Archive | Evidence-Based Practice (EBP)

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Dear SLPs, Here’s What You Need to Know About Internationally Adopted Children

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In the past several years there has been a sharp decline in international adoptions. Whereas in 2004, Americans adopted a record high of 22,989 children from overseas, in 2015, only 5,647 children  (a record low in 30 years) were adopted from abroad by American citizens. Primary Data Source: Data Source: U.S. State Department Intercountry Adoption Statistics   […]

C/APD Update: New Developments on an Old Controversy

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In July 2015, I wrote a series of research-based posts (HERE and HERE) regarding the validity of (Central) Auditory Processing Disorder (C/APD) as a standalone diagnosis as well as questioned the utility of it for classification purposes in the school setting. Once again I want to reiterate that I was in no way disputing the legitimate […]

New Product Giveaway: Comprehensive Literacy Checklist For School-Aged Children

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I wanted to start the new year right by giving away a few copies of a new checklist I recently created entitled: “Comprehensive Literacy Checklist For School-Aged Children“. It was created to assist Speech Language Pathologists (SLPs) in the decision-making process of how to identify deficit areas and select assessment instruments to prioritize a literacy […]

Speech Language Pathologists (SLPs) for Evidence Based Practice

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Recently a few colleagues and I decided to launch a new Facebook Group for SLPs interested in evidence based practice in speech language pathology. It was created for clinicians to explore and make sense of a myriad of intervention promises and questionable treatments in the fields of health care and education. The group was established specifically […]

Review of the Test of Integrated Language and Literacy (TILLS)

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The Test of Integrated Language & Literacy Skills (TILLS) is an assessment of oral and written language abilities in students 6–18 years of age. Published in the Fall 2015, it is  unique in the way that it is aimed to thoroughly assess skills  such as reading fluency, reading comprehension, phonological awareness,  spelling, as well as writing  in school […]

What Research Shows About the Functional Relevance of Standardized Language Tests

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Standardized tests’ limitations

Teaching Punctuation for Writing Success

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Last week  I wrote a blog post entitled: “Teaching Metalinguistic Vocabulary for Reading Success” in which I described the importance of explicitly teaching students basic metalinguistic vocabulary terms as elementary building blocks needed for reading success (HERE).  This week I wanted to write a brief blog post regarding terminology related to one particular, often ignored […]

Teaching Metalinguistic Vocabulary for Reading Success

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In my therapy sessions I spend a significant amount of time improving literacy skills (reading, spelling, and writing) of language impaired students.  In my work with these students I emphasize goals with a focus on phonics, phonological awareness, encoding (spelling) etc. However, what I have frequently observed in my sessions are significant gaps in the […]

The Limitations of Using Total/Core Scores When Determining Speech-Language Eligibility

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In both of the settings where I work, psychiatric outpatient school as well as private practice, I spend a fair amount of time reviewing speech language evaluation reports.  As I’m looking at these reports I am seeing that many examiners choose to base their decision making with respect to speech language services eligibility on the students’ […]

Intervention at the Last Moment or Why We Need Better Preschool Evaluations

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“Well, the school did their evaluations and he doesn’t qualify for services” tells me a parent of a 3.5 year old, newly admitted private practice client.  “I just don’t get it” she says bemusedly, “It is so obvious to anyone who spends even 10 minutes with him that his language is nowhere near other kids his age!” […]

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