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# Smart Speech Therapy

Evidence-Based Blog and Materials for SLPs!

## Sitemaps

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## Posts

- [Blog](https://www.smartspeechtherapy.com/blog/)
- [Free Literacy Resources for Parents and Professionals](https://www.smartspeechtherapy.com/free-literacy-resources-for-parents-and-professionals/) - SLPs are constantly on the lookout for good quality affordable materials in the area of literacy. However, what many clinicians may not realize is that there are massive amounts of FREE evidence-based literacy-related resources available online for their use. These materials can be easily adapted or implemented as is, by parents, teachers, speech-language pathologists, as well
- [To Speech Buddy or Not to Speech Buddy: That is the Question?](https://www.smartspeechtherapy.com/to-speech-buddy-or-not-to-speech-buddy-that-is-the-question/) - A few weeks ago I received my new gleaming set of Speech Buddies for the purposes of review. So today I'll be describing my experiences using speech buddies in speech therapy with several clients. My client's ages were 3.5, 4.5, 8, and 9. Prior to initiating the use of the speech buddies I have posed
- [The Importance of Narrative Assessments in Speech Language Pathology (Revised)](https://www.smartspeechtherapy.com/revised-narrative-assessments-in-speech-language-pathology/) - As SLPs we routinely administer a variety of testing batteries in order to assess our students’ speech-language abilities. Grammar, syntax, vocabulary, and sentence formulation get frequent and thorough attention. But how about narrative production? Does it get its fair share of attention when the clinicians are looking to determine the extent of the child’s language
- [Dear SLPs, Don't Base Your Language Intervention on Subtests Results](https://www.smartspeechtherapy.com/dont-base-your-language-intervention-on-subtests-results/) - 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
- [In Search of Evidence in the Era of Social Media Misinformation](https://www.smartspeechtherapy.com/in-search-of-evidence-in-the-era-of-social-media-misinformation/) - Social media forums have long been subject to a variety of criticism related to trustworthiness, reliability, and commercialization of content. However, in recent years the spread of misinformation has been steadily increasing in disproportionate amounts as compared to the objective consumption of evidence. Facebook, for example, has long been criticized, for the ease with which
- [Improving Executive Function Skills of Language Impaired Students with Hedbanz](https://www.smartspeechtherapy.com/improving-executive-function-skills-of-language-impaired-students-with-hedbanz/) - Those of you who have previously read my blog know that I rarely use children's games to address language goals. However, over the summer I have been working on improving executive function abilities (EFs) of some of the language impaired students on my caseload. As such, I found select children's games to be highly beneficial
- [Free Literacy Assessment Resources for SLPs](https://www.smartspeechtherapy.com/free-literacy-assessment-resources-for-slps/) - A few years ago I wrote a post, which offered a compilation of FREE literacy resources for parents and professionals. Today I would like to expand upon my previous article by providing professionals with a compilation of free literacy assessment tools. Assessment tools tend to be expensive. Few professionals have unlimited budgets to purchase the
- [What do Auditory Memory Deficits Indicate in the Presence of Average General Language Scores?](https://www.smartspeechtherapy.com/what-do-auditory-memory-deficits-indicate-in-the-presence-of-average-general-language-scores/) - I frequently see a variation of the following question on a variety of speech language forums: "My student scored within the average range on all the tested subtests with the exception of working memory and sentence recall. What other testing do you recommend to determine whether these difficulties are impacting their academics?" First, lets provide
- [It's All Due to ...Language: How Subtle Symptoms Can Cause Serious Academic Deficits](https://www.smartspeechtherapy.com/its-all-due-to-language-how-subtle-symptoms-can-cause-serious-academic-deficits/) - Scenario: Len is a 7-2-year-old, 2nd-grade student who struggles with reading and writing in the classroom. He is very bright and has a high average IQ, yet when he is speaking he frequently can't get his point across to others due to excessive linguistic reformulations and word-finding difficulties. The problem is that Len passed all the
- [Word-Finding Remediation: EBP Resources for SLPs](https://www.smartspeechtherapy.com/word-finding-remediation-ebp-resources-for-slps/) - It's on the tip of my tongue! How many times have you used this expression or heard it from other people. Oftentimes when we think of word-finding deficits we automatically think of it as an adult affliction, however, you would be surprised how many children including even very young children (4+ years of age) are
- [The Limitations of Using Total/Core Scores When Determining Speech-Language Eligibility](https://www.smartspeechtherapy.com/the-limitations-of-using-totalcore-scores-when-determining-speech-language-eligibility/) - In both of the settings where I work, psychiatric outpatient school as well as private practice, I spend a fair amount of time reviewing speech language evaluation reports. As I'm looking at these reports I am seeing that many examiners choose to base their decision making with respect to speech language services eligibility on the
- [Comprehensive Assessment of Elementary Aged Children with Subtle Language and Literacy Deficits](https://www.smartspeechtherapy.com/comprehensive-assessment-of-elementary-aged-children-with-subtle-language-and-literacy-deficits/) - Lately, 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
- [Part III: Components of Comprehensive Dyslexia Testing - Reading Fluency and Reading Comprehension](https://www.smartspeechtherapy.com/part-iii-components-of-comprehensive-dyslexia-testing-reading-fluency-and-reading-comprehension/) - Recently I began writing a series of posts on the topic of comprehensive assessment of dyslexia. In part I of my post (HERE), I discussed common dyslexia myths as well as general language testing as a starting point in the dyslexia testing battery. In part II I detailed the next two steps in dyslexia assessment: phonological awareness
- [Components of Comprehensive Dyslexia Testing: Part I- Introduction and Language Testing](https://www.smartspeechtherapy.com/components-of-comprehensive-dyslexia-testing-part-i-introduction-and-language-testing/) - With the passing of dyslexia laws in the state of New Jersey in 2014, there has been an increased focus on reading disabilities and dyslexia particularly in the area of effective assessment and remediation. More and more parents and health related professionals are looking to understand the components of effective dyslexia testing and who is
- [Speech, Language, and Literacy Fun with Helen Lester's Picture Books](https://www.smartspeechtherapy.com/speech-language-and-literacy-fun-with-helen-lesters-picture-books/) - Picture books are absolutely wonderful for both assessment and treatment purposes! They are terrific as narrative elicitation aids for children of various ages, ranging from pre-K through fourth grade. They are amazing treatment aids for addressing a variety of speech, language, and literacy goals that extend far beyond narrative production. There are numerous children books
- [Analyzing Narratives of School-Aged Children](https://www.smartspeechtherapy.com/analyzing-narratives-of-school-aged-children/) - In the past, I have written about why narrative assessments should be an integral part of all language evaluations. Today, I'd like to share how I conduct my narrative assessments for comprehensive language testing purposes. As mentioned previously, for elicitation purposes, I frequently use the books recommended by the SALT Software website, which include: 'Frog Where Are
- [What do Narratives and Pediatric Psychiatric Impairments Have in Common?](https://www.smartspeechtherapy.com/what-do-narratives-and-pediatric-psychiatric-impairments-have-in-common/) - High comorbidity between language and psychiatric disorders has been well documented (Beitchman, Cohen, Konstantaras, & Tannock, 1996; Cohen, Barwick, Horodezky, Vallence, & Im, 1998; Toppelberg & Shapiro, 2000). However, a lesser known fact is that there's also a significant under-diagnosis of language impairments in children with psychiatric disorders. In late 90's, a study by Cohen, Barwick, Horodezky,
- [Identifying Word Finding Deficits in Narrative Retelling of School-Aged Children](https://www.smartspeechtherapy.com/identifying-word-finding-deficits-in-narrative-retelling-of-school-aged-children/) - In the past, I have written several posts on the topic of word finding difficulties (HERE and HERE) as well as narrative assessments (HERE and HERE) of school-aged children. Today I am combining these posts together by offering suggestions on how SLPs can identify word finding difficulties in narrative samples of school-aged children. Word finding difficulties can manifest via
- [Why Are My Child's Test Scores Dropping?](https://www.smartspeechtherapy.com/why-are-my-childs-test-scores-dropping/) - "I just don't understand," says a parent bewilderingly, "she's receiving so many different therapies and tutoring every week, but her scores on educational, speech-language, and psychological testing just keep dropping!" I hear a variation of this comment far too frequently in both my private practice as well as outpatient school in hospital setting, from parents
- [Spotlight on Syndromes: An SLPs and OTs Perspective on Williams Syndrome](https://www.smartspeechtherapy.com/spotlight-on-syndromes-an-slps-and-ots-perspective-on-williams-syndrome/) - Today’s guest post on Williams Syndrome comes from Pamela Mandell, M.S. CCC-SLP with a contribution from Priya Deonarain, MA, OTR/L, CKTP. Overview Williams syndrome (WS), also known as Williams-Beuren Syndrome, is a rare genetic disorder caused by the deletion of the long arm of chromosome 7 or, more specifically a microdeletion at 7q11.23, which involves
- [Spotlight on Syndromes: An SLPs Perspective on Hurler Syndrome](https://www.smartspeechtherapy.com/spotlight-on-syndromes-an-slps-perspective-on-hurler-syndrome/) - Today’s guest post on genetic syndromes comes from Kelly Hungaski, who is contributing an informative piece on the Hurler Syndrome. Hurler Syndrome is a rare, inherited metabolic disease in which a person can't break down lengthy chains of sugar molecules called glycosaminoglycans. Hurler syndrome belongs to a group of diseases called mucopolysaccharidoses, or MPS. MPS-1 is
- [Test Review of CELF-5 Metalinguistics: What SLPs Need to Know](https://www.smartspeechtherapy.com/test-review-celf-5-metalinguistics/) - In mid-2014, I purchased the Clinical Evaluation of Language Fundamentals®, Fifth Edition Metalinguistics (CELF®-5 Metalinguistics), which is a revision of the Test of Language Competence–Expanded. Basic overview Release date: 2014 Age Range: 9-21 Author: Elizabeth Wiig and Wayne Secord Publisher: Pearson Description: According to the manual CELF–5M was created to "identify students 9-21 years old who have not
- [New Products for the 2017 Academic School Year for SLPs](https://www.smartspeechtherapy.com/new-products-for-the-2017-academic-school-year-for-slps/) - September is quickly approaching and school-based speech language pathologists (SLPs) are preparing to go back to work. Many of them are looking to update their arsenal of speech and language materials for the upcoming academic school year. With that in mind, I wanted to update my readers regarding all the new products I have recently
- [If It's NOT CAPD Then Where do SLPs Go From There?](https://www.smartspeechtherapy.com/if-its-not-capd-then-where-do-slps-go-from-there/) - In July 2015 I wrote a blog post entitled: “Why (C) APD Diagnosis is NOT Valid!” citing the latest research literature to explain that the controversial diagnosis of (C)APD tends to a) detract from understanding that the child presents with legitimate language based deficits in the areas of comprehension, expression, social communication and literacy development b) may
- [Treatment of Children with "APD": What SLPs Need to Know](https://www.smartspeechtherapy.com/treatment-of-children-with-apd-what-slps-need-to-know/) - In recent years there has been an increase in research on the subject of diagnosis and treatment of Auditory Processing Disorders (APD), formerly known as Central Auditory Processing Disorders or CAPD. More and more studies in the fields of audiology and speech-language pathology began confirming the lack of validity of APD as a standalone (or
- [APD Update: New Developments on an Old Controversy](https://www.smartspeechtherapy.com/capd-update-new-developments-on-an-old-controversy/) - In the past two years, I wrote a series of research-based posts (HERE and HERE) regarding the validity of (Central) Auditory Processing Disorder (C/APD) as a standalone diagnosis as well as questioned the utility of it for classification purposes in the school setting. Once again I want to reiterate that I was in no way disputing
- [Articulation Assessment ToolKt](https://www.smartspeechtherapy.com/sunny-articulation-phonology-test-app-review-and-giveaway/) - I have been looking for a good articulation assessment instrument for quite some time so when Sunny Articulation Test app came my way I was very excited to put it into action by using it with some of my clients. I wanted to see how this "test" app compared with traditional articulation tests such as Goldman
- [Articulation Assessment ToolKt](https://www.smartspeechtherapy.com/sunny-articulation-phonology-test-kit-review-update-and-giveaway/) - In February 2013 I did a review of the Sunny Articulation Test by Smarty Apps. At that time I really liked the test but felt that a few enhancements could really make it standout from other available articulation tests and test apps on the market. Recently, the developer, Barbara Fernandes, contacted me again and asked
- [The risk of social-emotional deficits in language-impaired young children](https://www.smartspeechtherapy.com/the-risk-of-social-emotional-deficits-in-language-impaired-young-children/) - In recent years there has been an increase in infants, toddlers and preschoolers diagnosed with significant social-emotional and/or behavioral problems. An estimated 10% to 15% of birth-5 year-old population experience serious social-emotional problems which significantly impact their functioning and development in the areas of language, behavior, cognition and school-readiness (Brauner & Stephens, 2006). However, some studies have found that many
- [What Does "Their Social Skills Are Just Fine" Really Means When it Comes to Children with Language Impairment](https://www.smartspeechtherapy.com/what-does-their-social-skills-are-just-fine-really-means-when-it-comes-to-children-with-language-impairment/) - As a frequent participant in a variety of speech pathology forums I've read through countless "mini scenarios" of SLPs asking for advice regarding various aspects of therapy service provision for children with average IQ and language impairment (characterized by weaknesses in the area of listening comprehension, language processing, vocabulary acquisition, sentence formulation, as well as
- [FASD and Background History Collection: Asking the Right Questions](https://www.smartspeechtherapy.com/fasd-and-background-history-collection-asking-the-right-questions/) - Note: This article was originally published in August 2013 Issue of Adoption Today Magazine (pp. 32-35). Sometime ago, I interviewed the grandmother of an at-risk 11 year old child in kinship care, whose language abilities I have been asked to assess in order to determine whether he required speech-language therapy services. The child was attending an
- [Dear Reading Specialist, May I Ask You a Few Questions?](https://www.smartspeechtherapy.com/dear-reading-specialist-may-i-ask-you-a-few-questions/) - Because the children I assess, often require supplementary reading instruction services, many parents frequently ask me how they can best determine if a reading specialist has the right experience to help their child learn how to read. So today's blog post describes what type of knowledge reading specialists ought to possess and what type of
- [Help, My Student has a Huge Score Discrepancy Between Tests and I Don't Know Why?](https://www.smartspeechtherapy.com/help-my-student-has-a-huge-score-discrepancy-between-tests-and-i-dont-know-why/) - Here's a familiar scenario to many SLPs. You’ve administered several standardized language tests to your student (e.g., CELF-5 & TILLS). You expected to see roughly similar scores across tests. Much to your surprise, you find that while your student attained somewhat average scores on one assessment, s/he had completely bombed the second assessment, and you
- [Some Facts About ASHA CEUs, Registry, and Approved Provider Courses](https://www.smartspeechtherapy.com/the-facts-about-ashas-ceus-registry-and-approved-provider-courses/) - Typically, approximately twice a year, right around late December or at the start of summer vacation in the schools, a flurry of SLPs begin to inquire on a variety of social media forums regarding "free or cheap ASHA CEU's". So today I wanted to take the opportunity to talk about how these CEUs can be acquired
- [New Additions to My Comprehensive Report Tutorials and Templates](https://www.smartspeechtherapy.com/introducing-new-product-service-comprehensive-report-tutorials/) - I have previously written regarding my line of products on the topic of: "Comprehensive Report Tutorials". I had already added a number of editable comprehensive report templates to my online store. These templates summarize popular speech-language pathology tests with meticulous detail. Each editable template will contain: Formal testing results breakdown in the form of a
- [Help, My Child is Receiving All These Therapies But It's NOT Helping](https://www.smartspeechtherapy.com/help-my-child-is-receiving-all-these-therapies-but-its-not-helping/) - 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." Up until now, I have been providing individualized responses
- [Clinical Assessment of Reading Abilities of Elementary Aged Children](https://www.smartspeechtherapy.com/clinical-assessment-of-reading-abilities-of-elementary-aged-children/) - Several 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,
- [Teaching Metalinguistic Vocabulary for Reading Success](https://www.smartspeechtherapy.com/teaching-metalinguistic-vocabulary-for-reading-success/) - In my therapy sessions I spend a significant amount of time improving literacy skills (reading, spelling, and writing) of language impaired students. In my work with these students I emphasize goals with a focus on phonics, phonological awareness, encoding (spelling) etc. However, what I have frequently observed in my sessions are significant gaps in the
- [Addressing Critical Thinking Skills via Picture Books in Therapy](https://www.smartspeechtherapy.com/in-case-you-missed-it-addressing-critical-thinking-skills-via-picture-books-in-therapy/) - Critical thinking are a set of skills children need to make good independent decisions. Critical thinking abilities involve children analyzing, synthesizing and evaluating information in order to recognize patterns, distinguish right from wrong, offer opinions, anticipate reactions to their actions, compare scenarios to choose favorable outcomes, as well as consider a variety of solutions to
- [Thematic Language Intervention with Language Impaired Children Using Nonfiction Texts](https://www.smartspeechtherapy.com/thematic-language-intervention-using-nonfiction-texts-advice-for-parents-and-professionals/) - In the past a number of my SLP colleague bloggers (Communication Station, Twin Sisters SLPs, Practical AAC, etc.) wrote posts regarding the use of thematic texts for language intervention purposes. They discussed implementation of fictional texts such as the use of children's books and fairy tales to target linguistic goals such as vocabulary knowledge in
- [Quality Assessments for Students with Suspected/Confirmed "APD"](https://www.smartspeechtherapy.com/quality-assessments-for-students-with-suspected-confirmed-apd/) - Recently I wrote a blog post offering a free handout for parents and professionals entitled, "Deconstructing Auditory Processing Disorder (APD) for Parents and Professionals: Informational Handout". While it was incredibly well-received, it resulted in numerous professionals asking the same questions: How do we help students with "APD?What constitutes a good quality assessment for a student
- [Deconstructing Auditory Processing Disorder (APD) for Parents and Professionals: Informational Handout](https://www.smartspeechtherapy.com/deconstructing-auditory-processing-disorder-apd-for-parents-and-professionals-informational-handout/) - The diagnosis of auditory processing disorder (APD) has long been steeped in significant controversy. I have been writing about the serious issues surrounding it for a number of years. Today I am expanding upon the posts I wrote in the past on this subject by adding a link to a handout for parents and professionals
- [What is practice effect?](https://www.smartspeechtherapy.com/what-is-practice-effect/) - Practice effect is the change in performance resulting from repeated testing. In other words if a test is given to the child too soon, then his/her performance may improve due to the practice effect (remembering the test items). Why do we need to know about practice effect? Its important to know regarding practice effect because
- [Why Developmental History Matters: On the Importance of Background Information in Speech-Language Assessments](https://www.smartspeechtherapy.com/why-developmental-history-matters-on-the-importance-of-background-information-in-speech-language-assessments/) - Lately I've been seeing quite a few speech language therapy reports with minimal information about the child in the background history section of the report. Similarly, I've encountered numerous SLPs seeking advice and guidance relevant to the assessment and treatment of difficult cases who were often at a loss when asked about specific aspects of their
- [What if Its More Than Just "Misbehaving"?](https://www.smartspeechtherapy.com/what-if-its-more-than-just-misbehaving/) - Frequently, I see a variation of the following scenario on many speech and language forums. The SLP is seeing a client with speech and/or language deficits through early intervention, in the schools, or in private practice, who is having some kind of behavioral issues. Some issues are described as mild such as calling out, hyperactivity, impulsivity, or
- [Preventing Learned Helplessness in Students with Language Impairments](https://www.smartspeechtherapy.com/preventing-learned-helplessness-in-students-with-language-impairments/) - A few weeks ago in one of my private speech language therapy sessions, I was reviewing the homework of an 11-year-old student, part of which involved synonym and antonym production describing abstract feelings (e.g., disinterested, furious, etc.). These words were in the client's lexicon as we had been working on the concept of abstract feelings for
- [What's Memes Got To Do With It?](https://www.smartspeechtherapy.com/whats-memes-got-to-do-with-it/) - Today, after a long hiatus, I am continuing my series of blog posts on "Scholars Who do Not Receive Enough Mainstream Exposure" by summarizing select key points from Dr. Alan G. Kamhi's 2004 article: "A Meme’s Eye View of Speech-Language Pathology". Some of you may be wondering: "Why is she reviewing an article that is more
- [Test Review: Test of Written Language-4 (TOWL-4)](https://www.smartspeechtherapy.com/test-review-test-of-written-language-4-towl-4/) - Today due to popular demand I am reviewing The Test of Written Language-4 or TOWL-4. TOWL-4 assesses the basic writing readiness skills of students 9:00-17:11 years of age. The tests consist of two forms - A and B, (which contain different subtest content). According to the manual, the entire test takes approximately 60-90 minutes to administer and
- [On the Limitations of Using Vocabulary Tests with School-Aged Students](https://www.smartspeechtherapy.com/on-the-limitations-of-using-vocabulary-tests-with-school-aged-students/) - Those of you who read my blog on a semi-regular basis, know that I spend a considerable amount of time in both of my work settings (an outpatient school located in a psychiatric hospital as well as private practice), conducting language and literacy evaluations of preschool and school-aged children 3-18 years of age. During that
- [How Early can "Dyslexia" be Diagnosed in Children?](https://www.smartspeechtherapy.com/how-early-can-dyslexia-be-diagnosed-in-children/) - In recent years there has been a substantial rise in awareness pertaining to reading disorders in young school-aged children. Consequently, more and more parents and professionals are asking questions regarding how early can "dyslexia" be diagnosed in children. In order to adequately answer this question, it is important to understand the trajectory of development of
- [Dear SLPs, Try Asking This Instead](https://www.smartspeechtherapy.com/dear-slps-try-asking-this-instead/) - 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
- [But is this the Best Practice Recommendation?](https://www.smartspeechtherapy.com/but-is-this-a-best-practice-recommendation/) - 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
- [Clinical Fellow (and Setting-Switching SLPs) Survival Guide in the Schools](https://www.smartspeechtherapy.com/clinical-fellow-and-setting-switching-slps-survival-guide-in-the-schools/) - It's early August, and that means that the start of a new school year is just around the corner. It also means that many newly graduated clinical fellows (as well as SLPs switching their settings) will begin their exciting yet slightly terrifying new jobs working for various school systems around the country. Since I was
- [Test Review: (OPUS) Oral Passage Understanding Scale](https://www.smartspeechtherapy.com/test-review-opus-oral-passage-understanding-scale/) - Today I am reviewing a listening comprehension assessment for students 5-21 years of age, entitled the Oral Passage Understanding Scale (OPUS) created by Elizabeth Carrow-Woolfolk, PhD, and Amber M. Klein, PhD, which is available via WPS. The OPUS is a test of listening comprehension which assesses the following forms of knowledge: lexical/semantic (knowledge and use
- [Review of Wordtivities by SPELL-Links](https://www.smartspeechtherapy.com/review-of-wordtivities-by-spell-links/) - Today I am reviewing a newly released (2019) kit (instructional guide and cards) from the Learning By Design, Inc. entitled Wordtivities: Word Study Instruction for Spelling, Vocabulary, and Reading. The 101-page instructional guide was created to address the students’ phonological awareness, spelling, reading, vocabulary, and syntax skills by having them engage with sounds, letters, and
- [The Science of Reading Literacy Certificate for SLPs: FAQs](https://www.smartspeechtherapy.com/the-science-of-reading-literacy-certificate-for-slps-faqs/) - 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
- [Why ESL Doesn’t Fit: What Parents of Internationally Adopted Children Need to Know About Language Support](https://www.smartspeechtherapy.com/no-esl/) - During my recent webinar, Navigating Language Development of Older International Adoptees (April 3, 2025), hosted by Holt International, one of the most frequently asked questions from parents was: “Why shouldn't my internationally adopted child attend ESL classes?” It’s a reasonable question—and one I hear often from well-meaning parents and educators who want to ensure their
- [How to Use the Knowledge Acquisition and Transformation (KAT) Framework to Improve Reading and Writing Skills of Struggling Learners](https://www.smartspeechtherapy.com/how-to-use-kat/) - Knowledge Acquisition and Transformation (KAT) framework, developed by Wijekumar and colleagues, involves a systematic approach to teaching students how to comprehend and use text structures to enhance their reading and writing skills. Below is quick review regarding how SLPs can use it in therapy with reading and writing impaired learners. 1. Understanding Text Structures Teach the Students
- [SPELL-Links™ Wordtivities Word Lists Review and Giveaway](https://www.smartspeechtherapy.com/wordtivities-word-lists-review/) - In 2020 I reviewed a product kit (instructional guide and cards) from SPELL-Links™ Learning By Design, Inc. entitled Wordtivities: Word Study Instruction for Spelling, Vocabulary, and Reading. Today, I am reviewing a companion to that product kit: SPELL-Links™ Wordtivities Word Lists. This 180-page guide contains sets of pattern-focused word lists for whole class, small group, and
- [AAP: Council on Foster Care, Adoption and Kinship Care Presentation](https://www.smartspeechtherapy.com/what-an-exciting-way-to-inaugurate-my-new-blog/) - Unusual language deficits in internationally adopted children.
