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.
There are many fun yet highly educational therapy activities we can do with our preschool and school-aged clients in the fall. One of my personal favorites is bingo. Boggles World, an online ESL teacher resource actually has a number of ready-made materials, flashcards, and worksheets that can be adapted for speech-language therapy purposes. For example, their Fall and Halloween Bingo comes with both call out cards and a 3×3 and a 4×4 (as well as 3×3) card generator/boards. Clicking the refresh button will generate as many cards as you need, so the supply is endless! You can copy and paste the entire bingo board into a word document resize it and then print it out on reinforced paper or just laminate it. Continue reading Therapy Fun with Ready Made Fall and Halloween Bingo
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.”