Differential Assessment and Treatment of Processing Disorders in Speech Language Pathology
Search Results for: auditory processing
Language Processing Checklist for Preschool Children 3:0-5:11 Years of Age
Children at risk for auditory processing deficits can begin displaying difficulties processing and using language at a very early age (before 3).
By the time these children reach preschool age (3+ years) they may present with obvious signs and symptoms of language processing deficits, which may require further screening and intervention. Continue reading Language Processing Checklist for Preschool Children 3:0-5:11 Years of Age
Language Processing Checklist for Preschool Children 3:0-5:11 Years of Age
Language Processing Deficits Checklist for School Aged Children
Language Processing Deficits (LPD) Checklist for School Aged Children
Need a Language Processing Deficits Checklist for School Aged Children
You can find it in my online store HERE
This checklist was created to assist speech-language pathologists (SLPs) with figuring out whether the student presents with language processing deficits which require further follow-up (e.g., screening, comprehensive assessment). The SLP should provide this form to both teacher and caregiver/s to fill out to ensure that the deficit areas are consistent across all settings and people.
Checklist Categories:
- Listening Skills and Short Term Memory
- Verbal Expression
- Emergent Reading/Phonological Awareness
- General Organizational Abilities
- Social-Emotional Functioning
- Behavior
- Supplemental* Caregiver/Teacher Data Collection Form
- Select assessments sensitive to Auditory Processing Deficits
Pediatric Background History Questionnaire
Introduction to Prevalent Disorders Bundle
The Checklists Bundle
Neuropsychological or Language/Literacy: Which Assessment is Right for My Child?
Several years ago I began blogging on the subject of independent assessments in speech pathology. First, I wrote a post entitled “Special Education Disputes and Comprehensive Language Testing: What Parents, Attorneys, and Advocates Need to Know“, in which I used 4 different scenarios to illustrate the importance of comprehensive language evaluations for children with subtle language and learning needs. Then I wrote about: “What Makes an Independent Speech-Language-Literacy Evaluation a GOOD Evaluation?” in order to elucidate on what actually constitutes a good independent comprehensive assessment. Continue reading Neuropsychological or Language/Literacy: Which Assessment is Right for My Child?
Help, My Child is Receiving All These Therapies But It’s NOT Helping
On a daily basis I receive emails and messages from concerned parents and professionals, which read along these lines: “My child/student has been diagnosed with: dyslexia, ADHD, APD etc., s/he has been receiving speech, OT, vision, biofeedback, music therapies, etc. but nothing seems to be working.”
Up until now, I have been providing individualized responses to such queries, however, given the unnerving similarity of all the received messages, today I decided to write this post, so other individuals with similar concerns can see my response. Continue reading Help, My Child is Receiving All These Therapies But It’s NOT Helping
