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.
The end of the school year is almost near. Soon many of our clients with language and literacy difficulties will be going on summer vacation and enjoying their time outside of school. However, summer is not all fun and games. For children with learning needs, this is also a time of “learning loss”, or the loss of academic skills and knowledge over the course of the summer break. Students diagnosed with language and learning disabilities are at a particularly significant risk of greater learning loss than typically developing students. Continue reading Tips on Reducing ‘Summer Learning Loss’ in Children with Language/Literacy Disorders