One size does not fit all. Students with communication needs represent a very diverse group. Expressive language is a way to share knowledge, feelings, and experiencesall important aspects of life, both inside and outside the classroom. There are several evidence-based strategies and intervention studies that describe how adults can provide communication opportunities throughout daily activities and across settings to improve expressive communication skills for students. The results of the studies demonstrate the importance of the individualization of direct instructional strategies. It is important to note that evidence-based strategies may still be ineffective if not implemented correctlyor with fidelityacross settings and staff. For this Assignment, you will write a paper on expressive language, identifying the difficulties students with expressive communication delays face within the educational setting, as well as evidence-based strategies to improve communication skills. To prepare: · Review the modules Learning Resources and the Communication and Language media piece. Consider how, as a special education leader, you are responsible for supporting teachers, specialists, and educational team members in implementing evidence-based communication strategies in classrooms at your local school. · Conduct a search to build a resource list of at least 10 evidence-based strategies to support students with language and communication delays. Note: You will post a draft of your resource list in the Module 2 Discussion 2 Forum. You should apply feedback and new ideas to your final submission as part of this Assignment. Compose a 3- to 4-page paper that includes the following sections: Section 1: Student Challenges · Explain the types of challenges students with communication delays experience across various settings. Section 2: Leader Responsibilities · Explain at least three specific evidence-based strategies and interventions for students with language and communication delays, including assistive technology. · Explain how you will lead implementation with fidelity across staff for students with expressive and receptive language delays. Section 3: TK Resource List · Include the final version of the resource list you posted in Discussion 2 for parents and staff containing at least 10 evidence-based intervention strategies to support students with language and communication delays as an appendix to your paper. For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete your assignments. Learning Resources Note: To access this weeks required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Hartley, C. & Allen, M. (2015). Symbolic understanding of pictures in low-functioning children with autism: The effects of iconicity and naming. Journal of Autism and Development Disorders, 45 (1), 15-30. Law, J., Roulstone, S., & Lindsay, G. (2015). Integrating external evidence of intervention effectiveness with both practice and the parent perspective: development of What Works for speech, language, and communication needs. Developmental Medicine & Child Neurology , 57(3), 223-228 (3), 223-228. Lerna, A., Esposito, D., Conson, M., & Massagli, A. (2014). Long-term effects of PECS on social-communicative skills of children with autism spectrum disorders: A follow-up study. International Journal of Language and Communication Disorders, 49 (4), 478-485. Lubas, M., Mitchell, J., & DeLeo, G. (2015). Evidence-based practice for teachers of children with autism: A dynamic approach. Intervention in School and Clinic, 51 (3), 188-193. Schneider, N. & Goldstein, H. (2009). Social stories improve the on-task behavior of children with language impairment. Journal of Early Intervention, 31 (3), 25…
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