- [Dept of Children & Families / NJ Task Force on Child Abuse & Neglect Presentation](https://www.smartspeechtherapy.com/njdcf-presentation/) - differential diagnosis of inattention, impulsivity and hyperactivity in speech language pathology
- [A case for early speech-language assessments of adopted children in the child’s birth language.](https://www.smartspeechtherapy.com/a-case-for-early-speech-language-assessments-of-adopted-children-in-the-childs-birth-language/) - A case for early speech-language assessments of adopted children in the child’s birth language. Tatyana Elleseff MA CCC-SLP As more and more research is being published on communication, linguistic abilities, as well as speech and language delay of adopted children, a debate has arisen with regard to the necessity of early assessment of speech and
- [Functional Strategies for Improving the Language Abilities of Your Adopted School-Age Child](https://www.smartspeechtherapy.com/functional-strategies-for-improving-the-language-abilities-of-your-adopted-school-age-child/) - Functional Strategies for Improving the Language Abilities of Your Adopted School-Age Child. While most internationally adopted children catch up to their peers in language development somewhat quickly, not all internationally adopted children demonstrate equal progress by the time they reach school age. Below are some suggestions on how parents can facilitate their school age child’s
- [How to select the right speech language pathologist for your adopted child?](https://www.smartspeechtherapy.com/how-to-select-the-right-speech-language-pathologist-for-your-adopted-child/) - How to select the right speech language pathologist for your adopted child? You have decided to consult a private speech language pathologist because of concerns over your adopted child's developing speech and language. But how do you choose the right one? There are many speech therapists out there and not all of them are alike
- [Understanding the extent of speech and language delays in older internationally adopted children: Implications for School Based Speech and Language Intervention.](https://www.smartspeechtherapy.com/understanding-the-extent-of-speech-and-language-delays-in-older-internationally-adopted-children-implications-for-school-based-speech-and-language-intervention/) - Understanding the extent of speech and language delays in older internationally adopted children: Implications for School Based Speech and Language Intervention. Tatyana Elleseff MA CCC-SLP Note: This article was first published in October 2011 Issue of Adoption Today Magazine (pp. 32-35) http://www.adoptinfo.net/catalog_g111.html?catId=55347 According to US State Department statistics, over 11,000 children were adopted internationally in the year 2010,
- [What are social pragmatic language deficits and how do they impact international adoptees years post adoption?](https://www.smartspeechtherapy.com/what-are-social-pragmatic-language-deficits-and-how-do-they-impact-international-adoptees-years-post-adoption/) - What are social pragmatic language deficits and how do they impact international adoptees years post adoption? Tatyana Elleseff MA CCC-SLP Scenario: John is a bright 11 year old boy who was adopted at the age of 3 from Russia by American parents. John’s favorite subject is math, he is good at sports but his
- [Speech-Language Activity Suggestions for Multisensory Stimulation of At-Risk Children](https://www.smartspeechtherapy.com/speech-language-activity-suggestions-for-multisensory-stimulation-of-at-risk-children/) - Speech-Language Activity Suggestions for Multisensory Stimulation of At-Risk Children
- [Advance Magazine Online Article Publication](https://www.smartspeechtherapy.com/advance-magazine-online-article-publication/) - "The importance of thorough pediatric orofacial assessments in speech pathology: It’s not just for speech sounds anymore" will be published in the online edition of Advance for Speech Language Pathologists and Audiologists on November 16, 2011. Article Summary: This article explains the importance of documenting orofacial assessment findings for multidisciplinary referral and diagnosis purposes. It offers
- [My new article was published in January 2012 issue of Adoption Today Magazine](https://www.smartspeechtherapy.com/my-new-article-was-published-in-january-2012-issue-of-adoption-today-magazine/) - The article introduces the concept of multisensory stimulation and explains its benefits for internationally adopted children of all ages. It also provides suggestions for parents and professionals on how to implement multisensory strategies in a variety of educational activities in order to stimulate interest, increase task participation as well as facilitate concept retention.
- [Upcoming New Jersey Speech Language and Hearing Convention 2012 Presentations](https://www.smartspeechtherapy.com/upcoming-new-jersey-speech-language-and-hearing-convention-2012-presentations/) - Tatyana Elleseff MA CCC-SLP will be giving 2 presentations at the NJSHA 2012 Convention on April 19-20, 2012 1. Presentation Title: Behavior Management Strategies for School Based Speech Language Pathologists Time: Thursday, April 19 8:15 AM - 10:15 AM Summary: In recent years more and more school based speech-language pathologists have to work with children who present with behavioral deficits in conjunction
- [The Efficacy of the Lidcombe Program for Stuttering Preschoolers](https://www.smartspeechtherapy.com/the-efficacy-of-the-lidcombe-program-for-stuttering-preschoolers/) - While the prevalence of stuttering varies according to age groups (preschool, school-age, etc), the incidence of stuttering is reported to be at approximately 5%, with the onset mainly occurring during the preschool years. Based on the above, it is estimated that approximately 2.5% of children under 5 years of age stutter (The Stuttering Foundation). Despite the strides made by
- [Multicultural Considerations in Assessment of Play](https://www.smartspeechtherapy.com/play-assessment-and-multicultural-considerations/) - As speech language pathologist part of my job is to play! Since play assessment is a routine part of speech language evaluations for preschool and early school-aged children, I often find myself on the carpet in my office racing cars, making sure that all the "Little People" get their turn on the toy Ferris Wheel, and “cooking" elaborate
- [Dinner with Friends or the Value of Interdisciplinary Collaboration and Follow Up](https://www.smartspeechtherapy.com/dinner-with-friends-or-the-value-of-interdisciplinary-collaboration-and-follow-up/) - Several months ago I had dinner with two of my colleagues, a pediatrician and a clinical social worker, to iron out the details of our upcoming conference presentation. As time went by we managed to discuss every topic under the sun, yet still the subject of our presentation was sadly not on the agenda. Exhausted
- [Improving Social Skills in Children With Psychiatric Disturbances Speechpathology.com Webinar](https://www.smartspeechtherapy.com/886/) - This course is aimed at increasing the participants’ knowledge regarding the role of SLPs in the treatment of social pragmatic language disorders of school-age children with psychiatric impairments. It will review social pragmatic treatment approaches which can be used for children with psychiatric impairments, explain the functions of common challenging behaviors, as well as list a number of proactive behavioral intervention approaches professionals can implement to decrease challenging behaviors and increase compliance and cooperation in therapy sessions.
- [The reviews are in: Improving Social Skills in Children with Psychiatric Disturbances](https://www.smartspeechtherapy.com/the-reviews-are-in-improving-social-skills-in-children-with-psychiatric-disturbances/) - Today I did a webinar on Improving Social Skills in Children with Psychiatric Disturbances click below for the initial reviews of my live webinar http://www.speechpathology.com/slp-ceus/course/autism-asd-social-emotional-improving-social-skills-in-children-5414 or read below: Average Rating 5 stars well organized, gave a few examples of what presenter actually has used herself and/or put into practice Her
- [Adventures in Word-Finding or is Their Language Comprehension Really THAT Bad?](https://www.smartspeechtherapy.com/adventures-in-word-finding-or-is-their-language-comprehension-really-that-bad/) - How to assess language comprehension of children with word finding difficulties
- [Fun and Educational Summer Board Games: Recommendations for SLPs and Parents](https://www.smartspeechtherapy.com/fun-and-educational-summer-board-games-recommendations-for-slps-and-parents/) - According to the New York Times Article which summarized the results of Johns Hopkins University study: A TYPICAL STUDENT WILL LOSE ABOUT ONE MONTH OF LEARNING OVER THE SUMMER TIME. "More troubling is that it disproportionately affects low-income students: they lose two months of reading skills, while their higher-income peers — whose parents can send them to
- [Upcoming Presentations: Narrative Assessments of Preschool and School Aged Children](https://www.smartspeechtherapy.com/upcoming-presentations-narrative-assessments-of-preschool-and-school-aged-children/) - On October 24th 2012, I will be presenting at the Morris County Speech Hearing Association in Whippany, NJ on the importance of Narrative Assessments of Preschool and School Aged Children. See MCSHA's August 2012 Newsletter regarding registration details. Learning Objectives: Participants will be able to •Explain the impact of narrative difficulties on language development and academic performance •Discuss stages of narrative
- [The Value of Multidisciplinary Collaboration and Follow -up among International Adoption Professionals: A Speech Pathologist’s Perspective](https://www.smartspeechtherapy.com/the-value-of-multidisciplinary-collaboration-and-follow-up-among-international-adoption-professionals-a-speech-pathologists-perspective/) - As a speech language pathologist who works with internationally adopted children, I often encounter difficult cases on which I require multidisciplinary collaboration from other professionals such as pediatricians, neurologists, psychologists, occupational therapists and other related specialists. However, over the years of working with this unique population, I have noted that among adoption professionals and adoptive
- [Rutgers 31 Annual Let's Talk Adoption Conference](https://www.smartspeechtherapy.com/rutgers-31-annual-lets-talk-adoption-conference/) - Co-presenting 2 sessions at the Rutgers 31 Annual Let's Talk Adoption Conference on November 3, 2012. Rutgers 31 Annual Let's Talk Adoption Conference 1:45-2:45pm 24. “Inattentiveness and Hyperactivity in Adopted and Foster Care Children;; Not All ADHD is Bouncing Off the Walls” [AF, ED, FP, HC, MP, PA, SW-­2] Inattentiveness, hyperactivity, and impulsivity are the most common behavioral problems
- [Stimulating  Language Abilities of Internationally Adopted Children: Fun with Ready-Made Fall and Halloween Bingo](https://www.smartspeechtherapy.com/stimulating-language-abilities-of-internationally-adopted-children-fun-with-ready-made-fall-and-halloween-bingo/) - There are many fun language based activities parents can do at home with their newly (and not so newly) internationally adopted preschool and school aged children 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 which
- ["Appdapting" Flashcard Apps to Address Social Skills](https://www.smartspeechtherapy.com/appdapting-flashcard-apps-to-address-social-skills/) - I have to admit, I don't really like flashcards. I especially don't like it when parents or SLPs use flashcards to drill vocabulary in toddlers and preschoolers, much less school aged children. I feel that it produces very limited learnability and generalization. I am personally a proponent of thematic language learning, since it allows me
- [ASHA Community Spotlight](https://www.smartspeechtherapy.com/asha-community-spotlight/) - I just got an email that I'll be profiled on ASHA Community Page for the next month or so. So click on the link to find out why I participate in ASHA's Professional Community. Here are some ways in which I participate: I contribute to forum discussions including those which pertain to Special Interest Groups
- [Understanding the risks of social pragmatic deficits in post institutionalized internationally adopted (IA) children.](https://www.smartspeechtherapy.com/understanding-the-risks-of-social-pragmatic-deficits-in-post-institutionalized-internationally-adopted-ia-children/) - This article was originally published in December 24, 2012 issue of Advance for Speech Language Pathologists and Audiologists under the title: "Adoption & Pragmatic Problems" (pp 6-9) Photo credits: Leonid Khavin Cover Model: Bella Critelli According to U.S. State Department, 233,934 children were adopted internationally between 1999-2011, with a majority 76 percent (or approximately 177,316) of
- [New Webinar: Inattention, Hyperactivity and Impulsivity in At-Risk Children: Differential Diagnosis of ADHD in Speech Language Pathology](https://www.smartspeechtherapy.com/new-webinar-inattention-hyperactivity-and-impulsivity-in-at-risk-children-differential-diagnosis-of-adhd-in-speech-language-pathology/) - 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
- [New Webinar: Fetal Alcohol Spectrum Disorder: An Overview of Deficits](https://www.smartspeechtherapy.com/new-webinar-fetal-alcohol-spectrum-disorder-an-overview-of-deficits/) - Course Abstract This course will provide an overview for speech-language pathologists regarding how alcohol consumption during pregnancy affects the structure and function of a child's developing brain. It will also describe symptoms of alcohol-related speech/language deficits in children of varying ages from infancy through adolescence, as well as list challenges with reliable identification and diagnosis
- [Book Review and Giveaway: My Toddler Talks](https://www.smartspeechtherapy.com/book-review-and-giveaway-my-toddler-talks/) - Today it is my pleasure to review a book written by a NJ based, fellow SLP, Kimberly Scanlon of Scanlon Speech Therapy LLC entitled "My Toddler Talks". What it's NOT! As Kimberly points out this book is definitely NOT a replacement for speech language therapy. If you are a parent and are concerned with your child's speech
- [iMix- Scramble words Giveaway](https://www.smartspeechtherapy.com/imix-scramble-words-giveaway/) - Today I am doing a giveaway of iMix- Scramble words, a cute game of mixing and matching parts of different characters and the syllables attached to them. Great for toddlers and preschoolers. Touching each syllable will pronounce it, while touching the large speaker icon will pronounce the full name of each character. How can SLP's
- [Social Quest App Review by Smarty Ears](https://www.smartspeechtherapy.com/social-quest-app-review-by-smarty-ears/) - I've recently got an opportunity to use the Social Quest App by Smarty Ears with my clients. After using the app for a while I decided to write a review because I really like what the app has to offer, especially because there aren't that many apps targeting social pragmatic skills in upper elementary, middle school and
- [New Giveaway: Creating a Functional Therapy Plan: Therapy Goals, Objectives & SOAP Note Documentation](https://www.smartspeechtherapy.com/new-giveaway-creating-a-functional-therapy-plan-therapy-goals-objectives-soap-note-documentation/) - Recently I did a series of lectures for a graduate speech language pathology program regarding how to create the most effective therapy plan following the client's assessment. The learning objectives for the presentation were as follows: 1. Identify the difference between goal and procedure 2. Describe three phases of intervention planning and the nature of
- [In case you missed it: The importance of targeted assessments for school aged children](https://www.smartspeechtherapy.com/in-case-you-missed-it-the-importance-of-targeted-assessments-for-school-aged-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
- [SPEECH LANGUAGE ASSESSMENT CHECKLIST FOR PRESCHOOL CHILDREN](https://www.smartspeechtherapy.com/speech-language-assessment-checklist-for-preschool-children/) - Today I am excited to tell you about another product in my assessment referral series: SPEECH LANGUAGE ASSESSMENT CHECKLIST FOR PRESCHOOL 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
- [App Review and Giveaway: Verbal Reasoning by Virtual Speech Center](https://www.smartspeechtherapy.com/app-review-verbal-reasoning-by-virtual-speech-center/) - Today I am reviewing a great app, which targets verbal reasoning skills in children and adults. Verbal Reasoning by Virtual Speech Center was created to target the following: Adults with cognitive deficits caused by TBI, stroke, or other brain injuries as well as with Aphasia Children with autism Children with language disorders It is intended for individuals
- [Guest Post: How to Jazz up your Speech Therapy Sessions on a Shoestring Budget](https://www.smartspeechtherapy.com/guest-post-how-to-jazz-up-your-speech-therapy-sessions-on-a-shoestring-budget/) - Hello Smart Speech Therapy readers! My name is Lindsey and I started a blog called Word Nerd SpeechTeach in December 2012. I love creating products and sharing the activities that I do with my kids in speech therapy. Today, I am bringing you a blog post about great dollar store finds to jazz up your therapy sessions! I love
- [IGetItApps Giveaway:  I see-quence Social Skills Stories, My Shedules at School and at Home](https://www.smartspeechtherapy.com/igetitapps-giveaway/) - Thanks to the wonderful generosity of Amy from IGetItApps I am able to bring you the following Mega Giveaway: 3 copies of I see-quence Social Skills Stories 3 copies of I see-quence My schedules at School 3 copies of I see-quence My schedules at Home So enter the Rafflecopter Giveaway below and don't forget to comment on
- [What to do if you find your copyrighted material posted online](https://www.smartspeechtherapy.com/what-to-do-if-you-find-your-copyrighted-material-posted-online/) - In this day and age, in addition to speech language assessment and intervention, many speech language pathologists are engaged in a number of enterprising endeavors ranging from creating and selling therapeutic materials to public speaking and presenting. As a result of these activities we continuously create numerous digital downloads for primary (e.g., TPT materials) and secondary (handouts to
- [App Giveaway: Are you Sleeping?](https://www.smartspeechtherapy.com/app-giveaway-are-you-sleeping/) - Today Thanks to the generosity of Lavelle Carlson of SpeechPathologyApps.com I am giving away multiple copies of their newest app "Are You Sleeping". "Are You Sleeping” is an interactive animated musical story (in English and Spanish) with an embedded game designed to learn early verbs was developed for children 2-8 years of age . The story verbs
- [In case you missed it: Therapy Fun with Ready Made Spring Related Bingo](https://www.smartspeechtherapy.com/in-case-you-missed-it-therapy-fun-with-ready-made-spring-related-bingo/) - Back in late February I did a guest post for Teach Speech 365. In case you missed it I am running it again on my blog since spring is now in full bloom! Spring is here and there are many fun therapy activities you can do with your preschool and school aged clients during this
- [In case you missed it: Integrating aspects of multiculturalism into group language therapy sessions](https://www.smartspeechtherapy.com/in-case-you-missed-it-integrating-aspects-of-multiculturalism-into-group-language-therapy-sessions/) - Last week I did a guest post for The Practically Speeching Blog on the topic of multiculturalism. In case you missed it, below I offer some suggestions on how to integrate multiculturalism into your group therapy sessions. I don’t know about you but I have a number of multicultural students on my caseload who exhibit
- [Language therapy for children with severe cognitive impairments: Focus on Function!](https://www.smartspeechtherapy.com/language-therapy-for-children-with-severe-cognitive-impairments-focus-on-function/) - Lately I've had a number of children on my caseload with marked cognitive limitations. While I always attempt to integrate curriculum concepts into their therapy sessions, I also focus extensively on doing functional activities with them. These are tasks that pertain to daily living such as ordering food in a restaurant, shopping in supermarket, performing
- [Giveaway: Speech Language Assessment Checklist For A School-Aged Child](https://www.smartspeechtherapy.com/giveaway-speech-language-assessment-checklist-for-a-school-aged-child/) - Recently I did a giveaway of my preschool speech language assessment checklist on my blog. I had so much fun doing it, that I decided I can't just stop there, so I am going to do a giveaway of my school aged checklist as well. For those of you unfamiliar with it - it's a 12
- [Can you keep it down? Voice Monsters on the Prowl!](https://www.smartspeechtherapy.com/can-you-keep-it-down-voice-monsters-on-the-prowl/) - So I have to admit, I don't really like pediatric voice therapy. I don't know why. I got A's and loved all my voice classes and voice clients in grad school. I voluntarily got some CEUs in pediatric voice therapy after college. But I never quite felt about it the same way I feel about
- [Materials Corner: Multiple Interpretations Social Language Freebie](https://www.smartspeechtherapy.com/materials-corner-multiple-interpretations-social-language-freebie/) - I don't about you but I am always looking for visually based social language materials for my clients. Luckily, even with a non-existent budget social skills materials are fairly easy to create. All you need is to locate a few relevant photos with faintly ambiguous scenarios and punctuate them by relevant to the scenarios questions. Voilà! Your materials are ready
- [Being Functional is APP-ealing!](https://www.smartspeechtherapy.com/being-functional-is-app-ealing/) - If you've been following my blog for a while ,then you know that I place a lot of emphasis on function. This is reflected in the assessments I select and the materials I choose. I want them to be practical, multifaceted, and useful for a wide variety of clients. My caseload at the hospital and in
- [Recognizing the Warning Signs of Social Emotional Difficulties in Language Impaired Toddlers and Preschoolers](https://www.smartspeechtherapy.com/recognizing-the-warning-signs-of-social-emotional-difficulties-in-language-impaired-toddlers-and-preschoolers/) - Today I am exited to tell you about the new product I created in honor of Better Speech and Hearing Month. It is a 45 slide presentation created for speech language pathologists to explain the connection between late language development and the risk of social emotional disturbances in young children 18 months- 6 years of age. Learning Objectives: —Explain
- [It's all about RtI!](https://www.smartspeechtherapy.com/its-all-about-rti/) - Today I am excited to review one of the latest products from Busy Bee Speech "Common Core Standards-Based RtI Packet for Language". So what is RtI or Response to Intervention? Developed as an alternative to the ability–achievement "discrepancy model," which requires children to show a discrepancy between their IQ and standardized tests/grades, RtI is a method
- [Hurray for Book Companions: What will the pig want next?](https://www.smartspeechtherapy.com/hurray-for-book-companions-what-will-the-pig-want-next/) - Is there anything more fun then literature based speech language intervention? Rhetorical question of course, but seriously how much fun is it? Even the simplest books are jam-packed with a variety of language concepts, "wh" questions, target vocabulary, prepositions of location, and much, much more. Of course, it's always a bonus when I manage to
- [Focus on the common core](https://www.smartspeechtherapy.com/focus-on-the-common-core/) - Today I am reviewing two products by Lindsey Swanson-Karol of the Word Nerd Speech Teach Blog related to the core curriculum: the Common Core Based Language Assessment as well as her Robot Phonological Awareness Pack. Those of you who follow my blog know that when I select materials, I always try to make sure that
