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And Now on the Value of Wordless Picture Books

Today I am writing on one of my favorite topics: how to use wordless picture books for narrative assessment and treatment purposes in speech language pathology.  I love wordless picture books (or WLPBs as I refer to them) for a good reason and its not just due to their cute illustrations.  WLPBs are so flexible that use can use them for both assessment and treatment of narratives.  I personally prefer the Mercer Meyer  series: ‘A Boy, a dog, a frog and a friend’ for sentimental reasons (they were the first WLPBs I used in grad school) but some of you may want to use a few others which is why I’ll be proving a few links containing lists of select picture books for you to choose from at the end of this post.

So how do I use them and with which age groups?  Well, believe it or not you can start using them pretty early with toddlers and go all the way through upper elementary years. For myself, I found them to be most effective tools for children between 3-9 years of age.  During comprehensive language assessments I use WLPBs in the following way.  First I read a script based on the book. Depending on which WLPBs you use you can actually find select scripts online instead of creating your own.  For example, if you choose to use  the “Frog Series” by Mercer Meyer, the folks  at SALT SOFTWARE already done the job for you and you can find those  scripts HERE in both English and Spanish with audio to boot. 

After I read/play the script, I ask the child to retell the story (a modified version of dynamic narrative assessment if you will) to see what their narrative is like.  I am also looking to see whether the child is utilizing story telling techniques appropriate for his/her age.

For example,  I expect a child between 3-4 years of age to be able to tell a story which contains 3 story grammar components (e.g., —Initiating event, —Attempt or Action, —Consequences), minimally interpret/predict events during story telling, use some pronouns along with references to the characters names as well as discuss the character’s facial expressions, body postures & feelings (utilize early perspective taking) (Hedberg & Westby, 1993 ). By the time the child reaches 7 years of age, I expect him/her to be able to tell a story utilizing 5+ story grammar elements along with a clear ending, which indicates a resolution of the story’s problem, have a well developed plot, characters and a clear sequence of events, as well as keep consistent perspective which focuses around an incident in a story (Hedberg & Westby, 1993 ).

Therefore as children retell their stories based on the book I am keeping an eye on the following elements (as relevant to the child’s age of course):

  • Is the child’s story order adequate or all jumbled up?
  • Is the child using relevant story details or providing the bare minimum before turning the page?
  • How’s the child’s grammar? Are there errors, telegraphic speech or overuse of run-on sentences?
  • Is the child using any temporal (first, then, after that) and cohesive markers (and, so, but, etc)?
  • Is the child’s vocabulary adequate of immature for his/her age?
  • Is there an excessive number of word-retrieval difficulties which interfere with story telling and subsequently its comprehension?
  • Is the child’s story coherent and cohesive?
  • Is the child utilizing any perspective taking vocabulary and inferring the characters, feeling, ideas, beliefs, and thoughts?

Yes all of the above can be gleaned from a one wordless picture book!

If my assessment reveals that the child’s ability to engage in story telling is impaired for his/her age and I initiate treatment and still continue to use WLPBs in therapy.  Depending on the child’s deficits I focus on remediating  either elements of macrostructure (use-story organization and cohesion), microstructure (content + form including grammar syntax and vocabulary) or both.

Here are a few examples of story prompts I use in treatment with WLBPs:

  • —What is happening in this picture?
  • —Why do you think?
  • —What are the characters doing?
  • — Who /what else do you see?
  • —Does it look like anything is missing from this picture?
  • —Let’s make up a sentence with __________ (this word)
  • —Let’s tell the story. You start:
  • —Once upon a time
  • — You can say ____ or you can say ______ (teaching synonyms)
  • —What would be the opposite of _______? (teaching antonyms)
  • — Do you know that _____(this word) has 2 meanings
    • —1st meaning
    • —2nd meaning
Below are the questions I ask that focus on Story Characters and Setting —
  • Who is in this story?
  • —What do they do?
  • —How do they go together?
  • —How do you think s/he feels?
    • —Why?
    • —How do you know?
  • —What do you think s/he thinking?
    • — Why?
  • —What do you think s/he saying?
  • — Where is the story happening?
    • —Is this inside or outside?
      • —How do you know?
  • — Did the characters visit different places in the story?
    • —Which ones?
    • How many?

Here are the questions related to Story Sequencing

  • —What happens at the beginning of the story?
  • —How do we start a story?
  • — What happened second?
  • —What happened next?
  • —What happened after that?
  • —What happened last?
  • —What do we say at the end of a story?
  • —Was there trouble/problem in the story?
    • —What happened?
    • —Who fixed it?
    • —How did s/he fix it?
  • —Was there adventure in the story?
    • If yes how did it start and end?

As the child advances his/her skills I attempt to engage them in more complex book interactions—

  • —Compare and contrast story characters/items
  • —(e.g. objects/people/animals)
  • —Make predictions and inferences about what going to happen in the story
  • —Ask the child to problem solve the situation for the character
    • —What do you think he must do to…?
  • —Ask the child to state his/her likes and dislikes about the story or its characters
  • —Ask the child to tell the story back
    • —Based on Pictures
    • —Without Pictures

Wordless picture books are also terrific for teaching vocabulary of feelings and emotions

  • —Words related to thinking
    • —Know, think, remember, guess
  • —Words related to senses
    • —See, Hear, Watch, Feel
  • —Words related to personal wants
    • — Want, Need, Wish
  • —Words related to emotions and feelings
    • — Happy, Mad, Sad
  • —Words related to emotional behaviors
    • — Crying, Laughing, Frowning

So this is how I use wordless picture books for the purposes of assessment and therapy.  I’d love to know how you use them?

Before I sign off here are a few WDPBs links for you, hope you like them!

 Start having fun with your wordless picture books today!

Helpful Smart Speech Therapy Resources: 

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A Focus on Literacy

Image result for literacyIn recent months, I have been focusing more and more on speaking engagements as well as the development of products with an explicit focus on assessment and intervention of literacy in speech-language pathology. Today I’d like to introduce 4 of my recently developed products pertinent to assessment and treatment of literacy in speech-language pathology.

