Posted on Leave a comment

Power Up Conference Interprofessional Edition March 4 & 5, 2021

Dates: March 4 & 5, 2021 worth 20 continuing education hours!

Power Up March 2021

Cost: $125 for CEU Smart HUB Access which includes: 12- month membership with full access to 3 annual Power Up conferences, direct conference zoom access, ALL past Power Up replays, Unlimited CEUs, specialized trainings, on-demand trainings, speaker requests, course handouts, live conference interaction with speakers, an exhibit hall with discounts and raffles.

REGISTER HERE

 

MEET THE TOP TALENT IN A UNIQUE 2-DAY EXPERIENCE

GAIN EBP CONFIDENCE, GET 2.0 CEUS

  • We are thrilled to announce our Keynote Speaker!

    INCREDIBLE PEOPLE
    MEET TOP TALENT IN A UNIQUE 2-DAY EXPERIENCE
    GAIN EBP CONFIDENCE, GET 2.0 ASHA CEUS

    Our speakers

    Perry-Flynn-2016

    Perry Flynn,
    M.Ed, CCC-SLP

    March 4th, 11 am ET/ 8am PT

    Tatyana Elleseff, MA, CCC-SLP

    Various Times, Conference Host

    pic

    Andrew Vermiglio, AuD, FAAA, CCC-A

    March 4th, 6pm ET/ 3pm PT

    Lenore_Boyarin_1835×1414-1024x789

    Lenore Boyarin, Esq.

    March 5th, 1 pm ET/ 10 am PT

    meds prof pic

    Nancy J. Baehr, M.D.

    March 5th, 5 pm ET/ 2pm PT

    Julian Madison, MS, CCC-SLP

    Various Times, Conference Host

    Jaci 2020

    Jacqueline Dobres, MS OT R/L, BCBA

    March 4th, 4pm ET/1 pm PT

    Victoria Simeone, MSW, LSW

    March 5th, 6:30 pm ET/ 3:30 pm PT

    Dr. Adriana Lavi, CCC-SLP

    Conference Host, Moderator

    Schedule

    We know how valuable your time is, so we scheduled the entire event strategically to meet your needs

    Day #1

    • Key Note Speech11AM ET/8AM PT

      Workload Management with Perry Flynn

    • How to Conduct IEEs12:30AM ET/9:30AM PT

      Background History Matters with Tatyana Elleseff

    • Behavior Management1PM ET/ 10AM PT

      Tatyana Elleseff, MS, CCC-SLP

    • Exhibit Hall3PM ET/ 12PM PT

      with Adriana Lavi, PhD, CCC-SLP

    • SPD Controversy4PM ET/1PM PT

      with Jacqueline Dobres, MS OT R/L, BCBA

    • CAPD Controversy6PM ET/3PM PT

      Andrew Vermiglio, AuD, FAAA, CCC-A

    Day #2

    • Legally Defensible IEPs1PM ET/10 AM PT

      with Lenore Boyarin, Esq.

    • Determining Educational Impact3PM ET/12PM PT

      with Adriana Lavi, PhD, CCC-SLP

    • Accurate Test Selection4PM ET/1PM PT

      with Tatyana Elleseff, MS, CCC-SLP

    • Psychotropic Medications: Impact5PM ET/2PM PT

      Nancy J. Baehr, M.D.

    • Challenging Personalities6:30PM ET/3:30PM PT

      Victoria Simeone, MSW, LSW

    • Conference Closing8:30PM ET/5:30PM PT

      Tatyana Elleseff and Adriana Lavi

    Pre-Recorded Courses

    • Neuropsychological or Language/Literacy Assessment: Which One is Right for the Student?0.15 ASHA CEUs

      Tatyana Elleseff, MS, CCC-SLP

    • Measurement and Interpretation of Standardized Reading Assessments for Professionals and Parents0.2 ASHA CEUs

      Tatyana Elleseff, MS, CCC-SLP

    • How Language Affects Reading: What Parents and Professionals Need to Know0.15 ASHA CEUs

      Tatyana Elleseff, MS, CCC-SLP

Posted on 1 Comment

FREE WEBINAR: Neuropsychological or Language/Literacy Assessment: Which One is Right for my Child?