- [If you give a mouse a cookie, it will want some phonemic awareness to go with it](https://www.smartspeechtherapy.com/if-you-give-a-mouse-a-cookie-it-will-want-some-phonemic-awareness-to-go-with-it/) - I love book companion packs! Honestly I can't get enough of them! One of the reasons I particularly enjoy using them is because they nicely supplement thematic language therapy activities (see Twin Sister's Post HERE on thematic therapy). This is why I jumped at the opportunity to review Speech Universe's If You Give A Mouse
- [Guest Post: 10 Common Causes of Pediatric Speech and Language Problems](https://www.smartspeechtherapy.com/guest-post-10-common-causes-of-pediatric-speech-and-language-problems/) - Many young children develop speech skills within a wide range of time and with different capabilities. However, by a certain point, most children have begun to learn how to speak and communicate effectively. Of course, when parents notice that their child isn't keeping up with other children, they worry. While most children develop appropriately given
- [Introduction to Social Pragmatic Language Disorders](https://www.smartspeechtherapy.com/introduction-to-social-pragmatic-language-disorders/) - I have been making a lot of materials lately in order to disseminate information on a variety of helpful topics including insurance coverage for speech language services, improving feeding abilities in picky eaters, the importance of oro-facial observations during speech- language assessments and so on. I've also created an "introduction" series, which offers handouts on
- [Speech Language Services and Insurance Coverage: What Parents Need to Know](https://www.smartspeechtherapy.com/speech-language-services-and-insurance-coverage-what-parents-need-to-know-2/) - Based on popular demand I created this 26 slide presentation to provide basic information regarding insurance coverage for common outpatient speech language assessment and therapy services. This handout contains important questions parents must ask when speaking to their insurance representatives regarding service coverage. —It lists common pediatric diagnostic (ICD-9) and therapeutic (CPT) codes as well as discusses
- [And now on the Importance of Context Clues!](https://www.smartspeechtherapy.com/and-now-on-the-importance-of-context-clues/) - I am a huge fan of teaching children context clues to navigate text. Context clues are hints of information that help us figure out the meaning of unfamiliar words. Context clues are the words and sentences that surround a word and help explain the word’s meaning. Context clues are hugely important because their comprehension and effective usage leads to
- [App Review and Giveaway: Speech Therapy for Apraxia - NACD Home Speech Therapist](https://www.smartspeechtherapy.com/app-review-and-giveaway-speech-therapy-for-apraxia-nacd-home-speech-therapist/) - Recently I got the opportunity to take a look at the "Speech Therapy for Apraxia - NACD Home Speech Therapist" by Blue Whale Apps. According to the developer the app is applicable to • SLPs with individuals with apraxia (both children and adults) • Parents working with children with apraxia • Traditional articulation practice (drills)
- [Gotta Love the RtI: Teacher Edition](https://www.smartspeechtherapy.com/gotta-love-the-rti/) - I have written about Response to Intervention (RTI) to intervention before (HERE), bemoaning the fact that it's not currently utilized in my setting (outpatient specialized school in a psychiatric hospital) and how I was hoping to gradually incorporate it at work. To summarize it briefly RtI is a 3 tiered approach to intervention that identifies children at risk
- [Types and Levels of Cues and Prompts in Speech Language Therapy](https://www.smartspeechtherapy.com/types-and-levels-of-cues-and-prompts-in-speech-language-therapy/) - Do you need a handy guide explaining "Types and Levels of Cues and Prompts in Speech Language Therapy"? Are you trying to understand the difference between cues and prompts? Want to know the difference between phonemic and semantic prompts? Trying to figure out how to distinguish between tactile and gestural cues? The grab my new
- [New Product: Speech Language Assessment of Older Internationally Adopted Children](https://www.smartspeechtherapy.com/new-product-speech-language-assessment-of-older-internationally-adopted-children/) - 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
- [App Review and Giveaway: Speech Therapy for Apraxia – Words](https://www.smartspeechtherapy.com/app-review-and-giveaway-speech-therapy-for-apraxia-words/) - A little while ago I reviewed “Speech Therapy for Apraxia” by Blue Whale Apps. You can Find this post HERE. I liked that app so much so I asked the developer to take a look at the next level of this app "Speech Therapy for Apraxia – Words". Similarly to Speech Therapy for Apraxia, Speech Therapy for Apraxia-Words is designed
- [Dear Neurodevelopmental Pediatrician: Please Don't Do That!](https://www.smartspeechtherapy.com/dear-neurodevelopmental-pediatrician-please-dont-do-that/) - Recently I got yet another one of the dreaded phone calls which went a little something like this: Parent: Hi, I am looking for a speech therapist for my son, who uses PROMPT to treat Childhood Apraxia of Speech (CAS). Are you PROMPT certified? Me: I am PROMPT trained and I do treat motor speech
- [Introduction to Fetal Alcohol Spectrum Disorders (FASD)](https://www.smartspeechtherapy.com/freebie-introduction-to-fetal-alcohol-spectrum-disorders-fasd/) - I have been making a lot of materials lately in order to disseminate information on a variety of helpful topics including insurance coverage for speech language services, improving feeding abilities in picky eaters, the importance of oro-facial observations during speech- language assessments and so on. I’ve also created an “introduction” series, which offers presentations on
- [Language Processing Deficits (LPD) Checklist for School Aged Children](https://www.smartspeechtherapy.com/language-processing-deficits-lpd-checklist-for-school-aged-children/) - Need a Language Processing Deficits Checklist for School Aged Children You can find it in my online store HERE 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
- [New Product: Social Pragmatic Deficits Checklist for School Aged Children](https://www.smartspeechtherapy.com/free-for-a-limited-time-social-pragmatic-deficits-checklist-for-school-aged-children/) - Need a quick way to figure out if a child is presenting with a social pragmatic skills deficits? Then check out my Social Pragmatic Deficits Checklist for School Aged Children This checklist was created to assist speech language pathologists (SLPs) with figuring out whether the student presents with social pragmatic language deficits which require further follow up
- [And Now on the Value of Wordless Picture Books](https://www.smartspeechtherapy.com/in-case-you-missed-it-and-now-on-the-value-of-wordless-picture-books/) - Today I am writing on one of my favorite topics: how to use wordless picture books for narrative assessment and treatment purposes in speech language pathology. I love wordless picture books (or WLPBs as I refer to them) for a good reason and its not just due to their cute illustrations. WLPBs are so flexible
- [Product Review: Interactive WH question Megabundle by Speech2u](https://www.smartspeechtherapy.com/product-review-interactive-wh-question-megabundle-by-speech2u/) - Today I am excited to review a cool WH question 97 page Mega Bundle by Kelly of Speech2u. Kelly created this activity to help children with significant language impairments (e.g., ASD, intellectual disability, etc) answer who, what and where questions given fun visuals. Her intent was to allow the SLPs to control the levels of difficulty
- [Tuesday July 30th is Trivia Night!](https://www.smartspeechtherapy.com/tuesday-night-is-trivia-night/) - This Tuesday is my turn to host SLP Trivia Night. Created by Kristine of Simply Speech (graphic by Carrie of Carrie's Speech Corner), Trivia Night involves different SLP Bloggers hosting a night of trivia SLP related questions on their respective Facebook pages. Jen of Speech Universe did it on July 16, Jocelyn of Ms. Jocelyn Speech
- [SLP Trivia Night: Round One](https://www.smartspeechtherapy.com/slp-trivia-night-round-one/) - 1. Name at least 3 characteristics of child directed speech 2. What is the critical period hypothesis? 3. Name at least 3 functions of communicative behavior during infancy 4. Name 2 types of echolalia 5. What is jargon and up until what age is it appropriate in children? Place your responses under this blog post
- [SLP Trivia Night: Round Two](https://www.smartspeechtherapy.com/slp-trivia-night-round-two/) - 1. As related to internationally adopted (IA) children, what does the acronym CLM stand for and what does it mean? 2. "The pattern of language acquisition in internationally adopted children is often referred to as a second first language acquisition" (Scott et al., 2011). Why? 3. Why CAN'T we treat Internationally Adopted children as bilingual speakers?
- [SLP Trivia Night: Round Three](https://www.smartspeechtherapy.com/slp-trivia-night-round-three/) - 1. FASD is an umbrella term for the range of effects that can occur due to maternal alcohol consumption during pregnancy which may create physical, cognitive, behavioral, as well as learning/language deficits. It is NOT a clinical diagnosis. Please list at least 3 CURRENT terms under the FASD umbrella. 2. Name at least 3 characteristics of infants/toddlers
- [Enough with "grow out", "grow in" and "it's normal" or why a differential diagnosis is so important!](https://www.smartspeechtherapy.com/enough-with-grow-out-grow-in-and-its-normal-or-why-a-differential-diagnosis-is-so-important/) - If someone asked me today how long I've been thinking about writing this post I wouldn't hesitate and say... 3 years. I know this because that's when I encountered my very first case of “it's normal". I had been in private practice for several years, when I was contacted by parents who wanted me to
- [Trivia Night Answers and Winners](https://www.smartspeechtherapy.com/trivia-night-answers-and-winners/) - Thank you all who participated in yesterday's Trivia Night! Below you'll find answers to round's questions as well as the names of winners for each round. Round 1: Early Child Development 1. Name at least 3 characteristics of child directed speech These include: motherese, repetition, modeling speech, simple syntax, slowing rate, using a higher pitch as well as using an exaggerated intonation
- [SLPs Blogging About Research: August Edition -FASD](https://www.smartspeechtherapy.com/slps-blogging-about-research-august-edition-fasd/) - This month I am joining the ranks of bloggers who are blogging about research related to the field of speech pathology. Click here for more details. Today I will be reviewing a recently published article in The Journal of Neuroscience on the topic of brain development in children with Fetal Alcohol Spectrum Disorders (FASD), one of my
- [Forms for Back to School Assessment Preparation](https://www.smartspeechtherapy.com/forms-for-back-to-school-assessment-preparation/) - Back to school time is just around the corner and if your job is anything like mine then you are getting ready to perform a number of speech language screenings and assessments after the kids get back to school in September. In order to optimize the assessment process I've created a number of checklists and
- [Introduction to the "Need to Know" Disorders in Speech Language Pathology](https://www.smartspeechtherapy.com/introduction-to-the-need-to-know-disorders-in-speech-language-pathology/) - In a few weeks the school semester will begin and many speech language pathologists will be heading back to school to resume their duties. Seasoned professionals, newly minted clinical fellows, and eager graduate students will embark on assessment and treatment of children with a variety of communication disorders. In the course of the next school
- [In Case You've Missed it - Multisensory stimulation: using edibles to enhance learning](https://www.smartspeechtherapy.com/multisensory-stimulation-using-edibles-to-enhance-learning/) - Last week one of my posts was a part of Speech Snacks Blogiversary . In case you missed it, read below some of my suggestions on how to creatively use edibles to enhance learning. There are times when we (speech-language pathologists) encounter certain barriers when working with language impaired children. These may include low motivation, inconsistent
- [The Art of Asking for Help](https://www.smartspeechtherapy.com/the-art-of-asking-for-help/) - Richie is an engaging 9 year old boy, who attends therapy to improve his language skills. He is compliant and cooperative in sessions and is eager to learn new information. There's only one problem, Richie is unable to spontaneously ask questions and request clarification when he doesn't understand the presented information. Oh, he'll sit there
- [DI or SP: Why it's important to know who is treating your child in Early Intervention](https://www.smartspeechtherapy.com/di-or-sp-why-its-important-to-know-who-is-treating-your-child-in-early-intervention/) - Recently on the American Speech Language Hearing Association Early Intervention forum there was a discussion about the shift in several states pertaining to provision of language services to children in the early intervention system. Latest trend seems to be that a developmental interventionists (DI) or early childhood educators are now taking over in providing language intervention
- [Guest Post: Simple Activities to Help Your Child with Language Impairment](https://www.smartspeechtherapy.com/guest-post-simple-activities-to-help-your-child-with-language-impairment/) - If your child has been identified as having a language impairment, there are simple activities you can do at home that facilitate language development. These activities work in conjunction with your child's formal therapy sessions and the activities he or she may participate in at school, either in the classroom or in an adjunct therapy
- [Normal Sequential Bilingual Language Development and Proficiency Attainment](https://www.smartspeechtherapy.com/normal-sequential-bilingual-language-development-and-proficiency-attainment/) - Today I am excited to introduce another product aimed at explaining one of the aspects of typical bilingual language development. This 31 page introductory material describes typical sequential bilingual language development. It is part of several comprehensive bilingual assessment materials found HERE as a part of a “Multicultural Assessment and Treatment Bundle” AND HERE as an individual product entitled “Language Difference vs. Language
- [Normal Simultaneous Bilingual Language Development and Milestones Acquisition](https://www.smartspeechtherapy.com/normal-simultaneous-bilingual-language-development-and-milestones-acquisition/) - Today I am excited to introduce another product aimed at explaining one of the aspects of typical bilingual language development. This 26 page introductory material describes simultaneous (from infancy) bilingual language development. It is part of several comprehensive bilingual assessment materials found HERE as a part of a “Multicultural Assessment and Treatment Bundle” AND HERE as an individual product entitled “Language
- [Improving Social Skills of Language Impaired Children](https://www.smartspeechtherapy.com/improving-social-skills-of-language-impaired-children/) - Many children on our caseloads have social pragmatic language goals aimed at improving their social emotional functioning in a variety of settings. In therapy we often target our clients ability to engage in interpersonal negotiations, interpret ambiguous facial expressions, as well as appropriately relate to peers. However, oftentimes finding appropriate and relevant real-life photos is
- [New Giveaway: Speech Therapy for Apraxia – Words](https://www.smartspeechtherapy.com/new-giveaway-speech-therapy-for-apraxia-words/) - A little while ago I reviewed “Speech Therapy for Apraxia-WORDS” by Blue Whale Apps. You can Find this post HERE. Similarly to Speech Therapy for Apraxia, the Words version is designed for working on motor planning with children and adults presenting with developmental or acquired apraxia of speech. However, this app focuses on the child producing monosyllabic words vs. individual syllables. There
- [Birthday Month Extravaganza: Week One Giveaway Lineup](https://www.smartspeechtherapy.com/birthday-month-extravaganza-week-one-giveaway-lineup/) - My birthday is in October so I decided that it will be fun to give away one product every day of the month (well almost). My SLP colleague bloggers and TPT sellers thought the same, so they donated many exciting materials and products for me to give away all throughout the month of October. So
- [Birthday Giveaway Day One: Book Companion for There Was an Old Lady Who Swallowed Some Leaves](https://www.smartspeechtherapy.com/birthday-giveaway-day-one-book-companion-for-there-was-an-old-lady-who-swallowed-some-leaves/) - Today I am very exited to start DAY 1 of my Birthday Month Giveaways by raffling off a giveaway by Figuratively Speeching SLP, which is a book companion to Lucille Colandro's "There was an old lady who swallowed some leaves". This is a lovely 33 page supplemental packet to the book which includes a variety of
- [Birthday Giveaway Day Two: Book Companion for Fall Leaves Fall](https://www.smartspeechtherapy.com/birthday-giveaway-day-two-book-companion-for-fall-leaves-fall/) - Today I am bringing you DAY 2 of my Birthday Month Giveaways by raffling off a book companion to Zoe Hall's "Fall Leaves Fall" created by Kathy Grover of Speech All the Time blog. I absolutely love Kathy's products for a number of reasons: they are TRULY thematic, engaging, and comprehensive. She also just happens to
- [Birthday Giveaway Day Three: Fall Into Speech and Language Pack](https://www.smartspeechtherapy.com/birthday-giveaway-day-three-fall-into-speech-and-language-pack/) - Today I am bringing you DAY 3 of my Birthday Month Giveaways by raffling off a Fall into Speech and Language Pack from Felice the author of thedabblingspeechie blog. Included in this pack are various craftivities (tree, apples, leaves, turkey) and materials to target categories, multiple meaning words, articulation and synonyms/antonyms for older elementary
- [Birthday Giveaway Day Four: Seasons UNO](https://www.smartspeechtherapy.com/birthday-giveaway-day-four-seasons-uno/) - Today's Birthday Month Giveaway "Seasons UNO" is brought to you courtesy of Lynda SLP 123. This game is played just like UNO. Each card contains a question about 1 of the 4 seasons. When a card is played, the student will answer the question printed on the card. Lynda's packet contains 100 cards: 16 blue winter
- [Birthday Giveaway Day Five: Where do we belong?](https://www.smartspeechtherapy.com/birthday-giveaway-day-five-where-do-we-belong/) - Day Five of the Birthday Month Giveaway is “Where do We Belong? A Problem Solving and Inference Activity Packet“ is brought to you courtesy of Speechy Musings. This is a very unique and interesting packet with a focus on deductive reasoning, problem solving, inferencing and perspective taking. It focuses on placing the appropriate family to the right house. Included
- [Birthday Giveaway Day Six: Eliciting Language In Pre-verbal Children with ASD](https://www.smartspeechtherapy.com/birthday-giveaway-day-six-eliciting-language-in-pre-verbal-children-with-asd/) - Today it is truly my pleasure to bring you a giveaway from Maria Del Duca of Communication Station Blog entitled: "Eliciting Language In Pre-verbal Children with ASD: A Review of Behavioral and Naturalistic Therapy Techniques". This is a wonderful 64 page presentation which reviews the research supporting the current behavioral and naturalistic therapy techniques for
- [Birthday Giveaway Day Seven:Three Little Pigs Book Companion](https://www.smartspeechtherapy.com/birthday-giveaway-day-seventhree-little-pigs-book-companion/) - The First Birthday Giveaway Week wraps up with Three Little Pigs book companion giveaway from Home Sweet Speech Room. This enormous 60 page companion pack contains activities for speech, language, and literacy. Materials include: sequencing cards, comparing and contrasting activities, question formulation, character vocabulary cards, comprehension questions, true/false cards, articulation cards, and much much more. Its perfect for working on some
- [Birthday Month Extravaganza: Week Two Giveaway Lineup](https://www.smartspeechtherapy.com/birthday-month-extravaganza-week-two-giveaway-lineup-2/) - In case you haven't read my previous post on this topic, my birthday is in October so I decided that it will be fun to give away one product every day of the month (well almost). My SLP colleague bloggers and TPT sellers thought the same, so they donated many exciting materials and products for
- [Birthday Giveaway Day Eight: Columbus Day Reader's Informative Theater](https://www.smartspeechtherapy.com/birthday-giveaway-day-eight-columbus-day-readers-informative-theater/) - Today I am very exited to bring you DAY 8 of my Birthday Month Giveaways by raffling off a giveaway by All Y'All Need, which is a Columbus Day Reader's Informative Theater. This enchanting 24 page packet contains b &w as well as color scripts and character cards (King Ferdinand, Queen Isabella, Christopher Columbus as well as boy and
- [What parents need to know about speech-language assessment of older internationally adopted children](https://www.smartspeechtherapy.com/what-parents-need-to-know-about-speech-language-assessment-of-older-internationally-adopted-children/) - This article discusses language development of older IA children. It explains the difference between communicative and cognitive language competencies, offers pre-adoption recommendations, addresses pre-assessment preparations, and provides recommendations on best speech-language assessment practices for post-institutionalized children adopted at older ages.
- [Birthday Giveaway Day Nine:If You Take a Mouse to School Book Companion and add-on](https://www.smartspeechtherapy.com/birthday-giveaway-day-nineif-you-take-a-mouse-to-school-book-companion-and-add-on/) - On DAY 9 of my Birthday Month Giveaways I am raffling off a giveaway by The Speech Bucket, which is a "If you take a mouse to school" book companion AND an Add-on Activity. That's right not one but two great activity packet's with everyone's favorite mischievous mouse. If you take a mouse to school 17 page packet includes activities that target
- [Birthday Giveaway Day Ten: Guess What...It's my BIRTHDAY!](https://www.smartspeechtherapy.com/birthday-giveaway-day-ten-guess-what-its-my-birthday/) - Guess what? Today is my actual birthday! So what better way to celebrate it than to give away a HUGE 112 page log Birthday Themed Packet from Twin Sisters Speech and Language Therapy Blog. This fun themed unit could be used all year long. Select Packet Contents: Birthday present themed reinforcer page. Pin the Tail On
- [Birthday Giveaway Day Eleven: Language Logic](https://www.smartspeechtherapy.com/birthday-giveaway-day-eleven-language-logic/) - On DAY 11 of my Birthday Month Giveaways I am raffling off a giveaway by SLPrunner, which is a ”Language Logic” activity pack for school. It targets the following skills: Problem Solving Critical Thinking Deductive Reasoning Executive Functions Sequencing Negative Questions Identification of Salient Details All activities include school themes full of colorful graphics and focus on: Schedule arranging Guess what's
- [Birthday Giveaway Day Twelve: Columbus Day Explorer Freebie](https://www.smartspeechtherapy.com/birthday-giveaway-day-twelve-columbus-day-explorer-freebie/) - What better way to celebrate a birthday than to get presents? Well here’s a fun little present Maria of Communication Station: Speech Therapy has cooked up just in time for Columbus Day. For those of you who follow her new and improved blog, Communication Station: Speech Therapy you know how much she loves to use thematic
- [Birthday Giveaway Day Thirteen: Corduroy Book Companion](https://www.smartspeechtherapy.com/birthday-giveaway-day-thirteen-corduroy-book-companion/) - It's DAY 13 of my Birthday Month Giveaways and I am raffling off a giveaway by Gold Country SLP , which is a Corduroy Book Companion. This delightful 49 page packet is based on the book Corduroy by Don Freeman and designed to accompany it by targeting receptive and expressive language skills based on the content of the book.
