The intervention programme involved 15 weekly lessons of 1 h each, taught during 3 months. The teacher needs to invite the students to learn, provide much deliberative practice and modeling, and provide appropriate feedback and multiple opportunities to learn. They may have difficulty in social situations and problems with social cues and judgment. (n.d.). Journal of Educational Psychology, 89, 262-275. Our experts continually monitor the health and wellness space, and we update our articles when new information becomes available. Teachers described the reading and writing stages of their students in a questionnaire following the developmental model of Frith. On the Baldie, the students on average achieved at a nine year old level, and on the Neale (rate, accuracy, comprehension) at 7.6 years. The effects of the childrens cognitive limitations on skills related to reading comprehension are thus widespread. This additional reference list is taken from: Houston, D., & Torgesen, J. Journal of Reading, 37(7), 608-610. Researchers coded 2,901 minutes of instruction for content, grouping, materials, instructional quality, engagement, and time spent reading connected text, using a tool adapted for the IDD population. She was reading short decodable passages with appropriate comprehension, and had increased her store of letter sounds and words. We have focused our discussion of educational strategies around the fundamental vision that students with severe disabilities have the same type of goals as regular students. Cognitive constraints on the simple view of reading: A longitudinal study in children with intellectual disabilities. Thus, students with low IQs do benefit from comprehensive reading programs that were designed for struggling readers and readers with LD, but progress is slower. not being able to read labels on medicine, unable to read signs related Before Res Dev Disabil. Guide to Cognitive Disabilities. Several studies noted a preference for response cards among both students and teachers. The role of phonological awareness and letter-sound knowledge in the reading development of children with intellectual disabilities. Unfortunately, after 31 completed lessons (131 sessions over almost 12 months), the program was discontinued when the clients partner became jealous of her progress, and refused to allow her further participation. There appears to be some increased interest among researchers, but a large number of research questions remain unresolved. It continues with such instruction until school commencement, and then provides transition follow-up. B. In Whites 1988 DI meta-analysis involved learning disabled, intellectually disabled, and reading disabled students, the average effect size for Direct Instruction programs was .84. Kliewer, C., & Landis, D. (1999). The group with the lowest scores (under 70) gained nearly as much each year in reading as students with much higher scores. Background: Adults with a mild intellectual disability (ID) often show poor decoding and reading comprehension skills. Writing achievements are lower on average. Engelmann, S. (1995). ), Issues in educating students with disabilities (pp.177-195). Where should I start working out out of shape? A total communication reading program. The study investigated the effects of music therapy on the reading skills of pupils with intellectual disability. Our website services, content, and products are for informational purposes only. http://www.ldadvocates.com/Support_Children_with_Low_IQ_to_Read.htm, http://www.smu.edu/smunews/education/reading-research.asp, Have a slow connection? It should be noted however that the Alice's language skills approximated those of a kindergarten or first grade student - precisely the time at which reading instruction usually commences. Principles underlying effective instruction may be more influential in the process of learning than the special characteristics of any particular student population (O'Neill & Dunlap, 1984). The way that curricula are developed, instruction delivered, and teaching systems organized will have a major impact on the success of education for students with severe disabilities. Autism, 2(2), 139-156. Many students with learning difficulties or disabilities and/ or emotional and behavioural difficulties do not keep up with academic learning in regular classes and are at increased risk of dropping out of school. Study offers hope for children with mental retardation, http://www.smu.edu/smunews/education/reading.asp, http://www.nichd.nih.gov/publications/pubs/coun_mrdd.htm, When all is said and done, more is said than done: Research examining constructivist. Intellectual disabilities in children cause learning difficulties, social problems, motor skill impairment, and adversely affect ability to perform successfully in daily life. There were also a number of studies in the 1970s evaluating Direct Instruction