Overview: This informational session reviewS the difference and purpose behind neuropsychological vs. comprehensive language and literacy assessments. It discusses common neuropsychological and language/literacy assessment batteries, as well as listS the components of each type of assessment. It describes the importance of error analysis as well as the formulation of goals and objectives for remediation purposes.
By the end of this presentation learners will be able to:
List the purpose for each type of assessment
Compare common neuropsychological vs. language/literacy assessment batteries
Discuss assessment components relevant to intervention provision
Describe the importance of findings interpretation
Explain why goal formulation for remediation purposes should be a vital part of every assessment
Presented by Tatyana Elleseff MA CCC-SLP
Author Bio: Tatyana Elleseff, MA, CCC-SLP of Smart Speech Therapy LLC, specializes in performing comprehensive language and literacy assessments with a focus on the implementation of evidence-based interventions for students with language, social communication, and literacy disorders (reading, spelling, & writing). She is a clinical instructor at the RWJ Medical School Dept. of Psychiatry & a clinical supervisor at Rutgers Day School.
Abstract: This webinar provides an overview of popular reading tests and discusses their strengths and limitations with respect to their psychometric properties, testing components, as well as subtest interpretation.
By the end of this webinar participants will be able to:
List popular standardized reading tests
Discuss discriminant accuracy of select standardized reading tests
Describe testing components of select, popularly used, standardized tests of reading
Explain how to interpret standardized testing results in order to understand the clients’ profile of reading strengths and limitations
Today I am reviewing a listening comprehension assessment for students 5-21 years of age, entitled the Oral Passage Understanding Scale (OPUS) created by Elizabeth Carrow-Woolfolk, PhD, and Amber M. Klein, PhD, which is available via WPS.
The OPUS is a test of listening comprehension which assesses the following forms of knowledge: lexical/semantic (knowledge and use of words and word combinations), syntactic (knowledge and use of grammar, as well as supralinguistic (knowledge and use of indirect/complex language). Continue reading Test Review: (OPUS) Oral Passage Understanding Scale
It’s early August, and that means that the start of a new school year is just around the corner. It also means that many newly graduated clinical fellows (as well as SLPs switching their settings) will begin their exciting yet slightly terrifying new jobs working for various school systems around the country. Since I was recently interviewing clinical fellows myself in my setting (an outpatient school located in a psychiatric hospital, run by a university), I decided to write this post in order to assist new graduates, and setting-switching professionals by describing what knowledge and skills are desirable to possess when working in the schools. Continue reading Clinical Fellow (and Setting-Switching SLPs) Survival Guide in the Schools
Those of you familiar with my blog, know that a number of my posts take on a form of extended responses to posts and comments on social media which deal with certain questionable speech pathology trends and ongoing issues (e.g., controversial diagnostic labels, questionable recommendations, non-evidence based practices, etc.). So, today, I’d like to talk about sweeping general recommendations as pertaining to literacy interventions. Continue reading But is this the Best Practice Recommendation?
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.”