First up is the Comprehensive Assessment and Treatment of Literacy Disorders in Speech-Language Pathology

which describes how speech-language pathologists can effectively assess and treat children with literacy disorders, (reading, spelling, and writing deficits including dyslexia) from preschool through adolescence.  It explains the impact of language disorders on literacy development, lists formal and informal assessment instruments and procedures, as well as describes the importance of assessing higher order language skills for literacy purposes. It reviews components of effective reading instruction including phonological awareness, orthographic knowledge, vocabulary awareness,  morphological awareness, as well as reading fluency and comprehension. Finally, it provides recommendations on how components of effective reading instruction can be cohesively integrated into speech-language therapy sessions in order to improve literacy abilities of children with language disorders and learning disabilities.

from wordless books to readingNext up is a product entitled From Wordless Picture Books to Reading Instruction: Effective Strategies for SLPs Working with Intellectually Impaired Students. This product discusses how to address the development of critical thinking skills through a variety of picture books utilizing the framework outlined in Bloom’s Taxonomy: Cognitive Domain which encompasses the categories of knowledge, comprehension, application, analysis, synthesis, and evaluation in children with intellectual impairments. It shares a number of similarities with the above product as it also reviews components of effective reading instruction for children with language and intellectual disabilities as well as provides recommendations on how to integrate reading instruction effectively into speech-language therapy sessions.

Improving critical thinking via picture booksThe product Improving Critical Thinking Skills via Picture Books in Children with Language Disorders is also available for sale on its own with a focus on only teaching critical thinking skills via the use of picture books.

Best Practices in Bilingual LiteracyFinally,   my last product Best Practices in Bilingual Literacy Assessments and Interventions focuses on how bilingual speech-language pathologists (SLPs) can effectively assess and intervene with simultaneously bilingual and multicultural children (with stronger academic English language skills) diagnosed with linguistically-based literacy impairments. Topics include components of effective literacy assessments for simultaneously bilingual children (with stronger English abilities), best instructional literacy practices, translanguaging support strategies, critical questions relevant to the provision of effective interventions, as well as use of accommodations, modifications and compensatory strategies for improvement of bilingual students’ performance in social and academic settings.

You can find these and other products in my online store (HERE).

Helpful Smart Speech Therapy Resources:

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It’s a Fairy Tale (Well, Almost) Therapy!

I’ve always loved fairy tales! Much like Audrey Hepburn “If I’m honest I have to tell you I still read fairy-tales and I like them best of all.” Not to compare myself with Einstein (sadly in any way, sigh) but “When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than any talent for abstract, positive thinking.”

It was the very first genre I’ve read when I’ve learned how to read. In fact, I love fairy tales so much that I actually took a course on fairy tales in college (yes they teach that!) and even wrote some of my own (though they were primarily satirical in nature).

So it was a given that I would use fairy tales as a vehicle to teach speech and language goals to the children on my caseload (and I am not talking only preschoolers either). Continue reading It’s a Fairy Tale (Well, Almost) Therapy!

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New Products for the 2017 Academic School Year for SLPs

September is quickly approaching and  school-based speech language pathologists (SLPs) are preparing to go back to work. Many of them are looking to update their arsenal of speech and language materials for the upcoming academic school year.

With that in mind, I wanted to update my readers regarding all the new products I have recently created with a focus on assessment and treatment in speech language pathology. Continue reading New Products for the 2017 Academic School Year for SLPs

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Speech, Language, and Literacy Fun with Helen Lester’s Picture Books

Picture books are absolutely wonderful for both assessment and treatment purposes! They are terrific as narrative elicitation aids for children of various ages, ranging from pre-K through fourth grade.  They are amazing treatment aids for addressing a variety of speech, language, and literacy goals that extend far beyond narrative production. Continue reading Speech, Language, and Literacy Fun with Helen Lester’s Picture Books

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Early Intervention Evaluations PART IV:Assessing Social Pragmatic Abilities of Children Under 3

Image result for toddlersTo date, I have written 3 posts on speech and language assessments of children under 3 years of age. My first post offered suggestions on what information to include in general speech-language assessments for this age group, my second post specifically discussed assessments of toddlers with suspected motor speech disorders and my third post described what information I tend to include in reports for children ~16-18 months of age.

Today, I’d like to offer some suggestions on the assessment of social emotional functioning and pragmatics of children, ages 3 and under.

For starters, below is the information I found compiled by a number of researchers on select social pragmatic milestones for the 0-3 age group:

  1. Peters, Kimberly (2013) Hierarchy of Social/Pragmatic Skills as Related to the Development of Executive Function 
  2. Hutchins & Prelock, (2016) Select Social Cognitive Milestones from the Theory of Mind Atlas 

3. Development of Theory of Mind (Westby, 2014)

In my social pragmatic assessments of the 0-3 population, in addition, to the child’s adaptive behavior during the assessment, I also describe the child’s joint attention,  social emotional reciprocity, as well as social referencing abilities.

Joint attention is the shared focus of two individuals on an object. Responding to joint attention refers to the child’s ability to follow the direction of the gaze and gestures of others in order to share a common point of reference. Initiating joint attention involves child’s use of gestures and eye contact to direct others’ attention to objects, to events, and to themselves. The function of initiating joint attention is to show or spontaneously seek to share interests or pleasurable experience with others. (Mundy, et al, 2007)

Social emotional reciprocity involves being aware of the emotional and interpersonal cues of others, appropriately interpreting those cues, responding appropriately to what is interpreted as well as being motivated to engage in social interactions with others (LaRocque and Leach,2009).

Social referencing refers to a child’s ability to look at a caregiver’s cues such as facial expressions, body language and tone of voice in an ambiguous situation in order to obtain clarifying information.   (Walden & Ogan, 1988)

Here’s a brief excerpt from an evaluation of a child ~18 months of age:

“RA’s joint attention skills, social emotional reciprocity as well as social referencing were judged to be appropriate for his age.  For example, when Ms. N let in the family dog from the deck into the assessment room, RA immediately noted that the dog wanted to exit the room and go into the hallway.  However, the door leading to the hallway was closed.  RA came up to the closed door and attempted to reach the doorknob.  When RA realized that he cannot reach to the doorknob to let the dog out, he excitedly vocalized to get Ms. N’s attention, and then indicated to her in gestures that the dog wanted to leave the room.”