programs in which IQ was an outcome variable. Clunies-Ross, G. (1988, July). Epub 2013 Oct 17. We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. It provides for child, adolescent and adult referrals, and about one third of those referred request educational assistance, most involving reading difficulties. International Journal of Disability, Development and Education, 49(1), 47-59. A., & Smeets, P. M. (1989). Background: Findings from this body of work indicate that children and adolescents with ID can obtain higher levels of reading achievement than previously anticipated (Allor, Mathes, Roberts, Cheatham, & Al Otaiba, 2014). It is not a condition in itself, but it may be a symptom of other conditions or complications, Why do kids learn spoken language so easily? From isolation to combination: A multilevel, multicomponent approach to developing literacy skills of students with cognitive impairment. Dessemontet, R.S., & de Chambrier, A-F. (2015). (1982). For which students has it been found effective? (2004). Journal of Direct Instruction, 4(2), 173-188. CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY. The group showed significantly greater improvement than in prior years. (2008). To get a copy of the videos on disk to use with this method, please contact us at 877.485.1973 or, Video ofMemorial to Siegfried Engelmanns Professional Life and Contributions, National Institute for Direct Instruction. Bowyer-Crane C, Snowling MJ, Duff FJ, Fieldsend E, Carroll JM, Miles J, Gtz K, Hulme C. J Child Psychol Psychiatry. An official website of the United States government. Inclusion has been seen as the central issue in special education but is gradually giving way to concern for what students learn. Memory and learning in intellectual disability. Students with intellectual disability have been taking general or alternate reading assessments over the past two decades. Int J Dev Disabil. These findings corroborate those of previous researchers (cf. Assessment of phonemic awareness and word reading skills of people with complex communication needs. sharing sensitive information, make sure youre on a federal There is no indication that taking a different approach based on age is warranted. The role of phonological awareness and letter-sound knowledge in the reading development of children with intellectual disabilities. Flores and colleagues (2007, 2009, 2013) have been using Corrective Reading: Thinking Basics to teach a variety of comprehension skills. Educational strategies for students with severe intellectual disabilities. Teaching reading comprehension and language skills to students with autism spectrum disorders and developmental disabilities using Direct Instruction. Methods and procedures: (1990). Marvin, C., & Mirenda, P. (1994). Dialog, 16(4), 3047. Journal of Learning Disabilities, 22, 3-13. Observed instructional content focused on phonics/word study, followed by vocabulary and comprehension, then other areas. This article reviews the literature on the efficacy of response cards in improving student social and academic performance. We analyze and discuss the determinants of literacy in this sample with regard to the sociocultural background of students with ID and draw conclusions for teaching and school policies. Teacher monitoring program. Beginning to read: Thinking & learning about print. <<1C8AD26490A98F4EAF0D4808B31DE5FC>]/Prev 181030>> Browder; D.M., & Xin, Y.P. 302-4). Macomb, IL: Macomb Projects at Western Illinois University. When all is said and done, more is said than done: Research examining constructivist instruction for students with special needs. Blanton, L.P., & Blanton, W.E. It was rigorous and professional, but sensitive to the individual., Schools with NIFDI have more and better discussions about how what they are doing is impacting individual student achievement.. (2004). The relationship between PA and single-word reading in adults with complex communication needs was determined using correlational and multiple regression analyses of data from 34 of the original participants who did not have functional speech skills. Memory and learning in intellectual disability. Two lessons from each tutor per week was the average rate of presentation of the program, less than the recommended 5 times per week. How schools work. 7 Is ADHD a learning disability or behavioral disability? Kay-Raining Bird, E., Cleave, P. L., & McConnell, L. (2000). Methods: Apps, M., & Carter, M. (2006). (2011) successfully used experimenter designed DI scripts to teach prepositions to students with intellectual disability. Writing Gersten, R., Williams, J. P., Fuchs, L., Baker, S., Koppenhaver, D., Spadorcia, S., & Harrison, M. (1998). 