- [Birthday Giveaway Day Fourteen: Vocabulary (Tier 2) Building for Older Students](https://www.smartspeechtherapy.com/birthday-giveaway-day-fourteen-vocabulary-tier-2-building-for-older-students/) - I am wrapping up the second week of my birthday giveaways by raffling off Vocabulary Building for Older Students Packet by Rose of Speech Snacks. This apple-themed product focuses on developing rich vocabulary through the use of specific strategies and is inspired by the book ”Bringing Words to Life” Isabelle L. Beck, Margaret G. McKeown, and Linda Kucan. Packet
- [Birthday Month Extravaganza: Week Three Giveaway Lineup](https://www.smartspeechtherapy.com/birthday-month-extravaganza-week-three-giveaway-lineup/) - My birthday month continues with the WEEK THREE post and giveaway lineup. Take a look at the below schedule and decide whether you want to enter a few giveaways or all of them, it’s really up to you! Each giveaway will last only one day so you better keep up because if you blink
- [Birthday Giveaway Day Sixteen: Halloween Safety Packet](https://www.smartspeechtherapy.com/birthday-giveaway-day-sixteen-halloween-safety-packet/) - It’s DAY 16 of my Birthday Month Giveaways and I am raffling off a giveaway by Happily SLP entitled: "Halloween Safety & Problem Solving: Elementary, Middle School and High School' This packet contains problem solving as well as social safety situations pertinent to trick-o-treating on Halloween. Scenarios include: emergencies, expressing feelings, perspective taking and flexible
- [Birthday Giveaway Day Seventeen: Halloween Language Activity Pack](https://www.smartspeechtherapy.com/birthday-giveaway-day-seventeen-halloween-language-activity-pack/) - It’s DAY 17 of my Birthday Month Giveaways and I am raffling off a giveaway by Kids Games for Speech Therapy which is a Halloween: Language Activity Pack for preschool children. This adorable Halloween themed packet targets the following skills: Pronouns (he / she / they / his / hers / theirs / him / her / them)
- [Birthday Giveaway Day Eighteen: Grocery Theractivity](https://www.smartspeechtherapy.com/birthday-giveaway-day-eighteen-grocery-theractivity/) - It’s DAY 18 of my Birthday Month Giveaways and I am raffling off a giveaway by Speech2U, which is a Grocery Theractivity. This is an awesome 48 page packet which contains 72 different food pictures and 9 different activities. It can be used with ages ranging from preschoolers through middle school and is great for goals targeting life skills. Packet
- [Birthday Giveaway Day Nineteen: Food Category Sorting](https://www.smartspeechtherapy.com/birthday-giveaway-day-nineteen-food-category-sorting/) - Today's giveaway Food Category Sorting is brought to you courtesy of The Speech Summit. This cute 26 page activity involves sorting: fruits, vegetables, desserts, meat, and drinks. It includes: picnic boards to sort each categories food items on 3 ½ x 3' cards picnic themed game boards pages of food themed tokens An interactive game which targets
- [Birthday Giveaway Day Twenty: If You Give a Mouse a Cookie - Language Activities for Preschool](https://www.smartspeechtherapy.com/birthday-giveaway-day-twenty-if-you-give-a-mouse-a-cookie-language-activities-for-preschool/) - It’s DAY 20 of my Birthday Month Giveaways and I am raffling off a giveaway by Rock Chalk Speech Talk, which is If You Give a Mouse a Cookie: Language Activities for Preschool. This cute 57 page packet of course goes along with Laura Numeroff's book, "If You Give A Mouse A Cookie." The activities in this
- [Birthday Giveaway Day Twenty One: First Grade Common Core Daily Language Workout](https://www.smartspeechtherapy.com/birthday-giveaway-day-twenty-one-first-grade-common-core-daily-language-workout/) - Wrapping up third week of my Birthday Month Extravaganza is a giveaway from Speech Universe called First Grade Common Core Daily Language Workout. This product was designed to track progress using an RTI approach. It spans about 10 weeks and include the following 18 First Grade Common Core State Standards : Phonological Awareness RF.1.2b Orally produce single-syllable
- [Birthday Month Extravaganza: Week Four Giveaway Lineup](https://www.smartspeechtherapy.com/birthday-month-extravaganza-week-four-giveaway-lineup/) - My birthday month has been absolutely fabulous! And its not over yet! So take a look at the Week Four Giveaway Lineup and decide whether you want to enter a few giveaways or all of them, it’s really up to you! Each giveaway will last only one day so you better keep up because if
- [Bilingual Therapy Resources Linky Party!](https://www.smartspeechtherapy.com/bilingual-therapy-resources-linky-party/) - The Dabbling Speechie is having a bilingual therapy resources Linky Party so I decided to join in and write a few posts on what I am using and referencing when it comes to assessment and treatment of bilingual and multicultural children. First up I'd like to tell you a little bit about the post I
- [Birthday Extravaganza Day Twenty Four: Mad Scientists Inferences](https://www.smartspeechtherapy.com/birthday-extravaganza-day-twenty-four-mad-scientists-inferences/) - It’s DAY 24th of my Birthday Month Giveaways and I am raffling off a giveaway by Kristine of Live Love Speech, called Mad Scientists Inferences. As I am sure many SLPs are aware mastery of inferences doesn't exactly come easy for our language impaired students. So Kristine created a cute an engaging activity to facilitate this skill. Packet Contents:
- [Birthday Extravaganza Day Twenty Five: There was a Silly SLP Who Got Stuck to Some Categories](https://www.smartspeechtherapy.com/birthday-extravaganza-day-twenty-five-there-was-a-silly-slp-who-got-stuck-to-some-categories/) - It’s DAY 25 of my Birthday Month Giveaways and I am raffling off a giveaway by Teach Speech 365, which is There was a Silly SLP who Got Stuck to Some Categories . This catchy little mini-book activity targets categorization skills. The silly SLP gets stuck on all sorts of things. There is also a complementary silly male SLP
- [Birthday Extravaganza Day Twenty Six: My First Signs Flash Cards Set](https://www.smartspeechtherapy.com/birthday-extravaganza-day-twenty-six-my-first-signs-flash-cards-set/) - It’s DAY 26 of my Birthday Month Giveaways and I am raffling off a giveaway by Hear My Hands, which is My First Signs Flash Cards Set. These flash cards are designed to reinforce all the American Sign Language signs taught in Signing Time Volume 1: My First Signs, but can also be used alone. ASL signs taught in this
- [Working with Russian-speaking clients: implications for speech-language assessment](https://www.smartspeechtherapy.com/in-case-you-missed-it-working-with-russian-speaking-clients-implications-for-speech-language-assessment/) - This post describes how monolingual speech language pathologists can reliably assess Russian speaking children in order to determine whether they present with a language difference vs. a language disorder.
- [Birthday Extravaganza Day Twenty Seven: Elementary My Dear, Analogies](https://www.smartspeechtherapy.com/birthday-extravaganza-day-twenty-seven-elementary-my-dear-analogies/) - It’s DAY 27 of my Birthday Month Giveaways and I am raffling off a giveaway by Straight Up Speech, which is Elementary, My Dear Analogies. This adorable 12-page critical thinking packet targets early analogies and uses child-friendly graphics to engage students in filling-in-the missing answers. Packet Contents: Fill-in-the-blank analogy cards with text and pictures Picture supported answer
- [Birthday Extravaganza Day Twenty Eight: Literacy Checklists for Grades K-3](https://www.smartspeechtherapy.com/birthday-extravaganza-day-twenty-eight-literacy-checklists-for-grades-k-3/) - Today I am bringing you yet another giveaway from the fabulous Maria Del Duca of Communication Station Blog entitled: “Literacy Checklists for K-3rd Grade“. She created a terrific set of checklists to address reading comprehension and written expression in children K-3rd grade because according to Maria: "dynamic assessment of functional skills, when done well, can at times
- [Birthday Month Extravaganza: Last Days Giveaway Lineup](https://www.smartspeechtherapy.com/birthday-month-extravaganza-last-days-giveaway-lineup/) - My birthday month has been great! But all good things must come to an end! So take a look at the Last Days Giveaway Lineup and decide whether you want to enter just one giveaway or all of them, it’s really up to you! Each giveaway will last only one day so you better keep
- [Birthday Extravaganza Day Twenty Nine: 4-Step Sequencing, Including Pictures!](https://www.smartspeechtherapy.com/birthday-extravaganza-day-twenty-nine-4-step-sequencing-including-pictures/) - Today's giveaway is brought to you courtesy of Rae's Speech Spot . It is 4-Step Sequencing, Including Pictures! and its perfect for working on sequencing with preschoola nd school aged children. Packet Contents: What is included: Sequencing mats: first, next, then, and last mat to help students organize their stories using temporal markers . 10 4 step sequences
- [Birthday Extravaganza Day Thirty: Idiom of the Week](https://www.smartspeechtherapy.com/birthday-extravaganza-day-thirty-idiom-of-the-week/) - Today it is my pleasure to bring you a giveaway by Speech with Sharon, which is an Idiom of the Week. This awesome 78 page packet contains 37 color and black and white idiom posters for the following idioms: •Cry my eyes out •Feeling blue •Cry over spilled milk •Walk on eggshells •Open a can of
- [Apraxia RainbowBee App Review and Giveaway](https://www.smartspeechtherapy.com/apraxia-rainbowbee-app-review-and-giveaway/) - Today I am reviewing a fun new app Apraxia RainbowBee developed by Virtual Speech Center to enhance motor planning for children with speech production difficulties. Similar to their other apps, on the first screen (featured left) the therapist can choose the option of customizing the app's settings or viewing the informational video. Next add the
- [Introducing a New Series for SLPs and Parents: Spotlight on Syndromes](https://www.smartspeechtherapy.com/introducing-new-series-for-slps-and-parents-spotlight-on-syndromes/) - Today I am excited to introduce to you the new series which will be featured on my blog and will be written by myself as well as numerous knowledgeable contributing authors. It is an SLP's perspective on genetic syndromes. Why syndromes you ask? Because speech language pathologists in a variety of settings (e.g., schools, hospitals, private
- [Spotlight on Syndromes: an SLPs Perspective on Treacher Collins](https://www.smartspeechtherapy.com/spotlight-on-syndromes-an-slps-perspective-on-treacher-collins/) - Today's guest post on genetic syndromes comes from Amy Locy, who is contributing an informative piece on the Treacher Collins Syndrome (TCS). TSC occurs in 1 out of every 50,000 live births with 40% of children born with TCS having a family member with the syndrome. TCS is distributed equally across genders and races. It can often occur in conjunction
- [Spotlight on Syndromes: An SLPs Perspective on 22q Deletion Syndrome](https://www.smartspeechtherapy.com/spotlight-on-syndromes-an-slps-perspective-on-22q-deletion-syndrome/) - Today’s guest post on genetic syndromes comes from Lauren Laur, who is contributing a post on the 22q11.2 Deletion Syndrome. 22q11.2 Deletion Syndrome is a syndrome of many names. Also known as Velocardiofacial Syndrome, Shprintzen syndrome as well as DiGeorge Syndrome, 22q11.2 Deletion Syndromeis is caused by a microdeletion on the long arm of chromosome 22 (at
- [Spotlight on Syndromes: An SLPs Perspective on Down Syndrome](https://www.smartspeechtherapy.com/spotlight-on-syndromes-an-slps-perspective-on-down-syndrome/) - Today’s guest post on genetic syndromes comes from Rachel Nortz, who is contributing a post on the Down Syndrome. Down Syndrome is a genetic disorder that is characterized by all or part of a third copy of the 21st chromosome. There are three different forms of Down syndrome: trisomy 21, translocation, and mosaicism. Trisomy 21 is the
- [Spotlight on Syndromes: An SLPs Perspective on Menkes Syndrome](https://www.smartspeechtherapy.com/spotlight-on-syndromes-an-slps-perspective-on-menkes-syndrome/) - November is Menkes Awareness month, so today Olga Z. Porterfield will be contributing a post on the Menkes Syndrome. Menkes Syndrome (MNK), also known as Menkes disease, copper transport disease, steely hair disease, kinky hair disease, or Menkes kinky hair syndrome, is a disorder originally described by John Hans Menkes (1928–2008), which affects copper levels in
- [Spotlight on Syndromes: An SLPs Perspective on Spinal Muscle Atrophy](https://www.smartspeechtherapy.com/spotlight-on-syndromes-an-slps-perspective-on-spinal-muscle-atrophy/) - The following is an informational post on the disease SMA (spinal muscle atrophy) by Rose Ann Kesting M.A. CCC-SLP. After reading, please visit her blog post “My Wednesday Morning Wake Up Call,” for a personal account of her experience with a very special boy with Type 1 SMA and his amazingly dedicated family. What is SMA? SMA
- [Spotlight on Syndromes: An SLPs Perspective on CHARGE Syndrome](https://www.smartspeechtherapy.com/spotlight-on-syndromes-an-slps-perspective-on-charge-syndrome/) - Today’s guest post on genetic syndromes comes from Rebecca Freeh Thornburg, who is contributing on CHARGE Syndrome. Overview: CHARGE Syndrome is an extremely complex genetic condition encompassing anomalies of multiple systems. CHARGE affects approximately 1 in every 9 to 10,000 live births, worldwide. Respiratory issues and complex cardiac defects often require early and frequent hospitalization and
- [Feed Maxi: App Review and Giveaway](https://www.smartspeechtherapy.com/feed-maxi-app-review-and-giveaway/) - Today I am reviewing a fun new app by Speak Easy Apps: Feed Maxi. Developed by a speech language pathologist, Pamela Mandell, the app's purpose is to introduce the child to food labeling and identification. The goal is to feed Maxi the monkey a balanced diet of 80 food items which include: fruits, vegetables, proteins,
- [Tips Corner: Creating Opportunities for Spontaneous and Functional Communication](https://www.smartspeechtherapy.com/tips-corner-creating-opportunities-for-spontaneous-and-functional-communication/) - In today’s guest post, Natalie Romanchukevich advises readers on how to create opportunities to expand children's spontaneous communication skills. Helping young children build speech- language skills is an exciting job that both caregivers and educators try to do every second of the day. We spend so much time giving our children directions to follow, asking them a
- [Guest Post: The Importance of Hearing Testing in Children](https://www.smartspeechtherapy.com/guest-post-the-importance-of-hearing-testing-in-children/) - Today two of my guest bloggers Drs. Stella Fulman and Zhanneta Shapiro explain the importance of pediatric hearing tests beyond the newborn screenings. The importance of hearing testing isn't widely understood by many parents. Parents may schedule appointments with an opthamologist or a dentist for their children at regular intervals - but never think to
- [Spotlight on Syndromes:  An SPLs Perspective on Monosomy 13q Syndrome](https://www.smartspeechtherapy.com/spotlight-on-syndromes-an-spls-perspective-on-monosomy-13q-syndrome/) - Today's guest post on Monosomy 13q Syndrome is brought to you by the ever talented Maria Del Duca, M.S. CCC-SLP of Communication Station: Speech Therapy, PLLC, located in southern Arizona. Overview: Also known as “13q Deletion Syndrome”, this is a chromosomal disorder that results in intellectual disabilities as well as congenital malformations of the skeleton, heart, brain
- [In case you missed it: It's Not the Years of Experience, It's the Type of Experience That Matters!](https://www.smartspeechtherapy.com/its-not-the-years-of-experience-its-the-type-of-experience-that-matters/) - A few weeks ago I guest posted on Scanlon Speech Blog regarding which areas parents should focus on when selecting the right speech language pathologist for their child. In case you missed it here's my take of what criteria does matter when it comes to clinician selection. I have to admit that this post was
- [Articulation Carnival-App Review and Giveaway](https://www.smartspeechtherapy.com/articulation-carnival-app-review-and-giveaway/) - Today I am reviewing a brand new app by the Virtual Speech Center -Articulation Carnival (requires iOS 7 or later; compatible with iPad). Virtual Speech Center did a great job creating a fun app, where the kids get to go to a "carnival' and practice their articulation at the word, phrase, and sentence levels. Much like all
- [Research Tuesday January Edition - Speech Impairment in Down Syndrome: A Review](https://www.smartspeechtherapy.com/research-tuesday-january-edition-speech-impairment-in-down-syndrome-a-review/) - Once again I am joining the ranks of SLPs who are blogging about research related to the field of speech pathology. Today I am reviewing a 2013 article in the Journal of Speech, Language, and Hearing Research, by Kent and Vorperian, which summarizes research on disorders of speech production in Down syndrome (DS) Title: Speech Impairment in Down Syndrome:
- [Smart Speech Therapy LLC Receives ASHA Approved Continuing Education (CE) Provider Recognition](https://www.smartspeechtherapy.com/smart-speech-therapy-llc-receives-asha-approved-continuing-education-ce-provider-recognition/) - FOR IMMEDIATE RELEASE Smart Speech Therapy (SST) LLC Receives ASHA Approved Continuing Education (CE) Provider Recognition ASHA Approved CE Provider Status Demonstrates Commitment to High-Quality CE Programming for Audiologists and Speech-Language Pathologists January 16, 2014 – The Continuing Education Board (CEB) of the American Speech-Language-Hearing Association (ASHA) has approved Smart Speech Therapy LLC as an
- [Spotlight on Syndromes: An SLPs Perspective on Apert Syndrome](https://www.smartspeechtherapy.com/spotlight-on-syndromes-an-slps-perspective-on-apert-syndrome/) - Today’s guest post on genetic syndromes comes from Rebecca Freeh Thornburg, who is contributing information on the Apert Syndrome. Rebecca is a repeated guest blog contributor. Her informative guest post on the CHARGE Syndrome can be found HERE. Overview Apert Syndrome is a genetic condition resulting from a mutation in gene FGRF2 – fibroblast growth
- [Guest Post: Forming and Cultivating Positive Relationships with Middle School Students](https://www.smartspeechtherapy.com/guest-post-forming-and-cultivating-positive-relationships-with-middle-school-students/) - Today's guest post on working with middle school students comes from Zoya Tsirulnikov, MS CCC-SLP, TSSLD , an SLP from the NYC's Department of Education. The middle school population is fun and exciting to work with, however it may prove to be quite challenging for some SLPs. This is my fifth year working for the New
- [Spotlight on Syndromes: An SLPs Perspective on Fragile X Syndrome](https://www.smartspeechtherapy.com/spotlight-on-syndromes-an-slps-perspective-on-fragile-x-syndrome/) - Today’s guest post on Fragile X Syndrome comes from Happily SLP, Carly Fowler. Fragile X is an inherited disorder that is associated with mental retardation and developmental disorder. This is a sex-linked disorder. Fragile X is linked to the 23rd chromosomal pair; specifically the X chromosome. Physical characteristics of fragile X syndrome (FXS) in males are
- [Spotlight on Social Language Competence: When is a high subtest score a cause for concern?](https://www.smartspeechtherapy.com/spotlight-on-social-language-competence-when-is-a-high-subtest-score-a-cause-for-concern/) - I have been using Social Language Development Tests (SLDT) from Linguisystems since they were first published a number of years ago and I like them a great deal. For those of you unfamiliar with them - there are two versions of SLDT, elementary (for children 6-12 years of age) and adolescent (for children 12-18 years
- [Wintertime Wellness Product Swap and Giveaway](https://www.smartspeechtherapy.com/wintertime-wellness-product-swap-and-giveaway/) - Today I am doing a product swap and giveaway with Rose Kesting of Speech Snacks. Rose runs a fun and unique blog. In her posts she combines her interest in nutrition and healthy cooking with her professional knowledge as a speech-language pathologist. I've collaborated with Rose in the past on a variety of projects and have always been
- [New Product Giveaway: Social Pragmatic Deficits Checklist for Preschool Children](https://www.smartspeechtherapy.com/new-product-social-pragmatic-deficits-checklist-for-preschool-children/) - When it comes to assessment of social pragmatic abilities, the majority of SLP's often worry about their school age students. Yet social-emotional disturbances and behavioral abnormalities in preschool children (
- [After the Graduation: Review and Giveaway of Social Thinking® At Work](https://www.smartspeechtherapy.com/after-the-graduation-review-of-social-thinking-at-work/) - As an SLP who works with children with social pragmatic language disorders, I can't but think of what happens after these clients leave school? How will they continue to improve their social cognitive abilities in order to effectively meet social challenges in their workplace? Michelle Garcia Winner and Pamela Crooke effectively address this issue in
- [Winter Non-Fiction Leveled Reading Passages and Questions Product Swap and Giveaway](https://www.smartspeechtherapy.com/winter-non-fiction-leveled-reading-passages-and-questions-product-swap-and-giveaway/) - Today I am doing a product swap and giveaway with Sharon Schackmann, the author of the Speech with Sharon blog, who's created a product entitled: Winter Non-Fiction Leveled Reading Passages and Questions with a focus on teaching non-fiction text to older students: elementary through -high school ages. This mega sized 44 page packet includes 7 passages on a
- [Let's Be Social App Review and Giveaway](https://www.smartspeechtherapy.com/lets-be-social-app-review-and-giveaway/) - Today I am reviewing Let’s Be Social is a new app from Everyday Speech, which targets basic social pragmatic language skills through 25 interactive lessons on the topics of recognizing emotions, solving problems, friendships, as well as making predictions. As someone who specializes in assessment and treatment of social pragmatic language abilities I have many materials, including a variety of
- [Comprehensive Assessment of Monolingual and Bilingual Children with Down Syndrome](https://www.smartspeechtherapy.com/comprehensive-assessment-of-monolingual-and-bilingual-children-with-down-syndrome/) - Assessing speech-language abilities of children with genetic disorders and developmental disabilities is no easy feat. Although developmental and genetic disorders affecting cognition, communication and functioning are increasingly widespread, speech-language assessment procedures for select populations (e.g., Down Syndrome) remain poorly understood by many speech-language professionals, resulting in ineffective or inappropriate service provision. According to the Centers for Disease