If I happen to know that a child is highly verbal, I may actually include a narrative assessment, when evaluating toddlers in the 2-3 age group. Now, of course, true narratives do not develop in children until they are bit older. However, it is possible to limitedly assess the narrative abilities of verbal children in this age group. According to Hedberg & Westby (1993) typically developing 2-year-old children are at the Heaps Stage of narrative development characterized by

  • Storytelling in the form of a collection of unrelated ideas  which consist of labeling and describing events
  • Frequent switch of topic is evident with lack of central theme and cohesive  devices
  • The sentences are usually simple declarations which contain repetitive syntax and use of present or present progressive tenses
  • In this stage, children possess limited understanding that the character on the next page is still same as on the previous page

In contrast, though typically developing children between 2-3 years of age in the Sequences Stage of narrative development still arbitrarily link story elements together without transitions, they can:

  • Label and describe events about a central theme with stories that may contain a central character, topic, or setting

Image result for frog where are youTo illustrate, below is a narrative sample from a typically developing 2-year-old child based on the Mercer Mayer’s classic wordless picture book: “Frog Where Are You?”

  • He put a froggy in there
  • He’s sleeping
  • Froggy came out
  • Where did did froggy go?
  • Now the dog fell out
  • Then he got him
  • You are a silly dog
  • And then
  • where did froggy go?
  • In in there
  • Up up into the tree
  • Up there  an owl
  • Froggy 
  • A reindeer caught him
  • Then he dropped him
  • Then he went into snow
  • And then he cleaned up that
  • Then stopped right there and see what wha wha wha what he found
  • He found two froggies
  • They lived happily ever after

Image result for play assessment kidsOf course, a play assessment for this age group is a must. Since, in my first post, I offered a play skills excerpt from one of my early intervention assessments and in my third blog post, I included a link to the Revised Westby Play Scale (Westby, 2000), I will now move on to the description of a few formal instruments I find very useful for this age group.

While some criterion-referenced instruments such as the Rossetti, contain sections on Interaction-Attachment and Pragmatics, there are other assessments which I prefer for evaluating social cognition and pragmatic abilities of toddlers.

Image result for language use inventoryFor toddlers 18+months of age, I like using the Language Use Inventory (LUI) (O’Neill, 2009) which is administered in the form of a parental questionnaire that can be completed in approximately 20 minutes.  Aimed at identifying children with delay/impairment in pragmatic language development it contains 180 questions and divided into 3 parts and 14 subscales including:

  1. Communication w/t gestures
  2. Communication w/t words
  3. Longer sentences

Therapists can utilize the Automated Score Calculator, which accompanies the LUI in order to generate several pages write up or summarize the main points of the LUI’s findings in their evaluation reports.

Below is an example of a summary I wrote for one of my past clients, 35 months of age.

AN’s ability to use language was assessed via the administration of the Language Use Inventory (LUI). The LUI is a standardized parental questionnaire for children ages 18-47 months aimed at identifying children with delay/impairment in pragmatic language development. Composed of 3 parts and 14 subscales it focuses on how the child communicates with gestures, words and longer sentences.

On the LUI, AN obtained a raw score of 53 and a percentile rank of <1, indicating profoundly impaired performance in the area of language use. While AN scored in the average range in the area of varied word use, deficits were noted with requesting help, word usage for notice, lack of questions and comments regarding self and others, lack of reciprocal word usage in activities with others, humor relatedness, adapting to conversations to others, as well as difficulties with building longer sentences and stories.

Based on above results AN presents with significant social pragmatic language weaknesses characterized by impaired ability to use language for a variety of language functions (initiate, comment, request, etc), lack of reciprocal word usage in activities with others, humor relatedness, lack of conversational abilities, as well as difficulty with spontaneous sentence and story formulation as is appropriate for a child his age. Therapeutic intervention is strongly recommended to improve AN’s social pragmatic abilities.

Downloadable DocumentsIn addition to the LUI, I recently discovered the Theory of Mind Inventory-2. The ToMI-2 was developed on a normative sample of children ages 2 – 13 years. For children between 2-3 years of age, it offers a 14 question Toddler Screen (shared here with author’s permission). While due to the recency of my discovery, I have yet to use it on an actual client, I did have fun creating a report with it on a fake client.

First, I filled out the online version of the 14 question Toddler Screen (paper version embedded in the link above for illustration purposes). Typically the parents are asked to place slashes on the form in relevant areas, however, the online version requested that I use numerals to rate skill acquisition, which is what I had done. After I had entered the data, the system generated a relevant report for my imaginary client.  In addition to the demographic section, the report generated the following information (below):

  1. A bar graph of the client’s skills breakdown in the developed, undecided and undeveloped ranges of the early ToM development scale.
  2. Percentile scores of how the client did in the each of the 14 early ToM measures
  3. Median percentiles of scores
  4. Table for treatment planning broken down into strengths and challenges

I find the information provided to me by the Toddler Screen highly useful for assessment and treatment planning purposes and definitely have plans on using this portion of the TOM-2 Inventory as part of my future toddler evaluations.

Of course, the above instruments are only two of many, aimed at assessing social pragmatic abilities of children under 3 years of age, so I’d like to hear from you! What formal and informal instruments are you using to assess social pragmatic abilities of children under 3 years of age? Do you have a favorite one, and if so, why do you like it?

References:

