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Communication Breakdowns and Language Intervention in a Deaf Student's Writing Workshop, Assignments of School management&administration

Michigan State University (MSU)School management&administration

An analysis of communication breakdowns during writing workshop conferences between a teacher and a deaf student. Observation dates, topics discussed, language assessment information, and communication breakdown causes. The teacher aims to reduce the number of communication breakdowns regarding personal stories by implementing a language intervention strategy.

Typology: Assignments

Pre 2010

Uploaded on 07/29/2009

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Caitlin Knapp
CEP 802C
Fall 2008
Case Study #2: Intern Student
Contextual Information
● Description:
○ Monday- Thursday, before 2nd hour, between 9:07-9:15am, while
feeding the lizards in the classroom via sign
○ Monday- Thursday, around 10:00am, for 5 minutes during break time in
the classroom via sign
○ Monday- Thursday, 3rd hour, 10:10-11:00am, for approximately 12
minutes during Writing Workshop conferences in the classroom via sign
● Most Important:
○ Monday- Thursday, 3rd hour, 10:10-11:00am, for approximately 12
minutes during Writing Workshop conferences in the classroom via sign
● Topics Discussed:
Conversation Topics
Personal
Stories
21%
Writing
Techniques
40%
Behavior
39%
Observation Dates:
Oct.
20
Oct.
21
Oct.
22
Oct.
23
Oct.
27
Oct.
28
Oct.
29
Nov.
3
Nov.
4
Nov.
5
Nov.
10
Nov.
11
Nov.
12 Total
Personal
Stories 2 3 0 1 2 1 1 2 2 1 1 0 0 16
Writing
Techniques 1 1 1 1 2 4 4 3 3 2 3 2 3 30
Behavior 3 2 1 2 3 1 3 1 4 3 2 1 3 29
pf3
pf4
pf5

Partial preview of the text

Download Communication Breakdowns and Language Intervention in a Deaf Student's Writing Workshop and more Assignments School management&administration in PDF only on Docsity!

Caitlin Knapp

CEP 802C

Fall 2008

Case Study #2: Intern Student

Contextual Information

● Description:

○ Monday- Thursday, before 2nd^ hour, between 9:07-9:15am, while

feeding the lizards in the classroom via sign

○ Monday- Thursday, around 10:00am, for 5 minutes during break time in

the classroom via sign

○ Monday- Thursday, 3rd^ hour, 10:10-11:00am, for approximately 12

minutes during Writing Workshop conferences in the classroom via sign

● Most Important:

○ Monday- Thursday, 3rd^ hour, 10:10-11:00am, for approximately 12

minutes during Writing Workshop conferences in the classroom via sign

● Topics Discussed:

Conversation Topics

Personal Stories 21% Writing Techniques 40% Behavior 39%

Observation Dates:

Oct. 20 Oct. 21 Oct. 22 Oct. 23 Oct. 27 Oct. 28 Oct. 29 Nov. 3 Nov. 4 Nov. 5 Nov. 10 Nov. 11 Nov. 12 Total Personal Stories

Writing Techniques

Behavior (^3 2 1 2 3 1 3 1 4 3 2 1 3 )

Language Assessment Information

● Communication Breakdown Indicators:

○ Student: furrows brow, gapes opens mouth and curls upper lip,

exaggeratedly tilts head to the side, throws hands in the air, loudly voices,

“I don’t understand!”

○ Myself: furrows brows, leans in, slightly tilts head down and to the side,

shakes head and signs, “I don’t understand.”

● Communication Breakdowns by Topic:

Communication Breakdowns by Topic

Personal Stories 18% Writing Techniques 45% Behavior 37%

Observation Dates:

Oct. 27 Oct. 28 Oct. 29 Nov. 3 Nov. 4 Nov. 5 Nov. 10 Nov. 11 Nov. 12 Total Personal Stories

Writing Techniques

Behavior (^3 1 3 1 4 3 2 1 3 )

● Communication Breakdown Causes:

○ My student and I have the most serious communication breakdowns

while discussing personal stories. Although we encounter more frequent

breakdowns while discussing writing techniques and behavior,

breakdowns concerning personal stories are more serious. Developing a

better understanding my student and his personal stories will ultimately

improve our relationship that may, in turn, cause an overall decrease in

other communication breakdowns.

