For years, I have been seeing a variation of the following questions from SLPs on social media on a weekly if not daily basis:
“My student has slow processing/working memory and did poorly on the (insert standardized test here), what goals should I target?”
“Do you have sample language/literacy goals for students who have the following subtest scores on the (insert standardized test here)?”
“What goals should I create for my student who has the following subtest scores on the (insert standardized test here)?”
Let me be frank, these questions show a fundamental lack of understanding regarding the purpose of standardized tests, the knowledge of developmental norms for students of various ages, as well as how to effectively tailor and prioritize language intervention to the students’ needs.
So today, I wanted to address this subject from an evidence-based lens in order to assist SLPs with effective intervention planning with the consideration of testing results but not actually based on subtest results. So what do I mean by this seemingly confusing statement? Before I begin let us briefly discuss several highly common standardized assessment subtests:
In August 2021, the CEU Smart Hub (Powered by the Lavi Institute) has launched a new certificate program: The Science of Reading (SOR) Literacy Certificate for SLPs. Because of the multitude of questions we have received in advance of the certificate rollout (Financial Disclosure: I am a 50% partner in the CEU Smart Hub/Power Up Conferences), I am writing this post today in an attempt to answer some of the commonly asked questions regarding this certification.
Who is the certificate for? The certificate is open to SLPs who are interested in gaining in-depth knowledge in the areas of assessment and treatment of children with language and literacy disorders. This certification offers not just continuing education hours in the advanced practices pertaining to the assessment and treatment of literacy but also a final examination and 2 lengthy in-depth projects requiring professionals to appropriately and comprehensively design assessment plans and treatment goals to work with literacy impaired clients. Continue reading The Science of Reading Literacy Certificate for SLPs: FAQs
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?
Over the years this blog has amassed many posts on a variety of topics pertaining to the assessment and treatment in speech-language pathology. With over 300 posts and over 130 search categories it’s no wonder that some of you have reached out to ask about effective ways of finding relevant information quickly. As such, in addition to the existing categories pertaining to specific topics (e.g., writing, social communication, etc.) I have created two specific categories which were asked about by numerous blog subscribers in recent emails. Continue reading Helpful Smart Speech Therapy Site Searching Tips
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.”
I frequently see numerous posts on Facebook that ask group members, “What are your activities/goals for a particular age group (e.g., preschool, middle school, high school, etc.) or a particular disorder (e.g., Down Syndrome)? After seeing these posts appear over and over again in a variety of groups, I decided to write my own post on this topic, explaining why asking such broad questions will not result in optimal therapeutic interventions for the clients in question. Continue reading Dear SLPs, Try Asking This Instead