Access Handout Here

  

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.

Learning Objectives:

By the end of this presentation learners will be able to:

  1. List the purpose for each type of assessment
  2. Compare common neuropsychological vs. language/literacy assessment batteries
  3. Discuss assessment components relevant to intervention provision
  4. Describe the importance of findings interpretation
  5. Explain why goal formulation for remediation purposes should be a vital part of every assessment

Presented by Tatyana Elleseff MA CCC-SLP

Tatyana ElleseffAuthor 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.

Posted on 6 Comments

Comprehending Reading Comprehension

Image of three books open on a table with stacks of books in the background.How many parents and professionals have experienced the following scenario? The child in question is reading very fluently (Landi & Ryherd, 2017) but comprehending very little of what s/he is reading.  Attempts at remediation follow (oftentimes without the administration of a comprehensive assessment) with a focus on reading texts and answering text-related questions. However, much to everyone’s dismay the problem persists and worsens over time. The child’s mental health suffers as a result since numerous studies show that reading deficits including dyslexia are associated with depression, anxiety, attention, as well as behavioral problems (Arnold et al., 2005; Knivsberg & Andreassen, 2008; Huc-Chabrolle, et al, 2010; Kempe, Gustafson, & Samuelsson, 2011Boyes, et al, 2016;   Livingston et al, 2018). Continue reading Comprehending Reading Comprehension

Posted on 3 Comments

On the Value of Social Pragmatic Interventions via Video Analysis

As a speech-language pathologist (SLP) working in a psychiatric setting, I routinely address social pragmatic language goals as part of my clinical practice. Finding the right approach to the treatment of social pragmatic language disorders has been challenging to say the least. That is because the efficacy of social communication interventions continues to be quite limited. Studies to date continue to show questionable results and limited carryover, while measurements of improvement are frequently subjective, biased, and subject to a placebo effect, maturation effect, and regression to the mean. However, despite the significant challenges to clinical practice in this area, the usage of videos for treatment purposes shows an emergent promise. Continue reading On the Value of Social Pragmatic Interventions via Video Analysis

Posted on 1 Comment

Therapy Fun with Ready Made Fall and Halloween Bingo

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

Posted on 7 Comments

Comprehensive Assessment of Elementary Aged Children with Subtle Language and Literacy Deficits

Image result for confused childrenLately, I’ve been seeing more and more posts on social media asking for testing suggestions for students who exhibit subtle language-based difficulties. Many of these children are typically referred for initial assessments or reassessments as part of advocate/attorney involved cases, while others are being assessed due to the parental insistence that something “is not quite right” with their language and literacy abilities, even in the presence of “good grades.” Continue reading Comprehensive Assessment of Elementary Aged Children with Subtle Language and Literacy Deficits

Posted on 5 Comments

Clinical Assessment of Reading Abilities of Elementary Aged Children

Image result for child readingSeveral years ago I wrote a post about how to perform clinical reading assessments of adolescent students. Today I am writing a follow-up post with a focus on the clinical reading assessment of elementary-aged students. For this purpose, I often use the books from the Continental Press series entitled: Content Reading for Geography, Social Studies, & Science.   Texts for grades 2-7 of the series are perfect for assessment of struggling elementary-aged readers. Continue reading Clinical Assessment of Reading Abilities of Elementary Aged Children

Posted on 1 Comment

Neuropsychological or Language/Literacy: Which Assessment is Right for My Child?

Related imageSeveral 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?

Posted on 2 Comments

But is this the Best Practice Recommendation?

When adopting best practices isn't your best practiceThose 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?