Language Intervention Information

● Language Goal:

○ My language goal for communicating with my student is to reduce the

number of communication breakdowns regarding personal stories during

one-on-one Writing Workshop conferences. I will implement a language

intervention strategy to facilitate a reduction in the number of

communication breakdowns. I will know if my intervention strategy is

successful if at least 75% of our communication breakdowns are repaired.

This would be approximately a 13% increase in repairs compared to the

pre-intervention data.

● Intervention Strategy:

○ In order to accomplish my language goal, I will implement a language

intervention strategy specifically designed for my student and I. Based on

my observations, communication breakdowns are most often caused by

my student’s presuppositional knowledge. To address this issue, I will

immediately communicate my misunderstanding by slightly furrowing my

brow, tilting my head to the side and signing, “one moment” to indicate

my misunderstanding as I make direct eye contact with my student. I will

then reiterate what I do understand about his story and ask a specific

question regarding what I don’t understand, such as, “What happened

next?” “Who did that?” or “When did that happen?” via sign. With this

strategy I hope to alleviate the frustration and annoyance my student often

expresses because I will clearly reiterate that I did understand his signing

and that only a specific detail confuses me.

● Impact of Language Intervention Strategy:

Impact of Language Intervention Strategy

A B C D E F G H I

Observation Dates

Frequency of Communication

Breakdowns Regarding Personal

Stories

Observation Dates:

A B C D E F G H I

Oct. 27 Oct. 28 Oct. 29 Nov. 3 Nov. 4 Nov. 5 Nov. 10 Nov. 11 Nov. 12 Impact of Comm unication Breakdow ns Post- Intervention Repaired Communication Breakdow ns 71% Unrepaired Communication Breakdow ns 29%

Observation Dates:

Nov. 3 Nov. 4 Nov. 5 Nov. 10 Nov. 11 Nov. 12 Total Repaired 2 3 2 2 3 3 15 Not Repaired

Pre-Intervention Post-Intervention

repair at least 75% of all breakdowns. According to my data

however, my language goal was not met. My post intervention data

indicates that only 71% of communication breakdowns were

repaired. Even though my interventions strategy did not fulfill the

criteria of my objective, I still consider the strategy a success.

There was a 9% increase in repairs over a period of 2 weeks. I

believe if I continue to implement my language intervention

strategy, I will surpass my language goal before the end of my

internship.

● Language Intervention:

○ I consider my language intervention strategy to be a success in

regards to this case study. As previously stated, the criteria of my

language objective was not quite met, but given more time, I am

certain my language goal could be achieved. The most significant

cause of communication breakdowns was my student’s error in

presuppositional knowledge. Over the 2 week period I

implemented my intervention strategy, I saw an improvement in

his presuppositional knowledge. He often remembered to introduce

unfamiliar sign names without prompting and his frustration began

to ease when I made it clear to him that it was not his signing I did

not understand. This ultimately led to a decrease in communication

breakdowns as well as less serious breakdowns and easier repairs

when a breakdown did occur for all breakdowns throughout the

entire school day. This result supports indicates that my language

intervention proved to be applicable to various contexts.

My intervention strategy certainly played an important role

in the success of my case study, however I also believe that my

relationship with my student has improved simply because we’ve

known each other 2 more weeks. Every day I teach and converse

with my students, the more I understand them and stories of their

lives. In return, I believe my students get to know me and

understand me better and better, each day we interact. At the

beginning of the study, my student often became frustrated and

annoyed whenever we’d experience a communication breakdown.

As Nicholas (2003) states, the more failures a person experiences

while communicating, the less they are to try to communicate.

Before I began intervention, I felt this happening with my student.

I wanted to reduce the number of breakdowns before my student

began reducing his communication with me. It was important that

my intervention strategy included the element of me reassuring

him that I understood his signing.