0000003127 00000 n Comparison of a word study phonics technique between students with moderate to mild mental retardation and struggling readers without disabilities. If your child has an intellectual disability (ID), their brain hasnt developed properly or has been injured in some way. Parkton, Maryland: York Press. ADHD is not considered to be a learning disability. This multiple baseline study investigated the effectiveness of text-based reading lessons for students with intellectual disability (ID). In total, 38 adults (age range 20-72 years; mean age of 36 years) with ID participated in the study. Journal of Autism and Developmental Disorders, 39(1), 75-83. Where is the phonics? (2000). J Intellect Disabil Res. The effects of Direct Instruction on the reading comprehension of students with autism and developmental disabilities. The findings suggest that persons with traumatic brain injury resulting in cognitive and memory impairments may have the potential to learn basic reading skills, even years after a TBI has occurred. A review of the literature on the use of phonetic analysis with students with mental retardation. This research was previously limited to students with limited English, learning disabilities, emotional/behavioral disabilities, and mild intellectual disabilities. Children with Down syndrome perform in line with typically developing children at the same word recognition level on measures of nonword decoding, but show deficits on measures of the two underlying skills: vocabulary and phonological awareness. Intellectual functioning is measured with individually administered and psychometrically valid, Whether child or adult, the path to facile reading appears to be similar. In this perspective, a number of sight words are taught those considered to be valuable if the person is to achieve some limited life skills, such reading street and suburb names, or recognising important safety signs. (1994). It comes down to an empirical question: Can students with intellectual disability be taught to achieve independent reading (with comprehension). Intellectual and developmental disabilities. can learn basic reading, writing, and counting skills. Research in Developmental Disabilities, 27, 501516. On average, they showed significant progress across a range of language oriented tests. (Eds.). (2004). Bracey, S., Maggs, A., & Morath, P. (1975). Initially, lessons required about six actual sessions to reach mastery (reducing to four as the program progressed). Bracey et al. If you prefer, read the text-version of the infographic. Over the past decades, societal expectations for this group of learners have changed in that children and adolescents with intellectual disability are now expected to be provided with, and benefit from, literacy instruction. The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional". Evidence-based practices for learners with severe intellectual disability. Also at RMIT University is an early intervention program called EPIC, which has used intensive direct instruction programs for children with Down syndrome from age 18 months (Clunies-Ross, 1988). Bulletin of The Australian Psychological Society, 3-5. Allor, J.L., Mathes, P.G., Jones, F.G., Champlin, T.M., & Cheatham, J.P. (2010). O'Neill, R. & Dunlap, G. (1984, Spring). In Press, Corrected Proof, Available online 4 July 2016. Borderline intellectual functioning (BIF) is defined as a neurodevelopmental disorder situated between normal cognitive functioning and mild intellectual disability (ID), corresponding to an intelligence quotient (IQ) test score of one to two standard deviations below average in the range of 70 to 85 [1,2].BIF has also been called slow learning, general learning Accumulated over timespiraling either upward or downwardthey carry profound implications for the development of a wide range of cognitive capabilities. Cognitive determinants of reading in mentally retarded individuals. 2005-2022 Healthline Media a Red Ventures Company. "Abstract: Constructivist literature has become increasingly prominent in the area of special education. Its represented by Intelligence Quotient or IQ. Providing effective literacy instruction to students with Down Syndrome. (1992). by ayeni oluuwbunmi jumoke fces/oy/14/1442027 and ganiyu rasheedat temitope fces/oy/14/1442044 a project submitted to the department of education for learners with The authors collected data on achievement in reading recognition and comprehension domains. Limited data indicate that, as with typically developing children, the reading related skills of individuals with intellectual disabilities can be developed through explicit instruction that includes a phonological awareness component. c. Reading instruction has to be developmentally appropriate d.Focus on functional reading e. Dont read books to a child if they do not understand the vocabulary i. Mitchell, M., Evans, C., & Bernard, J. Horner, R.H., Flannery, K.B., & Snell, M. (1993). (2006). Br J Educ Psychol. Finally, the variance of general reading comprehension ability was best explained by the test of RCS, and only moderately