- [Why is FASD diagnosis so important?](https://www.smartspeechtherapy.com/why-is-fasd-diagnosis-so-important/) - Recently, I've participated in various on-line and in-person discussions with both school-based speech language pathologists (SLPs) as well as medical health professionals (e.g., neurologists, pediatricians, etc.) regarding their views on the need of formal diagnosis for school aged children with suspected alcohol related deficits. While their responses differed considerably from: "we do not base intervention on
- [Creating Successful Team Collaboration: Behavior Management in the Schools](https://www.smartspeechtherapy.com/creating-successful-team-collaboration-behavior-management-in-the-schools/) - In March 2014, ASHA SIG 16 Perspectives on School Based Issues, I've written an article on how SLPs can collaborate with other school based professionals to successfully work with children exhibiting challenging behaviors secondary to psychiatric diagnoses and emotional and behavioral disturbances. In this post I would like to summarize the key points of my article as
- [Real Vocabulary App Review and Giveaway](https://www.smartspeechtherapy.com/real-vocabulary-app-review-and-giveaway/) - Today I am a reviewing a new vocabulary app created by the Virtual Speech Center called Real Vocabulary Pro. Developed to target the core curriculum vocabulary of K-5th grade students, it has tons tons of pictures and pre-recorded audio to target various vocabulary concepts as well as allows users to add their own words, pictures and audio
- [Between the Lines Advanced App Review and Giveaway](https://www.smartspeechtherapy.com/between-the-lines-advanced-app-review-and-giveaway/) - Today I am reviewing an awesome social-pragmatic language app by Hamaguchi Apps called: Between the Lines Advanced, which focuses on targeting the following skills: Interpretation of vocal tone Recognition of facial expressions Interpretation of body language Recognition of idiomatic expressions and slang The app uses photos and mini videos of people in a variety of real-life dynamic social
- [The Executive Functions Test-Elementary (EFT-E): What SLPs and Parents Need to Know](https://www.smartspeechtherapy.com/the-executive-functions-test-elementary-what-slps-and-parents-need-to-know/) - Recently I've purchased the Executive Functions Test-Elementary (EFT-E) by Linguisystems and used it with a few clients in my private practice and outpatient hospital-based school program. The EFT-E is a test of language skills that affect executive functions of working memory, problem solving, inferring, predicting outcomes, and shifting tasks. For those of you not familiar with
- [App Review and Giveaway: Social Norms](https://www.smartspeechtherapy.com/app-review-and-giveaway-social-norms/) - Today I am reviewing "Social Norms" a brand new app developed by the Virtual Speech Center to improve social skills in children with autism spectrum disorders. This app can be used by parents, educators, and SLPs. The users can customize it to add their photos, text, and audio to create individualized stories that teach specific skills to children
- [App Review and Giveaway: Between the Lines Level 2](https://www.smartspeechtherapy.com/app-review-and-giveaway-between-the-lines-level-2/) - I enjoyed reviewing Between the Lines Advanced so much that today I am bringing you an intermediate version of this awesome social-pragmatic language app called: Between the Lines Level 2, which also focuses on targeting: Interpretation of vocal tone, Recognition of facial expressions, Interpretation of body language as well as Recognition of idiomatic expressions and slang, just
- [Love It and List It: Behavior Management](https://www.smartspeechtherapy.com/love-it-and-list-it-behavior-management/) - This month I am joining the Speech Room News' Love It and List it Linky Party to talk about my favorite Behavior Management techniques tools and strategies. In fact I've actually combined my favorite strategies into my product entitled "Behavior Management Strategies for Speech Language Pathologists" which you can find HERE. In it I explain what
- [Between the Lines Level 1: App Review and Giveaway](https://www.smartspeechtherapy.com/between-the-lines-level-1-app-review-and-giveaway/) - Those of you who follow my blog know that I absolutely adore the "Between the Lines" app series by Hamaguchi apps, which focuses on targeting aspects of social language including tone of voice and non-verbal body language, perspective taking as well as idiom interpretation. I have already reviewed Levels 2 as well as Advanced, HERE and HERE,
- [Why Do I Have to Tell You What's Wrong with My Child? Or On the Importance of Targeted Assessments](https://www.smartspeechtherapy.com/why-do-i-have-to-tell-you-whats-wrong-with-my-child-or-the-importance-of-targeted-assessments/) - A few days ago I received a phone call from a parent who was seeking a language evaluation for her child. As it is my policy with all assessments, I asked her to fill out an intake and a checklist to identify her child's specific areas of difficulty in order to compile a comprehensive and targeted
- [What is ND-PAE and how is it Related to FASD?](https://www.smartspeechtherapy.com/what-is-nd-pae-and-how-is-it-related-to-fasd/) - The DSM-5 was released in May 2013 and with it came a revision of criteria for the diagnosis and classification of many psychiatric disorders. Among them a new proposed criteria was included relevant to alcohol related deficits in children, which is Neurobehavioral Disorder Associated With Prenatal Alcohol Exposure (ND-PAE) (DSM-5, pgs 798-801). This proposed criteria was included in order
- [Pediatric Background History Questionnaire Giveaway](https://www.smartspeechtherapy.com/pediatric-background-history-questionnaire-giveaway/) - Today I am very excited to introduce my new product "Pediatric Background History Questionnaire". I've been blogging quite a bit lately on the topic of obtaining a thorough developmental client history in order to make an appropriate and accurate diagnosis of the child’s difficulties for relevant classroom placement, appropriate accommodations and modifications as well as targeted and
- [Language Processing Checklist for Preschool Children 3:0-5:11 Years of Age](https://www.smartspeechtherapy.com/auditory-processing-checklist-for-preschool-children-30-511-years-of-age/) - Children at risk for auditory processing deficits can begin displaying difficulties processing and using language at a very early age (before 3). By the time these children reach preschool age (3+ years) they may present with obvious signs and symptoms of language processing deficits, which may require further screening and intervention. This is why I
- [Dear Pediatrician: Please Don't Say That!](https://www.smartspeechtherapy.com/dear-pediatrician-please-dont-say-that/) - Recently, a new client came in for therapy. He was a little over three years of age with limited verbal abilities, and a number of stereotypical behaviors consistent with autism spectrum disorder. During the course of parental interview, the child's mother mentioned that he had previously briefly received early intervention services but aged out from the early intervention
- [Review of Social Language Development Test Elementary: What SLPs Need to Know](https://www.smartspeechtherapy.com/review-of-social-language-development-test-elementary-what-slps-need-to-know/) - As the awareness of social pragmatic language disorders continues to grow, more and more speech language pathologists are asking questions regarding various sources of social pragmatic language testing. Today I am reviewing one such test entitled: Social Language Development Test Elementary (SLDTE) currently available from PRO-ED. Basic overview Release date: 2008 Age Range: 6:00-11:11 Authors:Linda Bowers,
- [Review of Social Language Development Test Adolescent: What SLPs Need to Know](https://www.smartspeechtherapy.com/review-of-social-language-development-test-adolescent-what-slps-need-to-know/) - A few weeks ago I reviewed the Social Language Development Test Elementary (SLDTE) and today I am reviewing the Social Language Development Test Adolescent (SLDTA) currently available from PRO-ED. Basic overview Release date: 2010 Age Range: 12-18 Authors:Linda Bowers, Rosemary Huisingh, Carolyn LoGiudice Publisher: Linguisystems (PRO-ED as of 2014) The Social Language Development Test: Adolescent (SLDT-A) assesses adolescent students' social
- [Dear School Professionals Please Be Aware of This](https://www.smartspeechtherapy.com/dear-school-professionals-please-be-aware-of-this/) - I frequently get emails, phone calls, and questions from parents and professionals regarding academic functioning of internationally adopted post institutionalized children. Unfortunately despite the fact that there is a fairly large body of research on this topic there still continue to be numerous misconceptions regarding how these children's needs should be addressed in academic settings. Perhaps
- [The Frenzied SLPs Jan '15 Edition: Investing Wisely](https://www.smartspeechtherapy.com/the-frenzied-slps-jan-15-edition-investing-wisely/) - I am thrilled to be a part of The Frenzied SLPs, which is a group of talented SLP bloggers and TPT sellers who each month bring you a variety of suggestions on how to simplify the life of the frenzied SLPs. At the beginning of each year, many of us try to make a variety of resolutions on
- [For the Love of Speech Blog Hop: February Edition](https://www.smartspeechtherapy.com/for-the-love-of-speech-blog-hop-february-edition/) - Today I am very excited to participate along with 27 other talented SLPs in the For the Love of Speech Blog Hop. I love being an SLP, and to spread that love around from February 1-4 I am giving away a Valentine's Day Product: "The Origins of Valentine’s Day: At thematic language activity packet for
- [Simplifying Testing Results to Understand the Student's Difficulties](https://www.smartspeechtherapy.com/simplifying-testing-results-to-understand-the-students-difficulties/) - Oftentimes explaining testing results in the form of standard scores, percentiles, and charts is labor-intensive for the SLP and confusing for parents and ancillary professionals. Furthermore, just because you show testing results does not always ensure that the ramifications of testing are fully understood, especially when it comes to performance of high functioning students with
- [Part II: Components of Comprehensive Dyslexia Testing - Phonological Awareness and Word Fluency Assessment](https://www.smartspeechtherapy.com/components-of-comprehensive-dyslexia-testing-part-ii-phonological-awareness-and-word-fluency-testing/) - A few days ago I posted my first installment in the comprehensive assessment of dyslexia series, discussing common dyslexia myths as well as general language testing as a starting point in the dyslexia testing battery. (You can find this post HERE). Today I would like to discuss the next two steps in dyslexia assessment, which are
- [Part IV: Components of Comprehensive Dyslexia Testing – Writing and Spelling](https://www.smartspeechtherapy.com/part-iv-components-of-comprehensive-dyslexia-testing-writing-and-spelling/) - Recently I began writing a series of posts on the topic of comprehensive assessment of dyslexia. In part I of my post (HERE), I discussed common dyslexia myths as well as general language testing as a starting point in the dyslexia testing battery. In part II (HERE) I detailed the next two steps in dyslexia assessment: phonological awareness
- [Assessing and Treating Bilinguals Who Stutter: Facts for Bilingual and Monolingual SLPs](https://www.smartspeechtherapy.com/assessing-and-treating-bilinguals-who-stutter-facts-for-bilingual-and-monolingual-slps/) - Introduction: When it comes to bilingual children who stutter there is still considerable amount of misinformation regarding the best recommendations on assessment and treatment. The aim of this article is to review best practices in assessment and treatment of bilingual children who stutter, to shed some light on this important yet highly misunderstood area in
- [SLP Efficiency Bundles™ for Graduating Speech Language Pathologists](https://www.smartspeechtherapy.com/introducing-slp-efficiency-bundles/) - Graduation time is rapidly approaching and many graduate speech language pathology students are getting ready to begin their first days in the workforce. When it comes to juggling caseloads and managing schedules, time is money and efficiency is the key to success. Consequently, a few years ago I created SLP Efficiency Bundles™, which are materials highly
- [Effective Vocabulary Instruction: What SLPs Need to Know](https://www.smartspeechtherapy.com/effective-vocabulary-instruction-what-slps-need-to-know/) - Having a solid vocabulary knowledge is key to academic success. Vocabulary is the building block of language. It allows us to create complex sentences, tell elaborate stories as well as write great essays. Having limited vocabulary is primary indicator of language learning disability, which in turn blocks students from obtaining critical literacy skills necessary for
- [Is it Language Disorder or Learning Disability? A Tutorial for Parents and Professionals](https://www.smartspeechtherapy.com/is-it-language-disorder-or-learning-disability-a-tutorial-for-parents-and-professionals/) - Recently I read a terrific article written in 2014 by Sun and Wallach entitled: "Language Disorders Are Learning Disabilities: Challenges on the Divergent and Diverse Paths to Language Learning Disability". I found it to be so valuable that I wanted to summarize some of its key points to my readers because it bears tremendous impact on
- [Special Education Disputes and Comprehensive Language Testing: What Parents, Attorneys, and Advocates Need to Know](https://www.smartspeechtherapy.com/special-education-disputes-and-comprensive-language-testing-what-parents-attorneys-and-advocates-need-to-know/) - Several years after I started my private speech pathology practice, I began performing comprehensive independent speech and language evaluations (IEEs). For those of you who may be hearing the term IEE for the first time, an Independent Educational Evaluation is "an evaluation conducted by a qualified examiner who is not employed by the public agency responsible
- [Recommendations for Assessing Language Abilities of Verbal Children with Down Syndrome (DS)](https://www.smartspeechtherapy.com/recommendations-for-assessing-language-abilities-of-verbal-children-with-down-syndrome-ds/) - Assessment of children with DS syndrome is often complicated due to the wide spectrum of presenting deficits (e.g., significant health issues in conjunction with communication impairment, lack of expressive language, etc) making accurate assessment of their communication a difficult task. In order to provide these children with appropriate therapy services via the design of targeted
- [Teaching "Insight" to students with language, social communication, and executive functions impairments](https://www.smartspeechtherapy.com/teaching-insight-to-students-with-language-social-communication-and-executive-functions-impairments/) - One common difficulty our "higher functioning" (refers to subjective notion of 'perceived' functioning in school setting only) language impaired students with social communication and executive function difficulties present with - is lack of insight into own strengths and weaknesses. Yet insight is a very important skill, which most typically developing students exhibit without consciously thinking
- [#BHSM - School Based Innovation and RtI FREEBIE Blog Hop](https://www.smartspeechtherapy.com/bhsm-school-based-innovation-and-rti-freebie-blog-hop/) - To celebrate the 2015 ASHA Better Hearing and Speech Month in May, Speech Language Literacy Lab has organized an RtI Blog Hop. During the hop Smart Speech Therapy LLC along with 29 other professional bloggers from a variety of ancillary fields (e.g., OT, special education, etc.) will be sharing FREE materials and resources on the subject of School Based Innovation and RtI.
- [Designing RTI-Based Vocabulary Interventions](https://www.smartspeechtherapy.com/designing-rti-based-vocabulary-interventions/) - Smart Speech Therapy LLC is celebrating #BHSM2015 ASHA Better Hearing and Speech Month. So without further ado, below you will find my recommendations for designing effective vocabulary interventions for struggling students. This past academic year I have been delivering vocabulary intervention once a week for an hour in my setting to 5 different classrooms of
- [Improving Emotional Intelligence of Children with Social Communication Disorders](https://www.smartspeechtherapy.com/improving-emotional-intelligence-of-children-with-social-communication-disorders/) - Our ability to recognize our own and other people's emotions, distinguish between and correctly identify different feelings, as well as use that information to guide our thinking and behavior is called Emotional Intelligence (EI) (Salovey, et al, 2008). EI encompasses dual areas of: emotion understanding, which is an awareness and comprehension of one’s and others emotions (Harris, 2008) and emotion regulation, which
- [Friend or Friendly: What Does Age Have To Do with It?](https://www.smartspeechtherapy.com/friend-or-friendly-what-does-age-have-to-do-with-it/) - In my social pragmatic language groups I target a wide variety of social communication goals for children with varying levels and degrees of impairment with a focus on improving their social pragmatic language competence. In the past I have written blog posts on a variety of social pragmatic language therapy topics, including strategies for improving
- [Show me the Data or Why I Hate the Phrase: "It's Not So Bad"](https://www.smartspeechtherapy.com/show-me-the-data-or-why-i-hate-the-phrase-its-not-so-bad/) - A few days ago I was asked by my higher-ups for a second opinion on a consult regarding a psychological evaluation on an 11-year-old boy, which was depicting a certain pattern of deficits without a reasonable justification as to why they were occurring. I had a working hypothesis but needed more evidence to turn it into a viable
- [Creating A Learning Rich Environment for Language Delayed Preschoolers](https://www.smartspeechtherapy.com/creating-a-learning-rich-environment-to-facilitate-language-development-in-adopted-preschoolers/) - Today I'm excited to introduce a new product: "Creating A Learning Rich Environment for Language Delayed Preschoolers". —This 40 page presentation provides suggestions to parents regarding how to facilitate further language development in language delayed/impaired preschoolers at home in conjunction with existing outpatient, school, or private practice based speech language services. It details implementation strategies as well as
- [Have you Worked on Morphological Awareness Lately?](https://www.smartspeechtherapy.com/have-you-worked-on-morphological-awareness-lately/) - Last year an esteemed colleague, Dr. Roseberry-McKibbin posed this question in our Bilingual SLPs Facebook Group: "Is anyone working on morphological awareness in therapy with ELLs (English Language Learners) with language disorders?" Her question got me thinking: "How much time do I spend on treating morphological awareness in therapy with monolingual and bilingual language disordered clients?"
- [Alternative Therapies, Herbs, Pills, and Snake Oils or "What's the Harm in That?"](https://www.smartspeechtherapy.com/alternative-therapies-herbs-pills-and-snake-oils-or-whats-the-harm-in-that/) - I've been meaning to write this post for some time and have finally decided to do it now due to an increased prevalence of "non-traditional" treatment options available to parents of language impaired children. More and more unscrupulous or misguided individuals are offering fantastical cures to children diagnosed with the wide variety of disorders including but not limited
- [Why (C) APD Diagnosis is NOT Valid!](https://www.smartspeechtherapy.com/why-c-apd-diagnosis-is-not-valid/) - Today's post will make a number of people quite angry and is intended to be controversial! Why? Because controversy promotes critical thinking, broadens perspectives, allows to acquire better knowledge of the construct in question as well as ultimately guides better decision making on the part of the parties in question. So why the lengthy disclaimer? Because today
- [Assessing Social Communication Abilities of School-Aged Children](https://www.smartspeechtherapy.com/assessing-social-communication-abilities-of-school-aged-children/) - Recently, I've published an article in SIG 16 Perspectives on School Based Issues discussing the importance of social communication assessments of school aged children 2-18 years of age. Below I would like to summarize article highlights. First, I summarize the effect of social communication on academic abilities and review the notion of the “academic impact". Then, I go over
- [Professional Consultation Services for Speech Language Pathologists](https://www.smartspeechtherapy.com/professional-consultation-services-for-speech-language-pathologists/) - Today I'd like to officially introduce a new professional consultation service for speech language pathologists (SLPs), which I initiated with select few clinicians through my practice some time ago. The idea for this service came after numerous SLPs contacted me and initiated dialogue via email and phone calls regarding cases they were working on or asked for advice on
- [Parent Consultation Services](https://www.smartspeechtherapy.com/parent-consultation-services/) - Today I’d like to officially introduce a new parent consultation service which I had originally initiated with a few out-of-state clients through my practice a few years ago. The idea for this service came after numerous parents contacted me and initiated dialogue via email and phone calls regarding the services/assessments needed for their monolingual/bilingual internationally/domestically adopted or biological children with
- [Assessing Behaviorally Impaired Students: Why Background History Matters!](https://www.smartspeechtherapy.com/assessing-behaviorally-impaired-students-why-background-history-matters/) - As a speech language pathologist (SLP) who works in an outpatient psychiatric school-based setting, I frequently review incoming students previous speech language evaluation reports. There are a number of trends I see in these reports which I have written about in the past as well as planned on writing about in the future. For example,
- [Intervention at the Last Moment or Why We Need Better Preschool Evaluations](https://www.smartspeechtherapy.com/intervention-at-the-last-moment-or-why-we-need-better-preschool-evaluations/) - "Well, the school did their evaluations and he doesn't qualify for services" tells me a parent of a 3.5 year old, newly admitted private practice client. "I just don't get it" she says bemusedly, "It is so obvious to anyone who spends even 10 minutes with him that his language is nowhere near other kids his age!"