Professional Portfolio

Workshops, Lectures, Presentations and Webinars

  • Elleseff, T (2021, Dec 3).  Components of Comprehensive Preschool Evaluations. POWER UP Online Conference, Lavi Institute.
  • Elleseff, T (2021, Dec 2).  Targeted Pragmatic Assessments of School-Aged Children with Psychiatric Diagnoses. POWER UP Online Conference, Lavi Institute.
  • Elleseff, T (2021, Nov 2).  Inattention, Hyperactivity and Impulsivity in At-Risk Children: Differential Diagnosis of ADHD in Speech Language Pathology: Focus on Assessment and Treatment. Webinar for Garfield Public Schools. Garfield, NJ.
  • Elleseff, T (2021, Oct 20) Reading Disorders 101: A Tutorial for Parents and Professionals. Webinar for the Apraxia Kids, Pittsburg, PA.
  • Elleseff, T (2021, Sep 30) On the Value of Language Assessments for Children with Confirmed/Suspected Dyslexia.    Webinar for the Kansas Speech Language Hearing Association Convention, Wichita, KS.
  • Elleseff, T (2021, Sep 30) Improving Critical Thinking Skills via Use of Picture Books in Children with Language Disorders.  Webinar for the Kansas Speech Language Hearing Association Convention, Wichita, KS.
  • Elleseff, T (2021, Sep 2).  Practical Strategies for Monolingual SLPs Assessing and Treating Bilingual Children.  Elmont Union Free School District Webinar, Elmont, NY.
  • Elleseff, T (2021, Aug 25).  A Reading Program is NOT Enough: A Deep Dive into the Dyslexia Diagnosis. International Dyslexia Association Georgia Branch Webinar. Atlanta, GA.
  • Elleseff, T (2021, Aug 5). Clinical Assessment of Grade-Level Reading Abilities: Focus on Fluency and Comprehension. CEU SmartHub Recorded Webinar, Lavi Institute.
  • Elleseff, T (2021, Aug 5). Teaching Emergent Readers via the Synthetic Phonics Approach. CEU SmartHub Recorded Webinar, Lavi Institute.
  • Elleseff, T (2021, Jul 16). Improving Critical Thinking Skills via Use of Picture Books in Children with Language Disorders. The Ohio School Speech Pathology Educational Audiology Coalition Online Webinar
  • Elleseff, T (2021, Jul 16).  Strategies for Monolingual SLPs Assessing and Treating Bilingual Children. The Ohio School Speech Pathology Educational Audiology Coalition Online Webinar
  • Elleseff, T (2021, Jul 15).  Assessing Social Skills in Children with Psychiatric Disturbances. The Ohio School Speech Pathology Educational Audiology Coalition Online Webinar
  • Elleseff, T (2021, Jun 9).  Auditory Processing Disorder Diagnosis: Science or Pseudoscience?  International Dyslexia Association Georgia Branch Online Webinar.
  • Elleseff, T (2021, Mar 5). Accurate Test Selection for Assessment Purposes. POWER UP Online Conference, Lavi Institute.
  • Elleseff, T (2021, Mar 4). Behavior Management for SLPs. POWER UP Online Conference, Lavi Institute.
  • Elleseff, T (2021, Mar 4). Background History Matters: Conducting IEEs. POWER UP Online Conference, Lavi Institute.
  • Elleseff, T (2020, Dec 29). Neuropsychological or Language/Literacy Assessment: Which One is Right for the Student? International Dyslexia Association Georgia Branch Online Webinar.
  • Elleseff, T (2020, Dec 2). Clinical Assessment of Narrative Skills. POWER UP Online Conference, Lavi Institute.
  • Elleseff, T (2020, Oct 20) How Language Affects Reading: What Parents and Professionals Need to Know. BUILD Tredyffrin-Easttown. Online Webinar.
  • Elleseff, T (2020, Aug 27) Measurement and Interpretation of Standardized Reading Assessments for Professionals and Parents (Webinar) EBP REEL TALK, Smart Speech Therapy LLC
  • Elleseff, T (2020, Aug 04) Components of Effective Reading Intervention.  POWER UP Online Conference, Lavi Institute.
  • Elleseff, T (2020, Aug 03) Improving Critical Thinking Skills via Use of Picture Books in Children with Language Disorders. POWER UP, Online Conference, Lavi Institute.
  • Elleseff, T (2020, Feb 27) Assessing Preschool Children with Challenging Behaviors. American Speech Language and Hearing Association Online Conference. Rockville, MD
  • Elleseff, T (2019, Oct 19) On the Value of Language Assessments for Children with Confirmed/Suspected Dyslexia. 41st Annual Conference of the Pennsylvania Branch, International Dyslexia Association (PBIDA). West Conshohocken, PA
  • Elleseff, T (2019, Oct 18) Comorbidity of Language and Literacy Disorders in Children With Psychiatric Impairments: What Psychiatrists Need to Know. 66th Annual Meeting of the American Academy of Child and Adolescent Psychiatry. Chicago, IL
  • Elleseff, T (2019, Oct 16) Assessing Preschool Children with Challenging Behaviors. American Speech Language and Hearing Association Online Conference. Rockville, MD
  • Elleseff, T (2019, Jul 19-21) Behavior Management Strategies for SLPs. American Speech Language and Hearing Association Schools Connect Conference. Chicago, IL
  • Elleseff, T (2019, Jul 19-21) Speech-Language Assessment and Treatment of Children with Alcohol-Related Disorders. American Speech Language and Hearing Association Schools Connect Conference. Chicago, IL
  • Elleseff, T (2019, Jul 19-21) Language Difference vs. Disorder: Assessment Strategies for Children Who Are Bilingual. American Speech Language and Hearing Association Schools Connect Conference. Chicago, IL
  • Elleseff, T (2019, Jun 5) From Wordless Picture Books to Reading Instruction: Effective Strategies for SLPs Working with Intellectually Impaired Students. Workshop for the New York City Board of Education – District 9, Brooklyn, NY
  • Elleseff, T (2019, May 15) Assessing Social Communication from Toddlerhood through Adolescence: What SLPs need to Know. Workshop for the Hamilton County Educational Service Center, Cincinnati, OH.
  • Elleseff, T & Caruso, C (2019, May 2)  Research-Based Treatment Approaches for Childhood Apraxia of Speech Workshop for the New Jersey Speech Language Hearing Association Convention, Long Branch, NJ
  • Elleseff, T (2019, May 1) Practical Strategies for Monolingual SLPs Assessing Bilingual Children Workshop for the New Jersey Speech Language Hearing Association Convention, Long Branch, NJ
  • Elleseff, T (2019, Feb 20) Assessing Preschool Children with Challenging Behaviors Presented for the American Speech Language and Hearing Association Online Conference. Rockville, MD
  • Elleseff, T (2018, Nov 15) Practical Strategies for Monolingual SLPs Assessing Bilingual Children Presented for the American Speech Language and Hearing Association Convention. Boston, MA
  • Elleseff, T (2018, Oct 25) Behavior Management Strategies for Speech-Language Pathologists. Presented for the Milestone Therapeutic Services, Washington, DC.
  • Elleseff, T (2018, Oct 19) Behavior Management Strategies for Speech-Language Pathologists. Scheduled presentation for the Clinical Connection Conference of the Maryland Speech Language and Hearing Association, Baltimore, MD
  • Elleseff, T (2018, Sep 26) Red Flags for Undiagnosed Fetal Alcohol Spectrum Disorders in Children and Adolescents Rutgers Health UBHC Monthly Child Division Lecture Series, Piscataway, NJ