by the strategies trained. Please enable it to take advantage of the complete set of features! Lyon, G.R., & Moats, L.C. Working with elementary-school students with MoID, Flores, Shippen, Alberto, and Crowe (2004) used systematic and explicit instruction to teach phonetic decoding by incorporating modified sequences and formats of the DI program, Corrective Reading: Word-Attack Basics, Decoding A (Engelmann, Carnine, & Johnson, 1988). Wood & B. Algozzine (Eds.) What is the point of correctly pronouncing words that one has never met before in spoken language? foundational literacy skills and nonverbal reasoning exerted an additional, direct effect on the longitudinal reading comprehension of children with intellectual disabilities, over and above decoding, listening comprehension, and prior reading comprehension. The effect of a multicomponent literacy instruction model on literacy growth for kindergartners and first-grade students in Chile. It is concluded that regardless of the setting (regular or special classroom), the key to achievement gain by low-achieving students is maximizing the time that they spend being actively instructed or supervised by their teachers. Journal of Applied Behavior Analysis, 33(3), 317-320. Glang, A., Singer, G.,Cooley, E., & Tish, N. (1991). Near the conclusion of the intervention, one interchange between the tutors was illuminating. Necessary cookies are absolutely essential for the website to function properly. The https:// ensures that you are connecting to the Indeed, there is considerable evidence that the cognitive problems that reduce achievement (e.g., language) also reduce IQ. What is moderate intellectual disability? Philadelphia: Jessica Kingsley. Wakeman SY, Pennington R, Cerrato B, Saunders A, Ahlgrim-Delzell L. J Intellect Disabil Res. Special education for intellectual disability: current trends and perspectives. Barr, M. & Dreeben, R. (1983). xref Understanding print: Early reading development and the contributions of home literacy experiences. Results from descriptive analyses showed that a very Binet gains over 2 years were 22.5 months for Distar and 7.5 months for Peabody. Research on direct instruction: 25 years beyond DISTAR. She was a relatively independent person - living with a similarly disabled friend, and having a full-time position in an electrical assembly plant to which she travelled alone each day. Direct instruction with special education students: A review of evaluation research. Follow-up sessions are (typically) weekly for the first two weeks, fading to fortnightly for two subsequent visits, then monthly until the program is completed. Exceptional Children, 80(3), 287-306. difficulty understanding new information. Third, even more substantial was the transfer effect to general text comprehension. Didden, R., Prinsen, H., & Sigafoos, J. Lang Speech Hear Serv Sch. trailer How does intellectual disability affect reading? In. Minneapolis, MN: University of Minnesota, Partnership for (1982). These factors may prevent your childs doctor from conducting screening tests. Crossref PubMed Google Scholar Cohen J. Eldblom J, Bostrm P, Broberg M, sberg Johnels J. Int J Dev Disabil. Isakson, L., Marchand - Martella, N., & Martella, R. C. (2011). Blocks of lessons included each of Brown and Palincsar's strategies of summarizing, questioning, clarifying and predicting, as participants read and studied narrative and expository texts. You will get a family service plan that describes your childs needs. Cuvo, A. J., & Klatt, K. P. (1992). Cohen, E.T., Heller, K.W., Alberto, P., & Fredrick, L.D. What reading does for the mind. Our findings also validate the use of the IGDI measures to monitor progress over a relatively short period of time. These can help your childs doctor detect metabolic and genetic disorders, as well as structural problems with your childs brain. These students should receive: Comprehensive evidence-based instruction in all five components of reading: phonemic The need for considerable caution and extensive further research in this area is evident, in light of the ready adoption of constructivism in schools and the increase of constructivist literature. Business Law. Biological Psychiatry, 55, 926-33. " the areas discussed may be viewed as illustrations of the general applicability of effective instructional methods The similarity of teaching methods suggests that principles underlying effective instruction may be more influential in the process of learning than the special characteristics of any particular student population.". (1988). The effectiveness of Direct Instruction for teaching language to children with autism spectrum disorders: Identifying materials. Six studies reported that students receiving multicomponent reading instruction outperformed students receiving traditional sight word instruction in all reading measures (Allor et al., 2014; Allor, Mathes, Roberts, Cheatham