- [Teaching Punctuation for Writing Success](https://www.smartspeechtherapy.com/teaching-punctuation-for-writing-success/) - Last week I wrote a blog post entitled: "Teaching Metalinguistic Vocabulary for Reading Success" in which I described the importance of explicitly teaching students basic metalinguistic vocabulary terms as elementary building blocks needed for reading success (HERE). This week I wanted to write a brief blog post regarding terminology related to one particular, often ignored
- [What Research Shows About the Functional Relevance of Standardized Language Tests](https://www.smartspeechtherapy.com/what-does-research-say-about-the-functionality-of-language-standardized-tests/) - Standardized tests' limitations
- [Embracing ‘Translanguaging’ Practices: A Tutorial for SLPs](https://www.smartspeechtherapy.com/embracing-translanguaging-practices-a-tutorial-for-slps/) - Please note that this post was originally published in the Summer 2016 NJSHA's VOICES (available HERE). If you have been keeping up with new developments in the field of bilingualism then you’ve probably heard the term “translanguaging,” increasingly mentioned at bilingual conferences across the nation. If you haven’t, ‘translanguaging’ is the “ability of multilingual speakers
- [Comprehensive Assessment of Adolescents with Suspected Language and Literacy Disorders](https://www.smartspeechtherapy.com/helping-adolescents-with-language-disorders/) - When many of us think of such labels as "language disorder" or "learning disability", very infrequently do adolescents (students 13-18 years of age) come to mind. Even today, much of the research in the field of pediatric speech pathology involves preschool and school-aged children under 12 years of age. The prevalence and incidence of language
- [Review of the Test of Integrated Language and Literacy (TILLS)](https://www.smartspeechtherapy.com/review-of-the-test-of-integrated-language-and-literacy-tills/) - The Test of Integrated Language & Literacy Skills (TILLS) is an assessment of oral and written language abilities in students 6–18 years of age. Published in the Fall 2015, it is unique in the way that it is aimed to thoroughly assess skills such as reading fluency, reading comprehension, phonological awareness, spelling, as well as writing in school
- [Review and Giveaway of Strategies by Numbers (by SPELL-Links)](https://www.smartspeechtherapy.com/review-and-giveaway-of-strategies-by-numbers-by-spell-links/) - Today I am reviewing a fairly recently released (2014) book from the Learning By Design, Inc. team entitled SPELL-Links Strategies by Numbers. This 57 page instructional guide was created to support the implementation of the SPELL-Links to Reading and Writing Word Study Curriculum as well as to help students "use the SPELL-Links strategies anytime in any setting.' (p. iii) Its purpose is
- [New Product Giveaway: Comprehensive Literacy Checklist For School-Aged Children](https://www.smartspeechtherapy.com/new-product-giveaway-comprehensive-literacy-checklist-for-school-aged-children/) - I wanted to start the new year right by giving away a few copies of a new checklist I recently created entitled: "Comprehensive Literacy Checklist For School-Aged Children". It was created to assist Speech Language Pathologists (SLPs) in the decision-making process of how to identify deficit areas and select assessment instruments to prioritize a literacy
- [Dear SLPs, Here's What You Need to Know About Internationally Adopted Children](https://www.smartspeechtherapy.com/dear-slps-heres-what-you-need-to-know-about-internationally-adopted-children/) - In the past several years there has been a sharp decline in international adoptions. Whereas in 2004, Americans adopted a record high of 22,989 children from overseas, in 2015, only 5,647 children (a record low in 30 years) were adopted from abroad by American citizens. Primary Data Source: Data Source: U.S. State Department Intercountry Adoption Statistics
- [Review and Giveaway: Test of Semantic Reasoning (TOSR)](https://www.smartspeechtherapy.com/review-and-giveaway-test-of-semantic-reasoning-tosr/) - Today I am reviewing a new receptive vocabulary measure for students 7-17 years of age, entitled the Test of Semantic Reasoning (TOSR) created by Beth Lawrence, MA, CCC-SLP and Deena Seifert, MS, CCC-SLP, available via Academic Therapy Publications. The TOSR assesses the student's semantic reasoning skills or the ability to nonverbally identify vocabulary via image analysis and
- [A Focus on Literacy](https://www.smartspeechtherapy.com/a-focus-on-literacy/) - In recent months, I have been focusing more and more on speaking engagements as well as the development of products with an explicit focus on assessment and intervention of literacy in speech-language pathology. Today I'd like to introduce 4 of my recently developed products pertinent to assessment and treatment of literacy in speech-language pathology. First
- [Is it a Difference or a Disorder? Free Resources for SLPs Working with Bilingual and Multicultural Children](https://www.smartspeechtherapy.com/is-it-a-difference-or-a-disorder-free-resources-for-slps-working-with-bilingual-and-multicultural-children/) - For bilingual and monolingual SLPs working with bilingual and multicultural children, the question of: "Is it a difference or a disorder?" arises on a daily basis as they attempt to navigate the myriad of difficulties they encounter in their attempts at appropriate diagnosis of speech, language, and literacy disorders. For that purpose, I've recently created a
- [The End of See it, Zap it! Ankyloglossia (Tongue-Tie) Controversies in Research and Clinical Practice](https://www.smartspeechtherapy.com/the-end-of-see-it-zap-it-ankyloglossia-tongue-tie-controversies-in-research-and-clinical-practice/) - Today it is my pleasure and privilege to interview 3 Australian lactation consultations: Lois Wattis, Renee Kam, and Pamela Douglas, the authors of a March 2017 article in the Breastfeeding Review: “Three experienced lactation consultants reflect upon the oral tie phenomenon” (which can be found HERE). Tatyana Elleseff: Colleagues, as you very well know, the
- [Early Intervention Evaluations PART I: Assessing 2.5 year olds](https://www.smartspeechtherapy.com/early-intervention-evaluations-part-i-assessing-2-5-year-olds/) - Today, I'd like to talk about speech and language assessments of children under three years of age. Namely, the quality of these assessments. Let me be frank, I am not happy with what I am seeing. Often times, when I receive a speech-language report on a child under three years of age, I am
- [Early Intervention Evaluations PART II: Assessing Suspected Motor Speech Disorders in Children Under 3](https://www.smartspeechtherapy.com/early-intervention-evaluations-part-ii-assessing-suspected-motor-speech-disorders-in-children-under-3/) - In my previous post on this topic, I brought up concerns regarding the paucity of useful information in EI SLP reports for children under 3 years of age and made some constructive suggestions of how that could be rectified. In 2013, I had written about another significant concern, which involved neurodevelopmental pediatricians (rather than SLPs), diagnosing
- [Back to School SLP Efficiency Bundles™](https://www.smartspeechtherapy.com/back-to-school-slp-efficiency-bundles/) - September is practically here and many speech language pathologists (SLPs) are looking to efficiently prepare for assessing and treating a variety of clients on their caseloads. With that in mind, a few years ago I created SLP Efficiency Bundles™, which are materials highly useful for SLPs working with pediatric clients. These materials are organized by areas of
- [Early Intervention Evaluations PART III: Assessing Children Under 2 Years of Age](https://www.smartspeechtherapy.com/early-intervention-evaluations-part-iii-assessing-children-under-2-years-of-age/) - In this post, I am continuing my series of articles on speech and language assessments of children under 3 years of age. My first installment in this series offered suggestions regarding what information to include in general speech-language assessments for this age group, while my second post specifically discussed assessments of toddlers with suspected motor speech
- [Phonological Awareness Screening App Review: ProPA](https://www.smartspeechtherapy.com/phonological-awareness-screening-app-review-propa/) - Summer is in full swing and for many SLPs that means a welcome break from work. However, for me, it's business as usual, since my program is year around, and we have just started our extended school year program. Of course, even my program is a bit light on activities during the summer. There are
- [Early Intervention Part V: Assessing Feeding and Swallowing in Children Under Three](https://www.smartspeechtherapy.com/early-intervention-part-v-assessing-feeding-and-swallowing-in-children-under-three/) - Today I am writing my last installment in the five-part early intervention assessment series. My previous posts on this topic included: General speech and language assessments of children under 3 years of age. Assessments of toddlers with suspected motor speech disorders Assessments of children ~16-18 months of age Assessments of Social Pragmatic Abilities of Children
- [Early Intervention Evaluations PART IV:Assessing Social Pragmatic Abilities of Children Under 3](https://www.smartspeechtherapy.com/early-intervention-evaluations-part-ivassessing-social-pragmatic-abilities-of-children-under-3/) - To date, I have written 3 posts on speech and language assessments of children under 3 years of age. My first post offered suggestions on what information to include in general speech-language assessments for this age group, my second post specifically discussed assessments of toddlers with suspected motor speech disorders and my third post described what information I tend to include
- [Adolescent Assessments in Action: Clinical Reading Evaluation](https://www.smartspeechtherapy.com/adolescent-assessments-in-action-informal-reading-evaluation/) - In the past several years, due to an influx of adolescent students with language and learning difficulties on my caseload, I have begun to research in depth aspects of adolescent language development, assessment, and intervention. While a number of standardized assessments are available to test various components of adolescent language from syntax and semantics to
- [It's a Fairy Tale (Well, Almost) Therapy!](https://www.smartspeechtherapy.com/its-a-fairy-tale-well-almost-therapy/) - I've always loved fairy tales! Much like Audrey Hepburn “If I’m honest I have to tell you I still read fairy-tales and I like them best of all.” Not to compare myself with Einstein (sadly in any way, sigh) but “When I examine myself and my methods of thought, I come to the conclusion that the gift
- [Creating a Comprehensive Speech Language Therapy Environment](https://www.smartspeechtherapy.com/creating-a-thematic-speech-language-therapy-environment/) - So you've completed a thorough evaluation of your student's speech and language abilities and are in the process of creating goals and objectives to target in sessions. The problem is that many of the students on our caseloads present with pervasive deficits in many areas of language. While it's perfectly acceptable to target just a few
- [Speech Language Pathologists (SLPs) for Evidence Based Practice](https://www.smartspeechtherapy.com/speech-language-pathologists-slps-for-evidence-based-practice/) - Last year a new Facebook Group was launched for SLPs interested in evidence-based practice in speech-language pathology. It was created for clinicians to explore and make sense of a myriad of intervention promises and questionable treatments in the fields of health care and education. The group was established specifically for the purpose of research inquiry. It has now reached
- [Professional Development Hours](https://www.smartspeechtherapy.com/professional-development-hours/) - Smart Speech Therapy LLC is excited to present its new professional development service. Now we offer Continuing Maintenance Hours (CMHs) on select purchased text-based products. These hours fulfill the requirement set forth by the American Speech-Language and Hearing Association (ASHA) for certification maintenance. Here’s how it works. Select products from the Smart Speech Therapy LLC online
- [Shop, Share & Earn!  Introducing Our Smart Rewards Program!](https://www.smartspeechtherapy.com/shop-share-earn-introducing-our-smart-rewards-program/) - Shop, Share & Earn! Introducing Our Smart Rewards Program! Earn Smart Reward Points By: 1. Shopping On Our Website 2. Sharing Our Products On Social Media 3. Creating An Account On Our Website (Points Awarded on First Purchase) 4. Reviewing Our Products 5. Commenting on our Blog Posts 6. More Great Ways to Earn Rewards
- [What Should be Driving Our Treatment?](https://www.smartspeechtherapy.com/what-should-be-driving-our-treatment/) - Today I want to talk treatment. That thing that we need to plan for as we are doing our assessments. But are we starting our treatments the right way? The answer may surprise you. I often see SLPs phrasing questions regarding treatment the following way: "I have a student diagnosed with ____ (insert disorder here).
- [The Reign of the Problematic PLS-5 and the Rise of the Hyperintelligent Potato](https://www.smartspeechtherapy.com/the-reign-of-the-problematic-pls-5-and-the-rise-of-the-hyperintelligent-potato/) - Those of us who have administered PLS-5 ever since its release in 2011, know that the test is fraught with significant psychometric problems. Previous reviews of its poor sensitivity, specificity, validity, and reliability, have been extensively discussed HERE and HERE as well as in numerous SLP groups on Facebook. One of the most significant issues with
- [Making Our Interventions Count or What’s Research Got To Do With It?](https://www.smartspeechtherapy.com/making-our-interventions-count-or-whats-research-got-to-do-with-it/) - Two years ago I wrote a blog post entitled: "What’s Memes Got To Do With It?" which summarized key points of Dr. Alan G. Kamhi’s 2004 article: “A Meme’s Eye View of Speech-Language Pathology". It delved into answering the following question: "Why do some terms, labels, ideas, and constructs [in our field] prevail whereas others fail
- [FREE Resources for Working with Russian Speaking Clients: Part II](https://www.smartspeechtherapy.com/free-resources-for-working-with-russian-speaking-clients-part-ii/) - A few years ago I wrote a blog post entitled "Working with Russian-speaking clients: implications for speech-language assessment" the aim of which was to provide some suggestions regarding assessment of bilingual Russian-American birth-school age population in order to assist SLPs with determining whether the assessed child presents with a language difference, insufficient language exposure, or a
- [FREE Resources for Working with Russian Speaking Clients: Part III Introduction to "Dyslexia"](https://www.smartspeechtherapy.com/free-resources-for-working-with-russian-speaking-clients-part-iii-introduction-to-dyslexia/) - Given the rising interest in recent years in the role of SLPs in the treatment of reading disorders, today I wanted to share with parents and professionals several reputable FREE resources on the subject of "dyslexia" in Russian-speaking children. Now if you already knew that there was a dearth of resources on the topic of treating
- [Components of Qualitative Writing Assessments: What Exactly are We Trying to Measure?](https://www.smartspeechtherapy.com/components-of-qualitative-writing-assessments-what-exactly-are-we-trying-to-measure/) - Writing! The one assessment area that challenges many SLPs on daily basis! If one polls 10 SLPs on the topic of writing, one will get 10 completely different responses ranging from agreement and rejection to the diverse opinions regarding what should actually be assessed and how exactly it should be accomplished. Consequently, today I wanted to
- [Do Our Therapy Goals Make Sense or How to Create Functional Language Intervention Targets](https://www.smartspeechtherapy.com/do-our-therapy-goals-make-sense-or-how-to-create-functional-language-intervention-targets/) - In the past several years, I wrote a series of posts on the topic of improving clinical practices in speech-language pathology. Some of these posts were based on my clinical experience as backed by research, while others summarized key point from articles written by prominent colleagues in our field such as Dr. Alan Kamhi, Dr.
- [Clinical Assessment of Elementary-Aged Students Writing Abilities : Suggestions for SLPs](https://www.smartspeechtherapy.com/clinical-assessment-of-elementary-aged-students-writing-abilities-suggestions-for-slps/) - Recently I wrote a blog post regarding how SLPs can qualitatively assess writing abilities of adolescent learners. Today due to popular demand, I am offering suggestions regarding how SLPs can assess writing abilities of early-elementary-aged students with suspected learning and literacy deficits. For the purpose of this post, I will focus on assessing writing of second-grade students
- [Social Communication and Describing Skills: What is the Connection?](https://www.smartspeechtherapy.com/social-communication-and-describing-skills-what-is-the-connection/) - When it comes to the identification of social communication deficits, SLPs are in a perpetual search for quick and reliable strategies that can assist us in our quest of valid and reliable confirmation of social communication difficulties. The problem is that in some situations, it is not always functional to conduct a standardized assessment, while in others a
- [Analyzing Discourse Abilities of Adolescents via Peer Conflict Resolution (PCR) Tasks](https://www.smartspeechtherapy.com/analyzing-discourse-abilities-of-adolescents-via-peer-conflict-resolution-pcr-tasks/) - A substantial portion of my caseload is comprised of adolescent learners. Since standardized assessments possess significant limitations for that age group (as well as in general), I am frequently on the lookout for qualitative clinical measures that can accurately capture their abilities in the areas of discourse, critical thinking, and social communication. One type of an
- [Assessing Social Pragmatic Abilities in Children with Language Difficulties](https://www.smartspeechtherapy.com/in-case-you-missed-it-importance-of-assessing-social-pragmatic-abilities-in-children-with-language-difficulties/) - You've received a referral to assess the language abilities of a school aged child with suspected language difficulties. The child has not been assessed before so you know you’ll need a comprehensive language test to look at the child’s ability to recall sentences, follow directions, name words, as well as perform a number of other
- [On the Disadvantages of Parents Ceasing to Speak the Birth Language with Bilingual Language Impaired Children](https://www.smartspeechtherapy.com/on-the-disadvantages-of-ceasing-to-speak-the-birth-language/) - Despite significant advances in the fields of education and speech pathology, many harmful myths pertaining to multilingualism continue to persist. One particularly infuriating and patently incorrect recommendation to parents is the advice to stop speaking the birth language with their bilingual children with language disorders. There is a plethora of evidence available regarding how bilingualism facilitates, increases,
- [Speech, Language, & Literacy Disorders in School Aged Children with Psychiatric Impairments](https://www.smartspeechtherapy.com/speech-language-literacy-disorders-in-school-aged-children-with-psychiatric-impairments/) - Recently I did a presentation for Rutgers University on the subject of "Speech, Language, & Literacy Disorders in School-Aged Children with Psychiatric Impairments". The learning objectives for this presentation were as follows: Explain the comorbidity between language impairments and psychiatric disturbances of school-aged children Describe language and literacy deficits of school-aged children with psychiatric impairments List warning
- [Improving Accountability of ASHA Approved Continuing Education Providers](https://www.smartspeechtherapy.com/improving-accountability-of-asha-approved-continuing-education-providers/) - Several days ago I had a conversation with the Associate Director of Continuing Education at ASHA regarding my significant concerns about the content and quality of some of ASHA approved continuing education courses. For many months before that, numerous discussions took place in a variety of major SLP related Facebook groups, pertaining to the non-EBP content of
- [Tips on Reducing 'Summer Learning Loss' in Children with Language/Literacy Disorders](https://www.smartspeechtherapy.com/tips-on-reducing-summer-learning-loss-in-children-with-language-literacy-disorders/) - 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
- [Using Picture Books to Teach Children That It's OK to Make Mistakes and Take Risks](https://www.smartspeechtherapy.com/using-picture-books-to-teach-children-that-its-ok-to-make-mistakes-and-take-risks/) - Those of you who follow my blog know that in my primary job as an SLP working for a psychiatric hospital, I assess and treat language and literacy impaired students with significant emotional and behavioral disturbances. I often do so via the aid of picture books (click HERE for my previous posts on this topic)
- [What Makes an Independent Speech-Language-Literacy Evaluation a GOOD Evaluation?](https://www.smartspeechtherapy.com/what-makes-an-independent-speech-language-literacy-evaluation-a-good-evaluation/) - Three years ago I wrote a blog post entitled: "Special Education Disputes and Comprehensive Language Testing: What Parents, Attorneys, and Advocates Need to Know". In it, I used 4 very different scenarios to illustrate the importance of comprehensive language evaluations for children with subtle language and learning needs. Today I would like to expound more on that post
- [Have I Got This Right? Developing Self-Questioning to Improve Metacognitive and Metalinguistic Skills](https://www.smartspeechtherapy.com/have-i-got-this-right-developing-self-questioning-to-improve-metacognitive-and-metalinguistic-skills/) - Many of my students with Developmental Language Disorders (DLD) lack insight and have poorly developed metalinguistic (the ability to think about and discuss language) and metacognitive (think about and reflect upon own thinking) skills. This, of course, creates a significant challenge for them in both social and academic settings. Not only do they have a poorly
- [What are They Trying To Say? Interpreting Music Lyrics for Figurative Language Acquisition Purposes](https://www.smartspeechtherapy.com/what-are-they-trying-to-say-interpreting-music-lyrics-for-figurative-language-acquisition-purposes/) - In my last post, I described how I use obscurely worded newspaper headlines to improve my students’ interpretation of ambiguous and figurative language. Today, I wanted to further delve into this topic by describing the utility of interpreting music lyrics for language therapy purposes. I really like using music lyrics for language treatment purposes. Not
- [Why "good grades" do not automatically rule out "adverse educational impact"](https://www.smartspeechtherapy.com/why-good-grades-do-not-automatically-rule-out-adverse-educational-impact/) - As a speech-language pathologist (SLP) working with school-age children, I frequently assess students whose language and literacy abilities adversely impact their academic functioning. For the parents of school-aged children with suspected language and literacy deficits as well as for the SLPs tasked with screening and evaluating them, the concept of 'academic impact' comes up
- [Editable Report Template and Tutorial for the Test of Integrated Language and Literacy](https://www.smartspeechtherapy.com/editable-report-template-and-tutorial-for-the-test-of-integrated-language-and-literacy/) - Today I am introducing my newest report template for the Test of Integrated Language and Literacy. This 16-page fully editable report template discusses the testing results and includes the following components: Table of testing results Recommendations for using severity ratings of percentile ranks Recommendations of which information to include in the background history section of the report Teacher Interview
- [Speech, Language, and Literacy Fun with Karma Wilson’s "Bear" Books](https://www.smartspeechtherapy.com/speech-language-and-literacy-fun-with-karma-wilsons-bear-books/) - In my previous posts, I've shared my thoughts about picture books being an excellent source of materials for assessment and treatment purposes. They can serve as narrative elicitation aids for children of various ages and intellectual abilities, ranging from pre-K through fourth grade. They are also incredibly effective treatment aids for addressing a variety of speech, language, and literacy goals that
- [Test Review: Clinical Assessment of Pragmatics (CAPs)](https://www.smartspeechtherapy.com/test-review-clinical-assessment-of-pragmatics-cap/) - Today due to popular demand I am reviewing the Clinical Assessment of Pragmatics (CAPs) for children and young adults ages 7 - 18, developed by the Lavi Institute and sold by WPS Publishing. Readers of this blog are familiar with the fact that I specialize in working with children diagnosed with psychiatric impairments and behavioral and
- [Helpful Smart Speech Therapy Site Searching Tips](https://www.smartspeechtherapy.com/helpful-smart-speech-therapy-site-searching-tips/) - 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
- [Neuropsychological or Language/Literacy: Which Assessment is Right for My Child?](https://www.smartspeechtherapy.com/neuropsychological-or-language-literacy-which-assessment-is-right-for-my-child/) - Several 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
- [Therapy Fun with Ready Made Fall and Halloween Bingo](https://www.smartspeechtherapy.com/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,
- [On the Value of Social Pragmatic Interventions via Video Analysis](https://www.smartspeechtherapy.com/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
- [Comprehending Reading Comprehension](https://www.smartspeechtherapy.com/comprehending-reading-comprehension/) - 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

## Pages

- [Best Evidence-Based Materials and Articles for SLPs!](https://www.smartspeechtherapy.com/) - Smart Speech Therapy is your #1 source for evidence-based speech therapy materials and articles. We help SLPs achieve the best outcomes for their clients.
- [Black Friday 2022](https://www.smartspeechtherapy.com/black-friday-2022/) - Subscriber Exclusive SHOP THE EVENT! Black Friday Sale! 30% Off Sitewide Enjoy 30% OFF a total order of $50 or more. Valid Nov 25 - Dec 2, 2022 CODE: BlackFriday2022 SHOP THE EVENT!