  • Elleseff, T (2018, May 22) Speech, Language, & Literacy Disorders in School Aged Children with Psychiatric Impairments Rutgers Health UBHC Monthly Child Division Lecture Series, Piscataway, NJ
  • Elleseff, T (2018, Feb 16) Impact of Cultural and Linguistic Variables On Speech-Language Services presented for the Eatontown Board of Education, Eatontown, NJ
  • Elleseff, T (2018, Jan 9) Normal Simultaneous Bilingual Language Development and Milestones Acquisition. Webinar presented for the New Jersey Speech Language and Hearing Association. Princeton, NJ.
  • Elleseff, T (2017, Nov 14) Best Practices in Bilingual Language and Literacy Interventions.  Webinar presented for the Speech-Language & Audiology Canada.
  • Elleseff, T (2017, Nov 11) Practical Strategies for Monolingual SLPs Assessing Bilingual Children Presented for the American Speech Language and Hearing Association Convention. Los Angeles, CA.
  • Elleseff, T (2017, Nov 7) Assessment and Treatment of Social-Communication Deficits in Children With/out Psychiatric Impairments. Workshop presented for the Butler County Educational Service Center, Hamilton, OH.
  • Elleseff, T (2017, Oct 19 & 26) From First Words through Preschool: Recognizing the Warning Signs of Language Delay. Development through the Life Cycle Lecture Series. Presented for the Child and Adolescent Psychiatry Medical Residents Rutgers University/Robert Wood Johnson Medical School, Piscataway, NJ 
  • Elleseff, T (2017, Oct 19) Recognizing and Assessing Primary Language Impairment in Bilingual Learners.  Webinar presented for the Speech-Language & Audiology Canada.
  • Elleseff, T (2017, June 15) Behavior Management for SLPs and Assessment of Social Communication in Children with Psychiatric Impairments Workshop presented for the Los Angeles Unified School District, Los Angeles, CA
  • Elleseff, T; Caruso, C (2017, Apr 28) Bilingualism: Birth to Adulthood. Workshop presented at the New Jersey Speech Language Hearing Association Convention, Long Branch, NJ
  • Elleseff, T (2017, Apr 24) From Wordless Picture Books to Reading Instruction: Effective Strategies for SLPs Working with Intellectually Impaired Students. Workshop presented  for the New York City Board of Education – District 75, NY, NY
  • Elleseff, T (2017, Mar 24) Best Practices in Bilingual Language and Literacy Interventions.  Workshop presented for the Speech-Language & Audiology Canada, Montreal, Canada
  • Elleseff, T (2016, Dec 7) Best Practices in Bilingual Language and Literacy Interventions. Workshop presented for the New York City Department of Education: Bilingual Providers Conference. Woodside, NY.
  • Elleseff, T (2016, Nov 8) Narrative Assessments of Preschool and School Aged Children.  Webinar presented for the Greenwich Public Schools, Greenwich CT
  • Elleseff, T (2016, Nov 1). Recognizing the Warning Signs of Social Emotional Difficulties in Language Impaired Toddlers and Preschoolers Workshop presented for the Regional Professional Development Academy. Eatontown, NJ.
  • Elleseff, T (2016, Oct 13 & 20) From First Words through Preschool: Recognizing the Warning Signs of Language Delay. Development Through the Life Cycle Lecture Series. Presented for the Child and Adolescent Psychiatry Fellows Rutgers University/Robert Wood Johnson Medical School, Piscataway, NJ 
  • Elleseff, T (2016, Oct 11) Psychiatric Impairments and Language Disorders in School Aged Children. Presented for the Child and Adolescent Psychiatry Residents Rutgers University/Robert Wood Johnson Medical School, Piscataway, NJ 
  • Elleseff, T (2016, Oct 10) Introduction to Dyslexia and Learning Disabilities.  Lecture presented at Rutgers University Behavioral Health Care: Rutgers Day School. Piscataway, NJ.
  • Elleseff, T (2016, Oct 5) Differential Assessment and Treatment of Processing Disorders in Speech Language Pathology. Workshop presented for the Wayne County Speech Language Hearing Association, Livonia, MI
  • Elleseff, T (2016, July 13) Practical Strategies for Monolingual SLPs Assessing and Treating Bilingual Children. Workshop presented for the Long Island Speech Language Hearing Association, Hauppauge, NY
  • Elleseff, T (2016, May 25) Strategies for Monolingual SLPs Treating Bilingual Children New York City Department of Education: Monolingual Providers Conference. NY, NY.
  • Wesler, J & Elleseff, T (2016, Apr 14) Overview of NJ Education Mandates: The Law and the SLP Workshop presented at the New Jersey Speech Language Hearing Association Convention, Long Branch, NJ
  • Elleseff, T (2016, Mar 4) Assessment and Treatment of Non-Verbal Language Disorder (NVLD) in Speech Language Pathology Workshop presented at the Mississippi Speech Language Hearing Association, Jackson, MS.
  • Elleseff, T (2016, Mar 3) Creating a Functional Therapy Plan and Selecting Clinical Materials for Pediatric Therapy Workshop presented at the Mississippi Speech Language Hearing Association, Jackson, MS.
  • Elleseff, T (2016, Feb 15) Differential Diagnosis of ADHD (and C/APD) in Speech Language Pathology. Workshop presented for the Montville Public Schools. Montville, NJ.
  • Elleseff, T (2015, Dec 4) Translanguaging in the classroom: Tips for educators on enrichment multicultural activities. Session presented at the William Paterson University 35th Bilingual/ESL Conference. Wayne, NJ.
  • Elleseff, T (2015, Dec 3) Assessing and Treating Bilingual Children: Practical Strategies for SLPs. New York City Department of Education: Bilingual Providers Conference. Woodside, NY.
  • Elleseff, T (2015, Nov 3) Assessing Social Communication Skills of School Aged Children Workshop presented for the Linden Public Schools, Linden, NJ.
  • Elleseff, T (2015, Oct 25) Assessment of Children With/Without Psychiatric and Emotional Disturbances from Preschool through Adolescence. Northeastern Speech-Language-Hearing Association of Pennsylvania Pocono Manor, PA.
  • Elleseff, T (2015, Oct 15) Inattention, Hyperactivity and Impulsivity in At-Risk Children: Differential Diagnosis of ADHD in Speech Language Pathology and Education. Regional Professional Development Academy. Eatontown, NJ.
  • Elleseff, T (2015, Sept 1) Assessment of Children With/Without Psychiatric and Emotional Disturbances from Preschool through Adolescence Workshop presented for the Rahway Public Schools, Rahway, NJ
  • Caruso, C & Elleseff, T (2015, April 30) Working with CLD Populations: An Interactive Student Experience. Workshop presented at the New Jersey Speech Language Hearing Association Convention, Long Branch, NJ
  • Elleseff, T (2015, Feb 13) Assessment and Treatment of Social Pragmatic Deficits in School Aged Children. Workshop presented at the 2015 Annual Illinois Speech Hearing Language Association, Chicago, IL
  • Elleseff, T (2014, Dec 5) CLD Learners’ Pathway to Success: A Lexical Enhancement Approach. Session presented at the William Paterson University 34th Bilingual/ESL Conference. Wayne, NJ.