et al., 2010; Allor, Mathes, Roberts, Jones et al., 2010; Browder et al., 2008; Browder et al., 2012; Coyne et al., 2012). Reading and Writing Quarterly: Overcoming Learning Difficulties, 11, 311-334. Teachers should use empirically sound instructional strategies not only for typical learners but also for those who have special learning needs. Although the low incidence nature of severe intellectual disability makes conducting group experimental studies difficult (and sometimes impossible), researchers have and will continue to conduct group experimental studies to examine the effectiveness of interventions for learners with severe intellectual disability (e.g., Browder, Ahlgrim-Delzell, Flowers, & Baker, 2012; Browder, Trela, et al., 2012). 0000005234 00000 n They also assessed with the Baldie Language Ability Test (Baldie, 1978), and the Neale Analysis of Reading (Revised edition is Neale, 1988). 83-98). Evidence-based practices for learners with severe intellectual disability. Washington, DC: Special Education Programs (ED/OSERS). Realizing the need for systematic reading instruction NRC emphasized effective reading instruction to include adequate initial reading instruction that comprises opportunities for obtaining meaning from print, opportunities to read, and spelling-sound relationship. Federal government websites often end in .gov or .mil. Through the use of a Direct Instruction (DI) program, Distar Reading (Engelmann & Bruner, 1969), students learned letter-sound correspondences, blended sounds into words, and spelled words using their sounds. (1994). ED418545). Greenough, W.T. Behavioral Disorders, 21(1), 89-109. Fjortoft, A., McLaughlin, T.F., Derby, M., Everson, M., & Johnson, K. (2014). The research literature indicates that (direct instruction) facilitates the acquisition of reading skills. (2009). Research and Practice for Persons with Severe Disabilities, 39(4), 305 318. Nth. Reading and phonological awareness in children with Down Syndrome: A longitudinal study. 6 How do you teach a child with intellectual disability? ID involves both a low IQ and problems adjusting to everyday life. Other research has demonstrated the effectiveness in facilitating verbal language of training parents to exploit the possibilities of the home environment to increase both language learning and language use. each a third of all students with intellectual disabilities (id) do not read at all, read alphabetically or read orthographically. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. Bos, C. S., & Tierney, R. J. Kyoung, K. & Kemp, C. (2006). Reading, writing and math are the main ones. A new study finds that taking a positive work break, like watching a funny video on your computer, can recharge your mood and improve your focus. These early findings are supported in more recent research. They also struggle to organise text or instinctively elaborate on it to assist them to learn (Alfassi et al. J Intellect Disabil Res. The age range of students at the commencement was 8 years to 12.6 years. The role of vocabulary knowledge in learning to decode words has also been highlighted. Within the already small classes, instruction was generally delivered individually or in small groups. Further, measuring progress in the very early stages of phonemic awareness and early language skills was problematic, because existing measures were not sensitive to small amounts of improvement. How is intellectual disability diagnosed? In K.D. Its important to remember that children from different cultures and socioeconomic statuses may perform differently on these tests. Exceptional Children, 76(1), 31-52. Education laws in the U.S. hold schools accountable for including students with intellectual disability on statewide reading assessments. See later for an annotated list. (2013). 0 (1990). Click here to view our Partner Perspectives videos. strategy instruction to individuals and strategy instruction in small groups in a reciprocal teaching context; (2) intervention programme effects on specific strategy tests (so-called direct effects), and possible differences between strategies; (3) (long-term) transfer effects of the programme on general reading comprehension ability; and (4) the regression of general text comprehension by the variables of technical reading, IQ, reading comprehension of sentences (RCS), and pretest and posttest scores on the strategies taught. There is evidence that these methods are effective when used for teaching students with moderate disabilities to decode and build comprehension skills. Our findings from the present study have several important implications for serving students with low IQs in general and special education settings. Until recently, phonological awareness instruction had been neglected in research on reading interventions for children with ID in favor of sight word instruction (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006; Browder, Ahlgrim-Delzell, Flowers, & Baker, 2012; Joseph & Seery, 2004; Saunders, 2007). Sensitivity to causal cohesion in stories by children with mild mental retardation, children with learning disabilities, and children without disabilities. These are not the findings from the meta-analyses. Specific research goals were to determine (1) the effects of two instruction conditions, i.e. Topics in Early Childhood Special Education, 11, 99-124. In a nutshell, researchers are finding that effective methods for teaching struggling readers (see National Institute of Child Health and Human Development, 2000; Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001) are also effective for students with low IQs, provided that the students have extensive opportunities to practice and that teachers carefully pace the instruction (Allor et al., in press; Browder et al., 2006; O'Connor et al.). By clicking Accept All, you consent to the use of ALL the cookies. The site is secure. Identification and recall of structurally important units in prose by mentally retarded learners. Would you like email updates of new search results? The decade of the 1990s will witness, in classrooms serving students with mild mental retardation, the implementation of a group of instructional methods often referred to as effective teaching practices or direct instruction, if we heed the literature published in this area over the past 15 years (Hendrickson & Frank, 1993, p.11). 2003 Mar;73(Pt 1):37-58. doi: 10.1348/000709903762869905. Gast, D. L., Wolery, M., Morris, L. L., Munson Doyle, P., & Meyer, S. (1990). Results demonstrate that,on average, students with ID, even those with IQs in the moderate range, learn basic reading skills given consistent, explicit, and comprehensive reading instruction across an extended period of time. Indeed, it is only now becoming acknowledged that the teaching of phonic generalisations should be a significant component of a literacy program for these students. http://www.ldadvocates.com/Support_Children_with_Low_IQ_to_Read.htm. The schools like the support and they are seeing the results, The teachers have gained so much knowledge behind the data tracking. "Yes, she's doing amazing things". Emphasising phonological reading skills will pay off if the instruction is sufficiently intense and appropriately targeted. The direct instruction method is also referred to as explicit instruction (p.17). There may be overlapping in defining a developmental and cognitive disability. Below are some of the findings on instruction in literacy: Our review illustrated that it is possible to integrate several evidence-based strategies such as direct instruction, time delay, repeated trials, and read aloud into a multicomponent program. These results extend the research regarding the systematic instruction of letter-sound correspondence through the Corrective Reading Program to students with MOID. 8600 Rockville Pike Research indicates that children with intellectual disabilities may take a different path to that of typically developing children in the acquisition of phonological skills. The present study assessed the reading stages of 1629 school-aged students with ID regardless of aetiology (age 6-21) in Bavaria, one of the largest regions in Germany within a randomly chosen and representative sample. Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities. Let's look at why and what resources can support you. Hillsdale, NJ: Lawrence Erlbaum. Courtade, G.R., Test, D.W., & Cook, B.G. The educational programs likely to be most effective with these students are programs developed on the basis of general principles of good instruction rather than programs designed from the beginning as responses to special needs or learning deficits diagnosed in compensatory education students. In this article, learn more about what it means, its symptoms, its management options, and more. ), Teaching reading to high-risk learners: A unified perspective (pp. Introduction to special education. The tutors' presentation skills grew dramatically as assessed on a teacher behaviour scale (Bird, Fitzgerald & Fitzgerald, 1994) at regular intervals, and there were numerous hurdles to be overcome as the program progressed, some related to the terminology used in the program. Beginning to read: Thinking & learning about print. Disclaimer, National Library of Medicine Interspersal of known items in a treatment package to teach sight words to students with behavior disorders. Improving reading comprehension for children with disabilities: A review of research. Res Dev Disabil. An intellectual disability describes below-average IQ and a lack of skills needed for daily living. This test provides an assessment of your childs daily living skills and social abilities, compared to other children in the same age group. 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