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- [About Us](https://www.smartspeechtherapy.com/about/) - Background and Experience Tatyana Elleseff, MA, CCC-SLP is a bilingual SLP who specializes in working with at-risk children with and without concomitant psychiatric impairments who present with complex language and literacy needs. She has been published in a variety of professional journals as well as presented for numerous national and international medical, academic, and non-profit organizations and speech-language-hearing
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- [Testimonials](https://www.smartspeechtherapy.com/testimonials/) - Click HERE to download a pdf containing client testimonials for the time period from January 2009 - June 2018 Teleassessment Testimonial Our family engaged Tatyana Elleseff, M.A., CCC-SLP of Smart Speech Therapy LLC to administer an independent SLP assessment to our ten-year-old 5th-grader. Our child was identified as twice-exceptional (2e); i.e., superior gifted IQ with ADHD-Combined
- [Professional Portfolio](https://www.smartspeechtherapy.com/professional-portfolio/) - Workshops, Lectures, Presentations and Webinars Elleseff, T (2021, Dec 3). Components of Comprehensive Preschool Evaluations. POWER UP Online Conference, Lavi Institute. Elleseff, T (2021, Dec 2). Targeted Pragmatic Assessments of School-Aged Children with Psychiatric Diagnoses. POWER UP Online Conference, Lavi Institute. Elleseff, T (2021, Nov 2). Inattention, Hyperactivity and Impulsivity in At-Risk Children: Differential Diagnosis
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- [Pediatric Services](https://www.smartspeechtherapy.com/pediatric-therapy/) - Evidence-based practice and latest research-based assessments are used to evaluate each child and determine his/her strengths and weaknesses. Family concerns are addressed during the course of the assessment. Caregivers are also educated about the techniques that are utilized during sessions. Pediatric diagnoses that require speech-language therapy remediation that are assessed in this practice: Dyslexia and Reading Disabilities Social
- [International Adoptions](https://www.smartspeechtherapy.com/international-adoptions/) - International Adoptions & Speech Language Services Smart Speech Therapy LLC specializes in providing comprehensive speech language and literacy assessments for internationally adopted children with speech, language and communication delays, as well as psychiatric and neurological impairments. Internationally adopted children are at high risk for developmental delay because of their exposure to institutional environments. Children in institutional
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- [Links](https://www.smartspeechtherapy.com/links/) - Organizations: ASHA The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for 145,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientists. The Childhood Apraxia of Speech Association of North America (CASANA) The mission: To strengthen the support systems in the lives of children with apraxia, so that
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- [Frequently Asked Questions](https://www.smartspeechtherapy.com/faq/) - Do you accept insurance reimbursement? Unfortunately we do not. We are an out of network insurance provider. How do I submit for out of network speech therapy reimbursement? You will be provided with an invoice to submit to your insurance company. It will contain the necessary information including: diagnosis and treatment codes, session times, fees paid, description

## Products

- [Creating A Learning Rich Environment for Language Delayed Preschoolers](https://www.smartspeechtherapy.com/shop/creating-a-learning-rich-environment-for-language-delayed-preschoolers/) - This 40-page presentation provides suggestions on how to facilitate further language development in language delayed/impaired preschoolers at home/school in conjunction with existing outpatient, school, or private practice-based speech-language services. It discusses parental implementation strategies as well as lists useful materials, books, and websites of interest. Use self or purchase to explain and distribute this material to caregivers/educators Content: The importance of daily routines The importance of following the child’s lead Strategies for expanding the child’s language Self-Talk Parallel Talk Expansions Extensions Questioning Use of Praise A Word About Rewards How to Begin How to Arrange the environment Who is directing the show? Strategies for facilitating attention Providing Reinforcement Core vocabulary for listening and expression A word on teaching vocabulary order Teaching Basic Concepts Let’s Sing and Dance Popular toys for young language-impaired preschoolers (3-4 years old) Playsets The Versatility of Bingo (older preschoolers) Books, Books, Books Book reading can be an art form Using Specific Story Prompts Focus on Story Characters and Setting Story Sequencing More Complex Book Interactions Teaching vocabulary of feelings and emotions Select favorite authors perfect for Pre-K Finding Intervention Materials Online The Easy Way Free Arts and Crafts Activities Anyone? Helpful Resources
- [Russian Articulation Screener (5 User Pack)](https://www.smartspeechtherapy.com/shop/russian-articulation-screener-5-user-pack/) - By purchasing this 5 User Pack the purchaser receives permission to disseminate this handout to five individuals for their personal use. Present price reflects a 20% discount per user from the original single user product cost of $14.99. This 85 page product was created for Russian speaking speech language pathologists. It describes typical sound development of monolingual as well as bilingual Russian speaking children as well as provides an overview of the differences between Russian and English sound systems. It includes an informal articulation screening tool as well as record form. Product Content: Comparison of Russian and English Sound Inventories (in English) Differences Between Russian and English Sound Systems (in English) Russian Consonant Sounds (in English) Russian Vowels (in English) Russian Syllable System (in English) Common Error Patterns of Bilingual Russian-American Children (in English) Typical Russian Sound Development (in Russian) Russian Sounds In Words Screener (pages 11-82) (in Russian) This is an informal Russian articulation screener designed to determine the child’s proficiency producing sounds in words. It can be administered to monolingual and bilingual children 2+ years of age in order to determine the extent of word production errors Sounds in Words Recording Chart (in Russian) Helpful Resources
- [Comprehensive Assessment and Treatment of Literacy Disorders in Speech-Language Pathology](https://www.smartspeechtherapy.com/shop/comprehensive-assessment-and-treatment-of-literacy-disorders-in-speech-language-pathology/) - This 125 slide presentation describes how speech-language pathologists can effectively assess and treat children with literacy disorders, (reading, spelling, and writing deficits including dyslexia) from preschool through adolescence. It explains the impact of language disorders on literacy development, lists formal and informal assessment instruments and procedures, as well as describes the importance of assessing higher order language skills for literacy purposes. It reviews components of effective reading instruction including phonological awareness, orthographic knowledge, vocabulary awareness, morphological awareness, as well as reading fluency and comprehension. Finally, it provides recommendations on how components of effective reading instruction can be cohesively integrated into speech-language therapy sessions in order to improve literacy abilities of children with language disorders and learning disabilities. *Please note that there’s some overlap between this material and several related products on the topic of vocabulary, literacy, reading interventions, bilingual literacy practices as well as creating functional goals and objectives for therapeutic purposes. Please review all product descriptions carefully prior to making a purchase of the desired material. Learning objectives: At the end of this presentation learners will be able to: Identify formal literacy assessment instruments sensitive to detection of dyslexia and other literacy deficits in children 3.6-18.0 years of age Describe informal literacy assessment procedures to supplement formal testing List components of effective literacy instruction for struggling learners Explain how to effectively incorporate components of reading instruction into speech-language therapy sessions Slide Content: Hierarchy of Language Development Why Should SLPs Address Literacy? Definition of Dyslexia Select Dyslexia Myths Dyslexia and the Brain Dyslexia and IQ Dyslexia Controversy Genetics of Literacy Disorders Idiopathic Causation Warning Signs of Literacy Deficits in Young Children Assessment: Where do we begin? Collecting Differential Diagnosis Information Background History Collection Critical Questions to Ask the Teachers Review of Other Assessments and Score Discrepancies Select Preschool Language Assessments Development of Complex Sentences in Preschool Children Narrative Assessment of Preschool Children Narrative Ages and Stages: Preschool Children What information can narratives yield? Preschool Tests of Reading, Spelling, and Writing Select School-Age Language Assessments School-Age Tests of Reading, Spelling & Writing General Literacy Testing Specialized Literacy Testing Phonological Awareness Testing Formal Informal Reading Fluency Testing Formal Informal Reading Fluency Rates Reading Comprehension Testing Formal Informal Spelling Assessment Formal Informal Assessment of Writing Formal Informal Components of Effective Literacy Intervention Supplemental Reading Intervention Phonological/Phonemic Awareness Phonological Awareness Tasks Phonological Awareness Session Activities Phonological Awareness Session: Rhyming Phonological Awareness Session: Blending Sounds Phonics Instruction Phonics Instruction Basics Mathes et al, 2007: Instructional Design Recommendations Suggested Sequence of Teaching Letter/Sound Correspondence Orthographic Knowledge Comparisons Between English & Spanish Orthographies Spelling Patterns of Bilingual Children Teaching Spelling Morphological Knowledge Morphological Awareness Studies Morphological Intervention Morphological Intervention with Older Children Mental Graphemic Representations MGR-Based Intervention Vocabulary Knowledge and Instructional Practices Developing a Vocabulary-Enriched Classroom Environment with Teacher Collaboration Vocabulary Selection Tips Examples of Spring Related Vocabulary Effective Methods of Vocabulary Instruction Creating Effective Intervention Materials Components of Effective Vocabulary Interventions Explicit Vocabulary Instruction Instructional Routine for Vocabulary Basic Reading Fluency Decoding for Reading Fluency Reading Fluency Rates Strategies for Improving Fluency Reading Comprehension Informal Reading Comprehension Treatment Teaching Specific Reading Comprehension Skills Tips for Teaching Reading Comprehension Free Resources for Teaching Reading Comprehension Free Resources for Teaching Main Ideas Goal Functionality Maintaining Factors Cognitive Sensorimotor Psychosocial Linguistic Complexity vs. Difficulty Linguistic Contexts Nonlinguistic Contexts Prompts vs. Cues Types of Cues Types of Prompts Levels of Cues Writing Measurable Goals Instructional Accommodations Effective Goal Related Modifications Physical Space Session Structure Child Behavior Session Materials Conclusion Helpful Smart Speech Therapy Resources
- [Editable Report Template and Tutorial for the Test of Integrated Language and Literacy](https://www.smartspeechtherapy.com/shop/editable-report-template-for-the-test-of-integrated-language-and-literacy/) - This 16-page fully editable report template discusses the results of the Test of Integrated Language and Literacy. It includes the following components: Table of testing results Recommendations for using severity ratings of percentile ranks Recommendations of which information to include in the background history section of the report Teacher Interview Samples for Adolescent and Elementary Aged Students Classroom Observations Sample Adaptive behavior section sample Assessment findings in the form of discussion of student weaknesses on individual subtests only vs. composites All subtests descriptions Extensive descriptions of how to analyze error patterns on all subtests Descriptions of how to analyze scenarios when a student obtains average performance but it contradicts academic functioning. Elaborations regarding specific subtests, weaknesses on which are not as apparent or straightforward (e.g., Nonword Repetition, Following Directions, etc.) Recommendations for supplemental testing when the performance on select subtests (e.g., Social Communication) is within the average range despite glaring weaknesses Extensive error descriptions that can be found on the Reading Fluency subtest Extensive footnotes with clarifying information Links to a variety of TILLS FREE tutorials created by the authors Impressions section formulation Possible ICD-10 diagnoses that can result based on TILLS assessment Accommodations Section Adaptive Recommendations Section Maintaining Factors Section Suggested Therapy Long and Short Term Goals Sampler for Listening Comprehension Oral Communication Social Communication Phonological Awareness Phonics Reading Fluency Reading Comprehension Spelling Writing Conventions Writing Composition Reward System and Rationale Expected duration of treatment Prognosis Therapy Discharge Recommendations
- [Social Pragmatic Deficits Checklist for School-Aged Children](https://www.smartspeechtherapy.com/shop/social-pragmatic-deficits-checklist-for-school-aged-children/) - This checklist was created to assist speech language pathologists (SLPs) in identifying/screening social pragmatic language weaknesses/deficits in school-aged children, who may require assessment/intervention services. Provide this form to both teacher and caregiver/s to ensure that the weaknesses are observed consistently across all settings/people. Checklist Categories: Listening/Processing Verbal Expression Prosody Problem Solving Pragmatic Language Social Emotional Development Behavior Supplemental* Caregiver/Teacher Data Collection Form Select Assessments Sensitive to Social Pragmatic Deficits
- [Treatment of Social Communication Deficits in School-Aged Children](https://www.smartspeechtherapy.com/shop/treatment-of-social-pragmatic-deficits-in-school-aged-children/) - This updated 50 slide presentation offers intervention strategies for speech language pathologists working with children suspected social pragmatic language deficits. *Please note that there's a very significant overlap of information between this material and "Improving Social Communication Abilities of Children with Psychiatric Disturbances". Please review both product descriptions very carefully prior to making a purchase of the desired material. Objectives: Describe components and targets of successful social skills treatments List common challenging behavior types and explain proactive behavior strategies used to prevent inappropriate behaviors from occurring Summarize social pragmatic treatment approaches which can be used for children with social pragmatic deficits —Identify materials that can be used to address relevant social pragmatic treatment goals Product Details: The Team Approach to Intervention Role of SLP on the Team Creating Intervention Best Practices in Intervention Design Basic Social Interpersonal Skills Pragmatic Parameters of Communication Intermediate Social Skill Competency Components of Peer Relatedness Implementation: Individual vs. Group Therapy Considerations for Treatment Targets of Successful Social Skills Treatments Evidence-Based Intervention Approaches Behavior Types and Functions Behavior Functions Handling Challenging Behaviors Importance of Determining Behavior Function Examples of Antecedents Proactive Behavior Interventions Review of Specific Social Training programs Skillstreaming Efficacy Limitations PEERS Efficacy Video Modeling Efficacy Suggesting for Implementation Cognitive Behavior Therapy (CBT) Social Thinking Training (Winner) Efficacy Criticisms Responses to Criticisms Eclectic Approaches Teaching Specific Skills: Problem Solving Select Problem Solving Apps Select Materials to Teach Problem Solving Abilities Teaching Specific Skills: Pragmatics Teaching Specific Skills: Social Emotional Competence Select Materials to Teach Social Skills: Linguisystems Select Materials to Teach Social Skills: Super Duper Publications Select Materials to Teach Social Skills: Social Thinking® Select Apps Targeting Pragmatics and Social Skills Teaching Specific Skills: Advanced Listening Comprehension Adapted Materials to Teach Advanced Listening Comprehension Skills Parent Training to Increase Carryover Conclusion Helpful Resources References FOR A DETAILED REVIEW OF THIS PRODUCT CLICK HERE
- [Assessing Personal Narratives of Preschool and School Aged Children](https://www.smartspeechtherapy.com/shop/assessing-personal-narratives-of-preschool-and-school-aged-children/) - This 23 page presentation describes how to assess personal narratives of preschool and school-aged children. Slide content: Why Assess Narrative Abilities? The Value of Narratives Narratives and Language Features Advantages of Informal Narrative Assessments Types of Narratives: Hedberg and Westby (1993) Analysis of Personal Narratives (Bliss & McCabe, 2012) Personal Narrative Elicitation 4 Patterns of impaired narration as well as Cultural Considerations to Personal Narratives African American Children Latino Children Asian Children Chart: Questions for Implementation of the Narrative Assessment Profile (Bliss, McCabe, & Miranda, 1998) References Helpful Resources Intended Audiences: speech language pathologists, teachers and parents
- [Social Pragmatic Deficits Checklist for Preschool Children 3:0-5:11 years of age](https://www.smartspeechtherapy.com/shop/social-pragmatic-deficits-checklist-for-preschool-children/) - This checklist was created to assist speech language pathologists in identifying / screening social pragmatic language weaknesses / deficits in preschool children 3:0-5:11 years of age, who may require assessment / intervention services. Provide this form to both preschool teacher and caregiver/s to ensure that the weaknesses are observed consistently across all settings / people. Checklist Categories: Language Processing Verbal Expression Play Skills Problem Solving Behavior Social Pragmatic Language Executive Function Skills Read the review of this produc by Whitney Smith of the Let's Talk Blog click HERE
- [Freebie: Speech Language Assessment Checklist Sample for the School-Aged Child](https://www.smartspeechtherapy.com/shop/freebie-speech-language-assessment-checklist-sample/) - This one page sample is part of a comprehensive 12 page checklist/guide created to assist speech language pathologists in the decision making process of how to select assessment instruments and prioritize assessment for school age children. The goal is to eliminate administration of unnecessary or irrelevant tests and focus on the administration of instruments directly targeting the areas of difficulty that the child presents with. You will find the complete 12 page guide available in the Smart Speech Therapy LLC online store HERE or by visiting: http://www.smartspeechtherapy.com/shop/speech-language-assessment-checklist-for-a-school-aged-child/ Checklist Areas in the Sample: Receptive Language (Listening) Memory, Attention and Sequencing Vocabulary
- [Speech Language Assessment Checklist for School-Aged Children](https://www.smartspeechtherapy.com/shop/speech-language-assessment-checklist-for-a-school-aged-child/) - This 12 page guide was created to assist speech language pathologists in the decision making process of how to select assessment instruments and prioritize assessment for school age children. The goal is to eliminate administration of unnecessary or irrelevant tests and focus on the administration of instruments directly targeting the areas of difficulty that the child presents with.
- [Handout on The Role of SLPs in Assessment and Management of Dyslexia](https://www.smartspeechtherapy.com/shop/the-role-of-speech-language-pathologists-slps-in-assessment-and-management-of-dyslexia/) - This 2-page document explains the role specially trained SLPs play in the assessment and management of reading, spelling, and writing disorders. Select references from the American Speech-Language and Hearing Association (ASHA) as well as the International Dyslexia Association (IDA) in addition to scientific journal references are provided.
- [The Water Cycle:  A thematic language activity packet for older students](https://www.smartspeechtherapy.com/shop/the-water-cycle-a-thematic-language-activity-packet-for-older-students/) - This thematic packet was created to target listening and reading comprehension of older (upper elementary) students diagnosed with language impairments and learning disabilities. The packet contains the following items: 4 Paragraph Reading Comprehension Passage about the Hyrologic (Water) Cycle 7 Open ended comprehension questions 12 Response to Intervention (RTI) Tier 2 vocabulary words in story context 10 Synonyms and antonyms matching words 15 Fill-in the blank words to complete sentences Open ended sentence formulation utilizing 10 story vocabulary words
- [The Checklists Bundle (Updated)](https://www.smartspeechtherapy.com/shop/the-checklists-bundle/) - The Checklists Bundle contains 7 checklists relevant to screening and assessment in speech language pathology Speech Language Assessment Checklist for a Preschool Child 3:00-6:11 years of age Speech Language Assessment Checklist for a School-Aged Child 7:00-11:11 years of age Speech Language Assessment Checklist for Adolescents 12-18 years of age Comprehensive Literacy Checklist for Preschool & Kindergarten-Aged Children 3:00-5:11 years of age Comprehensive Literacy Checklist For School-Aged Children 6-18 years of age Social Pragmatic Deficits Checklist for School-Aged Children 7:00-11:11 years of age Social Pragmatic Deficits Checklist for Preschool Children 3:00-6:11 years of age
- [Teaching "Insight" to Students with Social Pragmatic and Executive Function Deficits](https://www.smartspeechtherapy.com/shop/teaching-insight-to-students-with-social-pragmatic-and-executive-function-deficits/) - This thematic 10 page packet was created to target the development of “insight” in students with average IQ, 8+ years of age, presenting with social pragmatic and executive function difficulties. Intended Audiences: Clients with Language Impairments Clients with Social Pragmatic Language Difficulties Clients with Executive Function Difficulties Clients with Psychiatric Impairments ODD, ADHD, MD, Anxiety, Depression, etc. Clients with Autism Spectrum Disorders Clients with Nonverbal Learning Disability Clients with Fetal Alcohol Spectrum Disorders Adult and pediatric post-Traumatic Brain Injury (TBI) clients Clients with right-side CVA Damage Packet Contents: The packet contains 1 page text explaining the concept of insight to students. It also contains 11 Tier II vocabulary words relevant to the discussion of insight and their simplified definitions. The words were selected based on course curriculum standards for several grade levels (fourth through seventh) due to their wide usage in a variety of subjects (social studies, science, math, etc.) Language activities in this packet include: Explaining definitions Answering open-ended comprehension questions Sentence construction activity Crossword puzzle Two morphological awareness activities Define prefixes and suffixes Change word meanings by adding prefixes and suffixes to words Self-reflection page in written format contains questions for students to assist them with judging their own strengths and weaknesses related to academic performance To read a detailed post, which describes how to use this packet click HERE.
- [Gauging Moods and Interpreting Abstract Emotional States](https://www.smartspeechtherapy.com/shop/gauging-moods-and-interpreting-abstract-emotional-states/) - Overview: This 20 page social pragmatic photo/question set is intended for children 7+ years of age, who have difficulty recognizing abstract emotional states of others (beyond the “happy, mad, sad” option) and appropriately gauging their moods. There are on average 12-15 questions per each photo. Each page contains a photograph of a person feeling a particular emotion. Intended Audiences: Clients with Language Impairments Clients with Social Pragmatic Language Difficulties Clients with Executive Function Difficulties Clients with Psychiatric Impairments ODD, ADHD, MD, Anxiety, Depression, etc. Clients with Autism Spectrum Disorders Clients with Nonverbal Learning Disability Clients with Fetal Alcohol Spectrum Disorders Adult and pediatric post-Traumatic Brain Injury (TBI) clients Clients with right-side CVA Damage After the student is presented with the photograph, they are asked a number of questions pertaining to the recognition of the person's emotions, mood, the reason behind the emotion they are experiencing as well as what they could be potentially thinking at the moment. This activity is suitable for both individual therapy sessions as well as group work. In addition to its social pragmatic component is also intended to increase vocabulary knowledge and use as well as sentence length of children with language impairments. Areas covered in this packet: Gauging Age (based on visual support and pre-existing knowledge) Gauging Moods (based on visual clues and context) Explaining Facial Expressions Making Social Predictions and Inferences (re: people’s emotions) Assuming First Person Perspectives Understanding Sympathy Vocabulary Knowledge and Use (pertaining to the concept of Emotional Intelligence) Semantic Flexibility (production of synonyms and antonyms) Complex Sentence Production Expression of Emotional Reactions Problem Solving Social Situations Friendship Management and Peer Relatedness To read a detailed post, which describes the importance of developing student's emotional intelligence containing additional information about this packet click HERE.
- [The Role of Pragmatic Language in Reading Comprehension and Written Expression: Focus on Assessment](https://www.smartspeechtherapy.com/shop/the-role-of-pragmatic-language-in-reading-comprehension-and-written-expression-focus-on-assessment/) - This 40-slide presentation reviews the importance of pragmatic language competence for oral language, reading comprehension and written composition purposes. It explains how speech-language pathologists (SLPs) can effectively analyze reading and writing related clinical assessment samples for treatment planning purposes. Learnign Objectives: At the end of this presentation learners will be able to: Identify aspects of pragmatic language competence Discuss how pragmatic deficits affect reading comprehension skills Describe how pragmatic deficits affect written composition skills Explain how to perform clinical assessments of reading comprehension and written expression with a focus on pragmatic language competence List examples of effective pragmatic goals for treatment planning purposes Slide Content: Oral Language Competence Narrative Abilities and Reading Development Language Areas Pragmatic Language Pragmatic Language Competence Pragmatic Language Deficits The Role of Pragmatics in Reading Comprehension Effect of Impaired Pragmatics on Reading Comprehension Gestalt Processing and Reading Comprehension Pragmatics Based Reading Comprehension Questions (Fiction) Pragmatic Competence and Written Expression The Role of Pragmatics in Written Expression: Focus on Narratives The Role of Pragmatics in Written Expression: Focus on Expository Writing The Role of Pragmatics in Written Expression: Focus on Persuasive Writing Clinical Assessment of Reading Comprehension Written Assessment Types for Children and Adolescents Clinical Assessment of Written Expression Effective Pragmatic Treatment Goals Intermediate Pragmatic Treatment Goals: Reading Comprehension Advanced Pragmatic Treatment Goals: Reading Comprehension Intermediate Pragmatic Treatment Goals: Written Composition Advanced Pragmatic Treatment Goals: Written Composition Conclusion Helpful Resources
- [Assessment of sound and syllable imitation in Russian speaking infants and toddlers](https://www.smartspeechtherapy.com/shop/assessment-of-sound-and-syllable-imitation-in-russian-speaking-infants-and-toddlers/) - Альбом для обследования имитации звуков детей ясельного возраста This 70 page product describes typical language and speech development of monolingual and bilingual Russian speaking children as well as provides an overview of the differences between Russian and English sound systems. It contains a Russian sound and syllable screener as well as record form and was designed to determine the young child’s proficiency in producing early speech sounds. It can be administered to monolingual and bilingual Russian speaking children 1+ years of age in order to determine imitation abilities as well as presence of motor speech errors/deficits. Product Content: Comparison of Russian and English Sound Inventories (in English) Differences Between Russian and English Sound Systems (in English) Russian Consonant Sounds (in English) Russian Vowels (in English) Russian Syllable System (in English) Common Error Patterns of Bilingual Russian-American Children (in English) Typical Russian Sound Development (in Russian) Similarities between monolingual and bilingual language acquisition Bilingual Language Development Important Bilingual Milestones Bilingual Milestones and Age of Onset Russian Sound and Syllable Screener (pages 18-69) (in Russian) This is an informal Russian sound and syllable screener designed to determine the young child’s proficiency in producing early speech sounds. It can be administered to monolingual and bilingual Russian speaking children 1+ years of age in order to determine imitation abilities as well as presence of motor speech errors/deficits. Sounds and Syllables Recording Chart (in Russian) Helpful Resources
- [Speech Language Assessment Checklist For Preschool Children](https://www.smartspeechtherapy.com/shop/speech-language-assessment-checklist-for-a-preschool-child/) - This 9 page guide was created to assist speech language pathologists in the decision making process of how to select assessment instruments and prioritize assessment for preschool children 3:00-5:11 years of age. The goal is to eliminate administration of unnecessary or irrelevant tests and focus on the administration of instruments directly targeting the areas of difficulty that the child presents with.
- [Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children](https://www.smartspeechtherapy.com/shop/language-difference-vs-language-disorder-assessment-intervention-strategies-for-slps-working-with-bilingual-children/) - This updated and extensively revised 200+ slide material discusses how to provide effective evidence based practice assessments to bilingual children in order to differentiate English Language Learners from bilingual children with true language disorders. It also offers recommendations regarding therapeutic interventions with bilingual children with language impairments.