  • Elleseff, T (2014, Nov 10) Creating a Functional Therapy Plan: Therapy Goals & SOAP Note Documentation. Webinar presented for speechpathology.com, San Antonio, TX
  • Elleseff, T (2014, Nov 6) Impact of Cultural and Linguistic Variables on Speech-Language Services. Guest lecture presented at Seton Hall University, South Orange, NJ.
  • Elleseff, T (2014, May 6) Narrative Assessments of Preschool and School Aged Children. Workshop presented at the  Union County Speech and Hearing Association, New Providence, NJ.
  • Elleseff, T (2014, May 2). Speech Language Assessment of Older Internationally Adopted Children. Workshop presented at the New Jersey Speech Language Hearing Association Convention, Long Branch, NJ
  • Elleseff, T (2014, Mar 21) Assessment and Treatment of Social Pragmatic Deficits in School Aged Children. Lecture presented at the 11th Annual Symposium for Speech Language Specialists. Rowan University, Glassboro, NJ
  • Elleseff, T (2014, Jan 14) Executive Function Impairment and At-Risk Populations. Webinar presented for Advance for Speech Language Pathologists and Audiologists.
  • Elleseff, T (2013, Oct 29) Assessing Social Functioning in Language Impaired Young Children. Webinar presented for Advance for Speech Language Pathologists and Audiologists.
  • Elleseff, T (2013, Oct 17 & 24) From First Words through Preschool: Recognizing the Warning Signs of Language Delay. Development Through the Life Cycle Lecture Series scheduled for the Child and Adolescent Psychiatry Fellows Rutgers University/Robert Wood Johnson Medical School, Piscataway, NJ 
  • Gordina, A, Elleseff, T (2013, Aug 10) Inattention, Hyperactivity and Impulsivity in Adopted and Foster Children. Workshop presented at the 39th North American Council on Adoptable Children, Toronto, CA.
  • Elleseff, T (2013, Jul 16) Impact of Cultural and Linguistic Variables on Speech-Language Services. Webinar presented for the New Jersey Speech Language Hearing Association. Princeton, NJ.
  • Elleseff, T (2013, May 20) Language Difference vs. Language Disorder:  An Overview of Assessment and Intervention Strategies for Speech Language Pathologists Working with Bilingual Children. Workshop presented for the Warren County Speech, Language, Hearing Association, Hackettstown, NJ.
  • Elleseff, T (2013, Mar 25) Fetal Alcohol Spectrum Disorders Part II: Assessment & Intervention.  Webinar presented for speechpathology.com, San Antonio, TX
  • Elleseff, T (2013, Feb 5) Selecting Clinical Materials for Pediatric Therapy. Guest lecture presented at Seton Hall University, South Orange, NJ.
  • Elleseff, T (2013, Jan 28) Fetal Alcohol Spectrum Disorders Part I: Overview of Deficits.  Webinar presented for speechpathology.com, San Antonio, TX
  • Elleseff, T (2013, Jan 22) Creating a Functional Therapy Plan: Therapy Goals & SOAP Note Documentation. Guest lecture presented at Seton Hall University, South Orange, NJ.
  • Elleseff, T (2013, Jan 17) Inattention, Hyperactivity and Impulsivity In At Risk Children: Differential Diagnosis of ADHD in Speech Language Pathology. Webinar presented for Advance for Speech Language Pathologists and Audiologists.
  • Gordina, A, Elleseff, T. (2013, Jan 13). Inattention, Hyperactivity and Impulsivity in Adopted and Foster Children. Workshop presented at the  New Jersey’s 31stAnnual “Let’s Talk Adoption”sm Conference Piscataway, NJ
  • Gordina, A, Elleseff, T. (2013, Jan 13). Sobering Thoughts on Attitudes Towards the Fetal Alcohol Spectrum Disorders. Workshop presented at the New Jersey’s 31st Annual “Let’s Talk Adoption”sm Conference Piscataway, NJ
  • Elleseff, T (2013, Nov 15) Language Difference vs. Language Disorder: Assessment  & Intervention Strategies for SLPs Working with Bilingual Children.  Workshop presented for Educational Service Unit #3, Omaha, NE.
  • Elleseff, T (2012, Oct 28) Behavior Management Strategies for Related Professionals. Session presented for the New Jersey Occupational Therapy Association, 38th Annual Convention. Seton Hall University, South Orange, NJ.
  • Elleseff, T (2012, Oct 24) Narrative Assessments of Preschool and School Aged Children. Session presented for the Morris County Speech and Hearing Association, Whippany, NJ.
  • Elleseff, T (2012, Oct 18) Psychiatric Impairments and Language Disorders in School Aged Children:
    Why Psychiatrists and Speech Pathologists Should Collaborate More Together.     Development Through the Life Cycle Lecture Series for the Child and Adolescent Psychiatry Fellows University of Medicine and Dentistry of New Jersey/Robert Wood Johnson Medical School, Piscataway, NJ 
  • Elleseff, T (2012, Oct 11) From First Words through Preschool: Recognizing the Warning Signs of Language Delay. Development Through the Life Cycle Lecture Series for the Child and Adolescent Psychiatry Fellows University of Medicine and Dentistry of New Jersey/Robert Wood Johnson Medical School, Piscataway, NJ 
  • Gordina, A,  Elleseff, T, & Shifrin, L (2012, Jul 27) Inattention, Hyperactivity and Impulsivity in Adopted and Foster Children. Workshop presented at the 38th North American Council on Adoptable Children, Crystal City, VA.
  • Elleseff, T (2012, July) Improving Social Skills of Children with Psychiatric Disturbances.   Webinar presented for speechpathology.com, San Antonio, TX
  • Elleseff, T (2012, May) Assessing Social Skills of Children with Psychiatric Disturbances.   Webinar presented for speechpathology.com, San Antonio, TX
  • Elleseff, T (2012, April) Behavior Management Strategies for School Based Speech Language Pathologists Workshop presented at New Jersey Speech Language Hearing Association Convention, Long Branch, NJ
  • Elleseff, T (2012, April) Social Pragmatic Assessment of Children Diagnosed with Emotional/Psychiatric Disturbances in the Schools. Workshop presented at New Jersey Speech Language Hearing Association Convention, Long Branch, NJ
  • Elleseff, T (2012, Jan) Special Considerations and Challenges in Assessment and Treatment of Bilingual Children with Developmental Disabilities. Workshop presented for Middlesex Regional Educational Services Commission, Metuchen NJ.
  • Gordina, A & Elleseff, T (2011, Oct) A Case of Isolated Social Pragmatic Language Deficits and Sensory Integration Dysfunction  in an Internationally Adopted Child: Implications for Medical Referral   Workshop presented at the American Academy of Pediatrics: Council on Foster Care, Adoption and Kinship Care, Boston, MA.
  • Gordina, A, Elleseff, T, & Shifrin, L (2011, Oct) Inattention, Hyperactivity and Impulsivity in At-Risk Children Workshop presented at the Opening Doors: Partnerships for Prevention and Healing, New Jersey Taskforce on Child Abuse and Neglect, East Brunswick, NJ.
  • Elleseff, T (2011, June) The Role of Frontal Lobe in Speech and Language Functions.  Lecture presented at the University of Medicine and Dentistry of New Jersey: Child Therapeutic Day Program. Piscataway, NJ.

