This checklist was created to assist speech-language pathologists (SLPs) with figuring out whether the student presents with language processing deficits which require further follow-up (e.g., screening, comprehensive assessment). The SLP should provide this form to both teacher and caregiver/s to fill out to ensure that the deficit areas are consistent across all settings and people.
Listening Skills and Short Term Memory
Emergent Reading/Phonological Awareness
General Organizational Abilities
Supplemental* Caregiver/Teacher Data Collection Form
Select assessments sensitive to Auditory Processing Deficits
Today I am very excited to introduce to you my brand new product which has been long in the making. “Speech Language Assessment of Older Internationally Adopted Children”. In the past I have written a number of articles and blog posts as well as done a number of presentations on related topics. I finally decided that it’s a great time to put it all together and created this 65 slide presentation which succinctly explains how to assess speech language abilities of older Internationally Adopted (IA) Children.
Institutionalization affects every child’s speech-language development. Signs of delay can be obvious or obscure; show immediately or years later. This presentation will review the latest literature regarding the language abilities of post-institutionalized children adopted at older ages. It will discuss language development of older children post-adoption, explain the difference between conversational and cognitive language competencies, offer pre-adoption recommendations, address select pre-assessment preparations as well as to provide recommendations on best assessment practices for these children. Continue reading New Product: Speech Language Assessment of Older Internationally Adopted Children
I created this 9 page guide to assist speech language pathologists in the decision making process of how to select assessment instruments and prioritize assessment for preschool children. In doing that you are eliminating the administration of irrelevant tests and focusing on the administration of instruments directly targeting the areas of difficulty that the child presents with. Continue reading SPEECH LANGUAGE ASSESSMENT CHECKLIST FOR PRESCHOOL CHILDREN
Last week I did a guest post for The Simply Speech Blog. In case you missed it, below I offer an explanation why targeted speech language assessments are so important, as well as list helpful resources that will aid you in speech language assessment preparation.
In both my hospital based job and in private practice I do a lot of testing. During staff/caregiver interviews I used to get a laundry list of both specific and non-specific problems by the parents and teachers, which did not always accurately reflect the students true deficits. Experience quickly taught me that administering general comprehensive language testing to every student simply did not work. Oftentimes the administration of such testing revealed one of two things: Continue reading In case you missed it: The importance of targeted assessments for school aged children
Inattentiveness, hyperactivity, and impulsivity are the most common presenting behavioral problems in at-risk children. This workshop will describe select speech language causes of hyperactivity and inattentiveness in children beyond the ADHD diagnosis, including traumatic brain injury, auditory processing disorders, severe language disorders, as well as social pragmatic language deficits.It will review case examples to illustrate the importance of differential diagnosis. Implications for assessment as well as the need for relevant referrals will be discussed.
When: Thursday, January 17, 2013, 4-5 p.m. ET
Where: Your computer*
Presenter: Tatyana Elleseff, MA, CCC-SLP
Who Should Attend: Anyone interested in discussing behavioral problems in at-risk children.
The Department of Children and Families and the New Jersey Task Force on Child Abuse and Neglect had a statewide child maltreatment prevention conference today and I had great fun doing today’s presentation:
“Differential Diagnosis of Inattention, Hyperactivity and Impulsivity in At-Risk Children” with our clinical team, Alla Gordina, MD, FAAP and Lydia Shifrin, LCSW.
We had a terrific crowd, who asked great questions and gave excellent feedback.
Attention Deficit/Hyperactivity Disorder is one of the most common and the most controversial neurobehavioral disorders in children diagnosed today
Core symptoms of ADHD include Inattention, Impulsivity and Hyperactivity
Some ADHD statistics:
Approximately 9.5% or 5.4 million children 4-17 years of age have ever been diagnosed with ADHD, as of 2007.
The percentage of children with a parent-reported ADHD diagnosis increased by 22% between 2003 and 2007.
Rates of ADHD diagnosis increased an average of 3% per year from 1997 to 2006 and an average of 5.5% per year from 2003 to 2007.
Boys (13.2%) were more likely than girls (5.6%) to have ever been diagnosed with ADHD.
The highest rates of parent-reported ADHD diagnosis were noted among children covered by Medicaid and multiracial children.
However, numerous medical, psychiatric, neurological, psychological, speech-language and other disorders are frequently misdiagnosed as ADHD
NEARLY 1 MILLION CHILDREN ARE MISDIAGNOSED WITH ADHD
“Since ADHD is an underlying neurological problem where incidence rates should not change dramatically from one birth date to the next, these results suggest that age relative to peers in class, and the resulting differences in behavior, directly affects a child’s probability of being diagnosed with and treated for ADHD.” (Elder, 2010). Journal of Health Economics
My presentation focused on explaining that having select language based difficulties can cause the child to act as inattentive, hyperactive and impulsive without actually having ADHD
My examples included:
Traumatic Brain Injury
Severe Language Delay
Auditory Processing Disorders
Social Pragmatic Language Deficits
Relevance and Implications for Adoption Professionals:
Multidisciplinary approach to identification, differential diagnosis, and management of disorders with “AD/HD” symptoms is NEEDED
One individual assessment (e.g., psychological) CANNOT reliably determine accurate diagnosis, especially when the diagnostic criteria is based on generalized symptomology
Refer adopted children with behavioral, listening, sensory, and any unusual deficits for multidisciplinary assessments which include in depth assessment of language abilities before making a conclusive diagnosis
Children who receive one assessment ONLY are at risk of misdiagnosis, misidentification, and are delayed in getting appropriate intervention services