/160Severe visual impairmentVisual acuity: 20/200 to 20/400 and/orVisual field: 20 degrees or lessProfound visual impairmentVisual acuity: 20/500 to 20/1000 and/orVisual field: 10 degrees or less
  • less than 20
  • his degree of visual field loss is classified as legally blind.
  • Total blindness is the absence of all light.
  • Macular degenerationDiabetic retinopathyGlaucomaCataractsSerious eye infections
Katelyn Karsnia

Behavior Intervention Plans (BIP) for Your Students - 1 views

www.verywellfamily.com/vior-intervention-plan-3105186

ABCSoup ED3780 Siri Adaptations BIP IDEA IEP

shared by Katelyn Karsnia on 20 Mar 22 - No Cached
  • BIP may include
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Different ways that BIP helps with behaviors
  • data is used to create the BIP document. It should include: Target behaviorsSpecific goals that are measurableIntervention description of how it will be doneWhen the intervention starts and how often it will be doneMethod of evaluationPersons responsible for each part of the intervention and evaluationData from evaluation 
  • document is approved by the student's Individual Education Program (IEP) team,
  • ...3 more annotations...
  • Behavior plans fall under the Individuals with Disabilities Act (IDEA)
  • Behavior Intervention Plan (BIP)
  • takes the observations made in a Functional Behavioral Assessment and turns them into a concrete plan of action for managing a student's behavior.
nikkilh

What Is Functional Behavioral Assessment (FBA)? | Understood - For learning and thinking differences - 1 views

www.understood.org/...nt-what-it-is-and-how-it-works

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • Functional behavioral assessment (FBA) is a process schools use to figure out what’s causing challenging behavior.
    • nikkilh
      nikkilh on 29 Jan 22
       
      what functional behavior assessment is
  • To help students, schools use a process to identify and understand challenging behaviors, and come up with possible solutions.
  • During an FBA, the school team gathers information and uses it to create a plan to improve behavior.
drewevanaho

What is Vision Impairment? | Department of Ophthalmology | University of Pittsburgh - 1 views

ophthalmology.pitt.edu/...what-vision-impairment

Adaptation SOUP VI

shared by drewevanaho on 28 Apr 22 - No Cached
  • What is Vision Impairment?
    • drewevanaho
      drewevanaho on 28 Apr 22
       
      Visually Impaired Page
sherrillk4452

12 Ways to Support English Learners in the Mainstream Classroom | Cult of Pedagogy - 1 views

www.cultofpedagogy.com/-students-mainstream-classroom

ML Learners

shared by sherrillk4452 on 18 Feb 22 - No Cached
  • Challenging concepts should be
  • diagrammed or supported with pictures
  • Sometimes showing our students what to do is all they need in order to do it,”
  • ...29 more annotations...
  • mprove comprehension
  • help all of your students grasp concepts better.
  • ELL students,
  • If you really want the kids to learn, they’ve got to be engaged.”
  • where students can practice language with their peers in a more personal, lower-risk setting
  • more small groups,
  • o the strong relationship she had with the regular classroom teachers
  • ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support,
  • silent period,
  • Don’t force them to talk if they don’t want to,”
  • ill speak very little, if at all
  • pair him with other students who speak his native language
  • Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class.”
  • Allow them to write in their first language if they’re able.
  • llows them to still participate in journal writing or a math extended response, even if you can’t read what they write.”
  • consider the whole list of terms you’re going to teach for a unit,
  • Sentence frames
  • I disagree with what _________ said because…
  • Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.
  • as to become a regular part of class
  • Pre-teach
  • The kids feel so empowered if they’ve had a chance to look at the material ahead of time.”
  • aking the time to learn the basics of where a child comes from — exactly, not ‘somewhere in the Middle East/South America/Asia/Africa’ — tells the
  • student that you respect her enough to bother.
  • learn
  • bout students’ religious and cultural practices. If
  • If you anticipate a theme coming up in your class that’s going to be relevant to one of your students, have a conversation with them in advance, or check with your ESL teacher to see if they think it’s appropriate for in-class discussion.
  • By modeling the risk-taking that’s required to learn a new language, you help students develop the courage to take their own risks, and to have a sense of humor about it.
  • ake a conscious effort to see past the accent and the mispronunciations and treat every interaction — every student — with the respect they deserve.
nikkilh

What is the Difference Between a Speech Therapist and a Speech Pathologist? Donald Fuller Speech-Language Pathologist Early Intervention 1057 - 0 views

www.speechpathology.com/...-between-speech-therapist-1057

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • In the past, the term "speech pathologist" was used by professionals to describe themselves, but the term most commonly used today is "speech-language pathologist" or "SLP." Lay people have more often referred to us as "speech therapists," "speech correctionists," or even "speech teachers."
    • nikkilh
      nikkilh on 29 Jan 22
       
      Difference between speech-language pathologist and speech therapist.
  • The term "speech" is used to denote the components of vocal activity such as phonation (the production of a vocal tone via the larynx or "voice box"), articulation (the movement of the structures in the mouth to create speech sounds to produce words), resonance (the overall quality of the voice as well as the process that transforms the vocal tone into what we recognize as a person's "voice") and fluency (the timing and synchronization of these components of the complex speech act). "Language" refers to the comprehension and production of language, including the mode in which it is comprehended or produced (oral, gesturing, writing, or reading).
  • Even the term "speech-language pathologist" doesn't quite capture the totality of our scope of practice.
Kelly Nuthak

ABI vs. TBI: What is the difference? - 0 views

www.biausa.org/...y-and-a-traumatic-brain-injury

ABC TBI information

shared by Kelly Nuthak on 30 Jan 22 - No Cached
    • Kelly Nuthak
      Kelly Nuthak on 30 Jan 22
       
      ABI vs. TBI
  • Non-Traumatic Brain Injury
  • ABI vs. TBI: What is the difference
  • ...2 more annotations...
  • Traumatic Brain Injury
  • as an alteration in brain function, or other evidence of brain pathology, caused by an external force.
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