Article Publications

  • Elleseff, T (2016)  Embracing ‘Translanguaging’ Practices: A Tutorial for SLPs New Jersey Speech Language Hearing Association.  VOICES, Summer, 9.
  • Elleseff, T (2015, Aug). Assessing social communication of school-aged children Perspectives on School-Based Issues  16 (3): 79-86
  • Caruso, C, Concepcion-Escano, Y & Elleseff, T (2015, Jan). Technical Manual: A guide for the appropriate assessment of culturally & linguistically diverse and internationally adopted individuals. New Jersey Speech Language Hearing Association.
  • Elleseff, T (2014).  Creating Successful Team Collaboration: Behavior Management in the Schools. Perspectives on School-Based Issues, 15(1): 37-43.
  • Elleseff, T (2014). ELL Spotlight on Russian: Considerations for Assessment and Treatment. New Jersey Speech Language Hearing Association: VOICES, Winter: 9-11.
  • Elleseff, T (2013, Dec) Recognizing FASD-Related Speech and Language Deficits in Internationally Adopted Children. National Adoption Advocate. No. 66, pp 1-8.
  • Elleseff, T(2013) Changing Trends in International Adoption: Implications for Speech-Language Pathologists. Perspectives on Global Issues in Communication Sciences and Related Disorders, 3: 45-53
  • Elleseff, T (2013, Aug) FASD and Background History Collection: Asking the Right Questions Adoption Today, pp 32-35.
  • Elleseff, T (2012, Dec 24) Understanding the risks of social pragmatic deficits in post institutionalized internationally adopted children. Published in Advance for Speech Language Pathologists and Audiologists. Pp 6-9.
  • Elleseff, T (Jan 2, 2012) Speech-Language Strategies for Multisensory Stimulation of Internationally Adopted Children:   Activity Suggestions for Parents and Professionals. Adoption Today Magazine. pp 40-43.
  • Elleseff, T (Nov 16, 2011) The importance of pediatric orofacial assessments in speech pathology. Advance for Speech Language Pathologists and Audiologists
  • Elleseff, T (Oct 1, 2011) Understanding the extent of speech and language delays in older internationally adopted children: Implications for School Based Speech and Language Intervention Adoption Today Magazine, pp 32-35
  • Elleseff, T (June 6, 2011) Differential diagnosis of AD/HD and Auditory Processing Disorders in Internationally Adopted School Age Children Post Adoption Learning Center, International Adoptions Articles Directory
  • Elleseff, T (Mar 14, 2011) What are social pragmatic language deficits and how do they impact international adoptees years post adoption?  Post Adoption Learning Center, International Adoptions Articles Directory
  • Elleseff, T (Feb 23, 2011) A case for early speech-language assessments of adopted children in the child’s birth language Post Adoption Learning Center, International Adoptions Articles Directory
  • Elleseff, T (June 30, 2009) How to improve the feeding abilities of young adopted picky eaters Post Adoption Learning Center, International Adoptions Articles Directory
  • Elleseff, T (May 27, 2009) Speech Language Services and Insurance Coverage: What Parents Need to Know Post Adoption Learning Center, International Adoptions Articles Directory
  • Elleseff, T (May 11, 2009) How to select the right speech language pathologist for your adopted child? Post Adoption Learning Center, International Adoptions Articles Directory
  • Elleseff, T (Feb 20, 2009) Functional Strategies for Improving the Language Abilities of Your Adopted School-Age Child  Post Adoption Learning Center, International Adoptions Articles Directory
  • Elleseff, T (Feb 15, 2009) Creating a learning rich environment to facilitate language development in adopted preschoolers.  Post Adoption Learning Center, International Adoptions Articles Directory

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Functional Strategies for Improving the Language Abilities of Your Adopted School-Age Child

Functional Strategies for Improving the Language Abilities of Your Adopted School-Age Child.

While most internationally adopted children catch up to their peers in language development somewhat quickly, not all internationally adopted children demonstrate equal progress by the time they reach school age. Below are some suggestions on how parents can facilitate their school age child’s language skills and improve their language abilities via fun interactive games that the whole family can enjoy and benefit from.

There are several language functions important for academic success. Typically this hierarchy develops from the most basic to the most complex, with the earliest stages beginning long before the child reaches school age. These functions include the ability to: seek information, inform, compare, order, classify, analyze, infer, justify/persuade, solve problems, synthesize, and evaluate. For some children those abilities come naturally while for others – a creative push in the right direction might just do the trick. Luckily, there are plenty of children’s games on the market that address the above skills in a fun and functional way, oftentimes without the child even realizing that they are doing work.

One of the earliest and important areas of language development is vocabulary knowledge. Good vocabulary skills are essential for communication of thoughts and ideas, interaction with peers, as well as meeting the demands of the classroom. As academic demands increase the importance of good vocabulary comes prominently into play. Vocabulary hierarchy ranges from a simple ability of labeling (providing a name for people, actions and objects) to the advanced descriptions (using attributes, functions, and learned concepts to depict an object/item in a cohesive manner). As children’s vocabulary increases from basic labeling to using sophisticated descriptions it goes through several other important stages outlined below:

• Concept Knowledge – the ability to comprehend and identify qualitative (e.g., same–different, big– little, hot-cold), quantitative (e.g., few-many, more-less), temporal (e.g., before-after, next, first, last), or spatial (e.g., in-on, under-over) concepts
• Associations – knowledge of how words are semantically related/linked (e.g., knowing why a spoon and a knife go together)
• Categorization/Classification – the ability to identify items within a category (divergent naming) and provide labels for groups/classes of objects (convergent naming)

The following are just a few selected examples of available games (a more complete list will be provided at the end of this article) that should help facilitate the development of vocabulary language skills:
A to Z Jr- a game of early categorizations is recommended for players 5 – 10 years of age, but can be used with older children depending on their knowledge base. The object of the game is to cover all letters on your letter board by calling out words in specific categories before the timer runs out. This game can be used to increase word finding abilities in children with weak language skills as the categories range from simple (e.g., colors) to more complicated (e.,. animals with stripes). This game is great for several players of different age groups (e.g., older siblings), since children with weaker knowledge and language skills can answer simpler questions and learn the answers to the harder questions as other players get their turn.

Tribond Jr – is another great game which purpose is to determine how 3 seemingly random items are related to one another. Good for older children 7-12 years of age it’s also great for problem solving and reasoning as some of the answers are not so straight forward (e.g., what do the clock, orange and circle have in common? Psst…they are all round)

Password Jr-is a great game to develop the skills of description. In the game you guess passwords based on the one word clues. This game is designed to play with children ages 7 years and older as long as the parents help the non readers with the cards. It’s great for encouraging children to become both better at describing and at listening. Parents are encouraged to allow their kids to select the word they want to describe in order to boost their confidence in own abilities. Parents are also encouraged to provide visual cheat sheets (listing ways we can describe something such as: what does it do, where does it go, how can we use it etc) to the child as they will be much more likely to provide more complete descriptions of the target words given visual cues.

Blurt – a game for children 10 and up is a game that works on a simple premise. Blurt out as many answers as you can in order to guess what the word is. Blurt provides ready-made definitions that you read off to players so they could start guessing what the word is. Players and teams use squares on the board strategically to advance by competing in various definition challenges that increase language opportunities.

However, vocabulary knowledge alone does not determine academic success. There are other equally valuable language skills which are important as well. One of them is asking and answering questions. Being able to ask and answer questions is an integral part of academic success.

Asking questions is one of the main ways that children obtain knowledge about the world beyond their immediate experience. Children who are unable to ask questions are at a disadvantage when it comes to following directions or understanding difficult concepts since they are unable to request repetition and clarification from speakers. Moreover, the inability to answer questions effectively is an indication that the child will not be understood well by others. Being able to answer concrete and abstract questions is another necessary requirement for success in school. Games such as Guess Who (age 6+), Guess Where (age 6+), and Mystery Garden (age 4+) are great for encouraging students to ask relevant questions in order to be the first to win the game. They are also terrific for encouraging reasoning skills. Questions have to be thought through carefully in order to be the first one to win the game.

Another important ability in the language learning hierarchy is story telling. Being able to tell good stories is a difficult task for many children, even those without language impairment. Consequently, one way of learning to become a good story teller is through the usage of visual cues such as picture cards, or games. When children are very young speech therapists often work on improving their story telling abilities using props such as a variety of toys or puppets. As they get older they transition to picture cards or wordless story books with the final step being spontaneously produced stories with no visual support. One of such games is Fib or Not (ages 10+). The game encourages the players to fool other players by either telling an outlandish true story or a truly believable made up story. For the players who are listening to the story, the objective is to correctly guess if the story teller is fibbing or being truthful. Players advance by fooling the other players or by guessing correctly.

As children grow older, they are required to do more and more tasks that focus on their verbal reasoning and problem solving abilities. If your child’s problem solving skills are on the weaker side consider using events from storybooks that illustrate problems. Talk aloud about the problem and offer a list of choices if your child is having difficulties figuring out the answers. Have your child talk through the process of how they arrived to their conclusions and offer suggestions and guidance along the way. The two popular games that work on improving verbal reasoning and problem solving abilities are: 30 Second Mysteries (ages 8-12) and 20 Questions for Kids (ages 7+).

In 30 Second Mysteries kids need to use critical thinking and deductive reasoning in order to solve mysteriously sounding cases of everyday events. Each clue read aloud reveals more about the mystery and the trick is to solve it given the fewest number of clues in order to gain the most points. In 20 Questions for Kids, a classic guessing game of people, places, and things, children need to generate original questions in order to obtain information. Here again, each clue read aloud reveals more about the secret identity and the trick is to solve it given the fewest number of clues.

A good way of implementing the above games in action is during family fun night. Select a game that focuses on one or more elements that you feel your child needs to work on and then involve your entire family in a game playing activity so the child does not feel that they are being isolated for “work”. For children who are younger or with weaker vocabularies, modify the rules to help to simplify the demands of the game, or play in a team so that the child doesn’t feel overwhelmed. Feel free to provide your own cues and prompts in order to achieve maximum success with all gaming activities.

Now that we have gone over the game description and selection process in some detail, please keep in mind that you can always learn more about children’s games by simply going to a popular internet websites such as Amazon and reading product descriptions in order to figure out whether specific game is right fit for your child.

As always, parents are advised to consult with related professionals (speech and language therapists, psychologists, etc) if they have any serious concerns regarding their child’s communication skills. Early detection and treatment are critical to the process of successful speech and language development not just in early childhood but also during school age, adolescence, and even early adulthood.

Best of luck and have fun playing!

List of Selected Games:
• 20 Questions for Kids
• 30 Second Mysteries
• A to Z Jr.
• Blurt
• Fib or Not
• Guess Where?
• Guess Who?
• Last Word
• Loaded Questions
• Mystery Garden
• Outburst
• Password Junior
• Tribond Junior