- [Narrative Assessments of Preschool, School-Aged, and Adolescent Children](https://www.smartspeechtherapy.com/shop/narrative-assessments-of-preschool-and-school-aged-children/) - This 73 slide presentation explains how to assess narrative abilities in preschool and school aged children
- [Identifying Language and Literacy Difficulties in Adolescents](https://www.smartspeechtherapy.com/shop/identifying-language-and-literacy-difficulties-in-adolescents/) - This 20-slide presentation was created for speech-language pathologists to help classroom teachers to identify new/existing students who may need to be referred for speech-language screening or comprehensive language/literacy assessments. It was created to o avoid under the referral of students who have not mandated S/P services in the IEP but who may present with hidden language and literacy-based deficits that require remediation. Learning objectives: After the conclusion of this presentation, learners will be able to Describe typical language and literacy development in adolescents Identify areas of concern meriting potential service referrals Refer students with language and literacy difficulties for assessment and therapy services Slide Content: Development of language processing and listening comprehension in 12-18-year-olds List of deficits meriting a referral Semantic Development in 12-18-year-olds List of deficits meriting a referral Syntactic and Morphological Development in 12-18-year-olds List of deficits meriting a referral Discourse Development in 12-18-year-olds List of deficits meriting a referral Reading Development in 12-18-year-olds List of deficits meriting a referral Writing Development in 12-18-year-olds List of deficits meriting a referral Relationship Between psychotherapy and pragmatic deficits Problem Solving in 12-18-year-olds List of deficits meriting a referral Additional Areas that Warrant a Referral Speech Prosody Resonance Voice Conclusion References Additional Helpful Resources
- [Assessment of Adolescents with Language and Literacy Impairments in Speech Language Pathology  ](https://www.smartspeechtherapy.com/shop/assessment-of-adolescents-with-language-and-literacy-impairments-in-speech-language-pathology/) - —The prevalence and incidence of language disorders in adolescents continues to be difficult to estimate due to which some authors have referred to them as a neglected group with significant problems having an “invisible disability”. Undetected language deficits tend to worsen with age and adversely impact academic functioning and vocational options of affected adolescents. This 130-slide pdf download discusses how to effectively select assessment materials in order to conduct comprehensive evaluations of adolescents with suspected language and literacy disorders. It contains embedded links to ALL the books and research articles used in the development of this product (access to articles is not included and is dependent on the journal subscriber privledges of individual users). Learning Objectives: —By the end of this presentation learners will be able to: Discuss developmental milestones pertinent to adolescent development in the areas of semantics, syntax, pragmatics, executive functions, and literacy Identify the most sensitive general language assessment instruments for adolescents 12-18 (+) years of age Identify formal specialized language and literacy assessments instruments for adolescents 12-18 (+) years of age Describe informal language and literacy assessment procedures to supplement formal testing Slide Content: Hierarchy of Language Development Identification of Adolescents with Language Impairments Prevalence and Incidence of Language Disorders in Adolescents Areas of Visible Deficits General Language Development during Adolescence from Comprehension to Writing Development (2 slides) Expansion of Word Definition Development Adolescent Milestones Lexicon Figurative Language —Syntax Discourse and Pragmatics —Literacy Executive Functions Warning Signs of Language Impairments in Adolescents (2 slides) The Problem of Underidentification Areas to Assess Suggestions for Initiation of Assessment Suggestions for Assessment Checklist For Adolescents 12-18 Years Of Age Sample Assessment Areas Select Standardized Tests Useful for Adolescents (22 slides) Informal Assessment: Discourse, Narratives, and Social Communication Types of Language Sampling ("Gold Standard") Conversational Fictional Expository Persuasive Benefits of Language Sampling Conversational Sampling Task Productivity Measures Expository Sampling Task Productivity Measures Peer Conflict Resolution (PCR) 2 Tasks, 5 slides Microstructural Analysis (4 slides) Word-Finding (2 slides) 2 Case Studies with Transcripts and Analyses (8 slides) The Importance of Narrative Retelling Assessment Adolescent Narrative Stages (2 slides) Components of Linguistically Sophisticated Narratives Adolescent Use of Abstract Vocabulary (3 slides) 2 Case Studies with Transcripts and Analyses (5 slides) Informal Social Communication Assessment (7 slides includes one case study) Informal Literacy Assessment Adolescent Language Impairment and Reading Proficiency Importance of Phonological Awareness Abilities for Adolescents* Phonological Awareness Assessment Caveat Informal Phonological Assessment Screening Recommendations Utility of Nonword Repetition Tasks Informal Reading Fluency Assessment Average Reading Fluency Rates 6-8 grade Reading Fluency and Students With Reading Disabilities Reading Fluency Case Study with Analysis (2 slides) Informal Reading Comprehension Assessment Reading Comprehension Case Study with Analysis (3 slides) Prescriptive Spelling Assessment (2 slides) Informal Spelling Screening Nonsense Word Spelling Grade Level Spelling Screening (with embedded word lists for grades 7-12) Utility of Informal Writing Assessments Types of Writing Assessments Narrative Expository Persuasive Narrative Writing Task (3 slides with instructions, prompts and productivity measures) Expository Writing Task (3 slides with instructions, prompts and productivity measures) Persuasive Writing Task (4 slides with instructions, prompts and productivity measures) Recommendations for Feature Analysis in General Writing Assessments Persuasive Writing Task Case Study with Analysis (4 slides including written sample and transcript) Conclusion Select Smart Speech Therapy Resources
- [Dynamic Assessment of Bilingual and Multicultural Learners in Speech Language Pathology](https://www.smartspeechtherapy.com/shop/dynamic-assessment-of-bilingual-and-multicultural-learners-in-speech-language-pathology/) - This 23-page presentation discusses how monolingual SLPs can provide effective evidence-based practice speech-language assessments to differentiate between bilingual English language learners and bilinguals with primary language impairment. It reviews important background history considerations relevant to the initiation of assessments as well as provides relevant questions professionals can ask in order to create an understanding both read and green flags with respect to disorder determination. Please note that this sample product is part of several full products related to the assessment of bilingual and multicultural children, including: Multicultural Assessment and Treatment Bundle Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children Practical Strategies for Monolingual SLPs Assessing and Treating Bilingual Children After the completion of this workshop, the participants will be able to: Ask caregivers targeted relevant background history questions Discuss research driven EBP in dynamic assessment of bilingual learners Target Audience Speech Language Pathologists (SLPs) including Speech Language Pathology Assistants (SLPA’s) Clinical Fellows (CF’s) Graduate Speech Pathology Students Product Content: Background History Collection (Red Flags) Case History Questions Approaches to Dynamic Assessment Dynamic Assessment Framework Dynamic Assessment Studies Dynamic Assessment Tasks Components of a Mediated Learning Experience Dynamic Assessment in Action: Teaching Vocabulary Mediated Learning Starters Where to find select FREE Dynamic Assessment Materials Questions to Ask During Dynamic Assessment Conclusion Helpful Smart Speech Therapy Resources
- [Strategies of Asking For Help Chart](https://www.smartspeechtherapy.com/shop/strategies-of-asking-for-help-in-sessions/) - As featured on Ashasphere, this chart lists a variety of prompts children can use to receive assistance in therapy sessions, classroom or at home. It was created for children with language based and executive function deficits who present with significant trouble requesting assistance when needed. Place this chart in the child's line of vision and prompt them to use relevant prompts to alert teachers, therapists or parents when they need help. For example, under the category, “if confused,” the chart advises saying, “I don’t know where to find the answer.” Prior to using the chart pre-teach the child the strategies listed there, explain when to use each strategy (during what type of tasks/questions/situations), as well as why it is so important to ask for help. Depending on the severity of the child’s impairment, you may need to spend several sessions pre-teaching these concepts to optimize the child’s success. Don’t limit use of the chart to language treatment sessions. What would be the point if the child only learns to ask for help during treatment, but is unable to do so when working on assignments in class or homework at home? Provide a copy to both teachers and parents to attach to the child’s desk in class and at home so the chart serves as a continuing visual reminder to ask help, along with strategies for how to do it
- [Selecting Clinical Materials for Pediatric Therapy](https://www.smartspeechtherapy.com/shop/selecting-clinical-materials-for-pediatric-therapy/) - This 30 slide presentation was designed to assist speech-language pathologists with the selection of clinical materials for pediatric therapy. Product Learning Objectives: Describe how to plan functional therapy procedures taking into consideration the client's maintaining factors Discuss how to select specific session materials to facilitate client interactions Summarize factors relevant to evaluation of materials and apps Explain how to adapt and appdapt materials and apps List free resources for apps and materials Slide Content: Considerations to materials selection Maintaining Factors Cognitive Psychosocial Sensorimotor Linguistic Complexity vs. Difficulty Linguistic Contexts Nonlinguistic Contexts Supporting the Core Curriculum Useful Facebook Groups Where to Find Free Materials (select slides with embedded links) Evaluating Materials Adapting Materials Seasonal Cards Limitations of Apps and Commercial Materials Adapting Apps Finding Apps to Adapt to Goals Advantages of Using Apps in Educational Settings Evaluating Apps Appdapting Apps Conclusion Select Smart Speech Therapy Resources
- [Assessment of Social Communication Deficits in School-Aged Children with Psychiatric Impairments](https://www.smartspeechtherapy.com/shop/assessing-social-skills-in-children-with-psychiatric-disturbances/) - This revised 57 slide presentation offers assessment strategies for speech-language pathologists working with children with emotional and behavioral disturbances Learning objectives: Explain the impact of psychiatric disturbances on language development of children List common pediatric psychiatric (non-autistic) diagnoses affecting language abilities Summarize the role of SLP in assessment of pragmatic language and social cognitive abilities of school-age children List formal assessment instruments used to assess pragmatic language and social cognitive abilities of school age children Describe informal assessment procedures used to assess pragmatic language and social cognitive abilities of school age children *Please note that there’s a very significant overlap of information between this material and “Assessing Social Communication Abilities of School Aged Children”. Please review both product descriptions very carefully prior to making a purchase of the desired material. Product Content: Psychiatric Diagnoses and Language Disorders Psychiatric Diagnoses and Social Pragmatic Skills Common Pediatric Psychiatric (non autistic) Diagnoses Affecting Language Skills Role of SLPs Relevant to Social Communication Disorders Social Communication Skills Difficulty with Detection of Social Pragmatic Language Deficits Where to begin assessment Relevant Assessment Areas Sample Areas of Difficulty Useful Standardized Tests: Strengths and Limitations Useful Informal Assessments It’s all about ToM First Order False Belief Task Second Order False Belief Tasks Strange Stories Discourse Analysis Procedural Analysis Narrative Analysis Conclusion Helpful Resources References
- [Behavior Management Strategies for Speech Language Pathologists](https://www.smartspeechtherapy.com/shop/behavior-management-strategies-for-speech-language-pathologists/) - This 65 slide presentation offers behavior management strategies for speech language pathologists
- [Fetal Alcohol Spectrum Disorder An Overview of Deficits](https://www.smartspeechtherapy.com/shop/fetal-alcohol-spectrum-disorder-an-overview-of-deficits/) - This 40 slide material provides an overview for speech-language pathologists regarding how alcohol consumption during pregnancy affects the structure and function of a child's developing brain. It also describes symptoms of alcohol-related speech/language deficits in children of varying ages from infancy through adolescence, as well as lists challenges with reliable identification and diagnosis of alcohol-related deficits. Objectives: List the terms associated with fetal alcohol spectrum disorders (FASD). Explain FASD-related diagnostic challenges Describe how prenatal alcohol abuse can change the structure and function of the developing brain. Describe symptoms of alcohol- related speech/language deficits in children of varying ages. Product Details: FASD Overview Types of Damage List of Current FASD Terms Updated FASD Guidelines for Identification FASD Related Statistics US Misdiagnosis and Missed Diagnoses in Foster and Adopted Children With Prenatal Alcohol Exposure The Toll of Misdiagnosis FAS related diagnostic challenges Prevalence of Fetal Alcohol Spectrum Disorders in 4 US Communities The “Controversy of Visibility” Structural Damage Oral Cavity Hearing Mechanism Alcohol Related Cognitive-Linguistic Deficits Genetics and FASD FASD Related Brain Damage Frontal Lobes Prefrontal cortex Corpus Callosum Basal Ganglia Hypothalamus Amygdala Hippocampus Cerebellum Alcohol Related Damage Summary Infants with alcohol related deficits Toddlers with alcohol related deficits School Aged Children and FASD Adolescents with FASD Secondary Conditions and FASD Conclusion References
- [Social Scenes for Assessment and Treatment Purposes](https://www.smartspeechtherapy.com/shop/social-scenes-for-assessment-and-treatment-purposes/) - This 3-page sample photo/question set was created to assist SLPs with assessing and treating describing abilities for social communication and narrative purposes. See the accompanying post entitled: "Social Communication and Describing Skills: What is the Connection?" for more details.
- [Comprehensive Literacy Checklist For School-Aged Children](https://www.smartspeechtherapy.com/shop/comprehensive-literacy-checklist-for-school-aged-children/) - This literacy checklist was created to assist Speech Language Pathologists (SLPs) in the decision-making process of how to identify deficit areas and select assessment instruments to prioritize a literacy assessment for school aged children. The goal is to eliminate administration of unnecessary or irrelevant tests and focus on the administration of instruments directly targeting the specific areas of difficulty that the student presents with. *The term “literacy checklist” rather than “dyslexia checklist” is used throughout this document to refer to any deficits in the areas of reading, writing, and spelling that the child may present with in order to identify any possible difficulties the child may present with, in the areas of literacy as well as language. This checklist can be used for multiple purposes. 1. To identify areas of deficits the child presents with for targeted assessment purposes 2. To highlight areas of strengths (rather than deficits only) the child presents with pre or post intervention 3. To highlight residual deficits for intervention purpose in children already receiving therapy services without further reassessment Checklist Content: Page 1 Title Page 2 Directions Pages 3-9 Checklist Page 10 Select Tests of Reading, Spelling, and Writing for School-Aged Children Pages 11-12 Helpful Smart Speech Therapy Materials Checklist Areas AT RISK FAMILY HISTORY AT RISK DEVELOPMENTAL HISTORY BEHAVIORAL MANIFESTATIONS LEARNING DEFICITS Memory for Sequences Vocabulary Knowledge Narrative Production Phonological Awareness Phonics Morphological Awareness Reading Fluency Reading Comprehension Spelling Writing Conventions Writing Composition Handwriting
- [Treatment of Literacy Disorders in Speech-Language Pathology](https://www.smartspeechtherapy.com/shop/treatment-of-literacy-disorders-in-speech-language-pathology/) - This 84-page product describes how speech-language pathologists can effectively treat children with literacy disorders, (reading, spelling, and writing deficits including dyslexia) from preschool through adolescence. It explains the impact of language disorders on literacy development and reviews components of effective reading instruction including phonological awareness, orthographic knowledge, vocabulary awareness, morphological awareness, as well as reading fluency and comprehension. Finally, it provides recommendations on how components of effective reading instruction can be cohesively integrated into speech-language therapy sessions in order to improve literacy abilities of children with language disorders and learning disabilities. *Please note that this material is also available as part of the following product: "Comprehensive Assessment and Treatment of Literacy Disorders in Speech-Language Pathology" There’s some overlap between this material and several related products on the topic of vocabulary, literacy, reading interventions, bilingual literacy practices as well as creating functional goals and objectives for therapeutic purposes. Please review all product descriptions very carefully prior to making a purchase of the desired material. Learning objectives: At the end of this presentation learners will be able to: Describe the impact of language disorders on literacy development List components of effective literacy instruction for struggling learners Explain how to effectively incorporate components of reading instruction into speech-language therapy sessions Slide Content: Components of Effective Literacy Intervention Supplemental Reading Intervention Phonological/Phonemic Awareness Phonological Awareness Tasks Phonological Awareness Session Activities Phonological Awareness Session: Rhyming Phonological Awareness Session: Blending Sounds Phonics Instruction Phonics Instruction Basics Mathes et al, 2007: Instructional Design Recommendations Suggested Sequence of Teaching Letter/Sound Correspondence Orthographic Knowledge Comparisons Between English & Spanish Orthographies Spelling Patterns of Bilingual Children Teaching Spelling Morphological Knowledge Morphological Awareness Studies Morphological Intervention Morphological Intervention with Older Children Mental Graphemic Representations MGR-Based Intervention Vocabulary Knowledge and Instructional Practices Developing a Vocabulary-Enriched Classroom Environment with Teacher Collaboration Vocabulary Selection Tips Examples of Spring Related Vocabulary Effective Methods of Vocabulary Instruction Creating Effective Intervention Materials Components of Effective Vocabulary Interventions Explicit Vocabulary Instruction Instructional Routine for Vocabulary Basic Reading Fluency Decoding for Reading Fluency Reading Fluency Rates Strategies for Improving Fluency Reading Comprehension Informal Reading Comprehension Treatment Teaching Specific Reading Comprehension Skills Tips for Teaching Reading Comprehension Free Resources for Teaching Reading Comprehension Free Resources for Teaching Main Ideas Goal Functionality Maintaining Factors Cognitive Sensorimotor Psychosocial Linguistic Complexity vs. Difficulty Linguistic Contexts Nonlinguistic Contexts Prompts vs. Cues Types of Cues Types of Prompts Levels of Cues Writing Measurable Goals Instructional Accommodations Effective Goal Related Modifications Physical Space Session Structure Child Behavior Session Materials Conclusion Helpful Smart Speech Therapy Resources
- [Recognizing the Warning Signs of Social Emotional Difficulties in Language Impaired Toddlers and Preschoolers](https://www.smartspeechtherapy.com/shop/recognizing-the-warning-signs-of-social-emotional-difficulties-in-language-impaired-toddlers-and-preschoolers/) - This 48 slide presentation discusses the connection between late language development and the risk of social emotional disturbances in young children 18 months-6 years of age. It describes manifestations of emotional behavioral difficulties in young children with language deficits, lists formal and informal assessments relevant to toddlers and preschoolers, and explains which warning signs of significant emotional behavioral manifestations in young children warrant a referral to related professionals (e.g., psychiatrists, psychologists, etc.) Learning Objectives: Explain the connection between late language development and social-emotional functioning Describe manifestations of emotional behavioral difficulties in young children with language deficits List formal and informal assessments relevant to toddlers and preschoolers Explain why the warning signs of significant emotional behavioral manifestations in young children warrant a referral to related professionals Psychologists Psychiatrists Slide Content: Language impairment and psychiatric comorbidities How early do these difficulties show? Do the parents always see it? are there discrepancies between parents and teachers? What should we track with respect to behavior? What are some warning signs of behavioral difficulties? It’s not just autism that’s a concern Common Psychiatric Disorders in Children 2-5 years of age Differences between settings Psychiatric Hospital Private Practice (with a focus on psychiatric disorders) Are all language delayed toddlers/preschoolers at risk? When do you really see behavior issues in full effect? Let’s Talk Assessment Preparing for Assessment: Parental Interview During the Assessment Language Sample and Complex Sentences: Did you know..? Narrative Assessment Overview Narrative Ages and Stages What can narratives yield about the child? Standardized Instruments Sensitive to Social Pragmatic Deficits Checklists Sensitive to Behavior Difficulties in Toddlers and Preschoolers Reviewing the Language Findings Comparing Results What to do next? Conclusion References Helpful Resources Contact Information
- [Multicultural Assessment and Treatment Bundle](https://www.smartspeechtherapy.com/shop/multicultural-assessment-and-treatment-bundle/) - Multicultural Assessment and Treatment Bundle contains 2 downloads relevant to assessment and treatment of bilingual/multicultural children Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children Impact of Cultural and Linguistic Variables On Speech-Language Services
- [Types and Levels of Cues and Prompts in Speech Language Therapy](https://www.smartspeechtherapy.com/shop/types-and-levels-of-cues-and-prompts-in-speech-language-therapy/) - Are you trying to understand the difference between cues and prompts? Want to know the difference between phonemic and semantic prompts? Trying to figure out how to distinguish between tactile and gestural cues? The grab this handy guide which will succinctly explain all of this information on just a handful of slides. Product Content Prompts vs. Cues Types of Prompts Types of Cues Levels of Support Making Goals Measurable
- [Creating a Functional Therapy Plan: Therapy Goals & SOAP Note Documentation](https://www.smartspeechtherapy.com/shop/creating-a-functional-therapy-plan-therapy-goals-soap-note-documentation/) - This 35 slide presentation explains how to create the most effective therapy plan following the client’s assessment.
- [Recognizing Speech-Language Delay in School-Age Children](https://www.smartspeechtherapy.com/shop/recognizing-speech-language-delay-in-school-age-children-a-tutorial/) - This 20 slide handout is a tutorial created for speech language pathologists to help classroom teachers to identify new/existing students who may need to be referred for speech language screening or comprehensive speech language evaluation. It explains how to avoid under referral of students who are not mandated S/P services in the IEP but who may present with hidden speech/language based deficits which require remediation. Learning Objectives: ▫Summarize typical language development of preschool and school age children 4-13 years of age ▫Identify warning signs of speech language delay ▫Recognize when to request a speech language referral form from the speech language therapist to refer a student for screening/assessment
- [The Origins of Halloween: Thematic Language Activity Packet for Older Students](https://www.smartspeechtherapy.com/shop/the-origins-of-halloween-thematic-language-activity-packet-for-older-students/) - This thematic packet was created to target listening and reading comprehension of upper-elementary, middle-school, and/or high school students diagnosed with language impairments and learning disabilities The packet contains Response to Intervention (RTI) Tier 2 vocabulary words in story context. The packet contains the following items: 5 Paragraph Reading Comprehension Passage about the History of Halloween 30 Response to Intervention (RTI) Tier 2 vocabulary words in story context 10 Open-ended comprehension questions 10 Synonyms and antonyms matching words 23 Fill in the blank words to complete sentences Open-ended sentence formulations task which utilizes story vocabulary words
- [Revised: Speech Language Assessment and Treatment of Children with Alcohol Related Disorders](https://www.smartspeechtherapy.com/shop/speech-language-assessment-and-treatment-of-children-with-alcohol-related-disorders/) - This 72 slide revised and expanded presentation provides an overview of how to conduct functional speech and language assessments and design relevant intervention for children with confirmed or suspected prenatal alcohol exposure. It contains the following information: FASD in the Schools FASD and Mental Health FASD Behavior Profile Classroom Functioning Core Deficits in FASD FASD Referral Basics Importance of Referral for Diagnosis Background History Collection Note on Maternal Risk Factors Growth/Developmental Milestones Risk Factors How to Generate Caregiver Intakes Assessment Considerations On the inclusion of students with disabilities in the normative samples Comprehensive Assessment: Language and Literacy Assessment Tasks and What They Measure Assessing Subtle Deficits Assessing Metalinguistic Abilities Assessing Semantic Flexibility Skills Assessing Narrative Abilities Assessing Social Communication How to Determine Severity Maintaining Factors Cognitive Sensorimotor Psychosocial Linguistic Effective Management Physical Space Modifications Session Structure Modifications Session Materials Modifications How to Modify Child’s Behavior Strategies Complexity vs. Difficulty Linguistic and Nonlinguistic Contexts Prompts vs. Cues Types of Cues Types of Prompts Levels of Support Language Interventions Improving Social Competence Parental Involvement Conclusion References
- [Social Pragmatic Language Activity Pack](https://www.smartspeechtherapy.com/shop/are-you-being-social-social-pragmatic-language-bundle/) - This 30 page social pragmatic photo/question set is intended for children ages 6 and older. It is organized in a hierarchy of complexity ranging from basic social scenarios to more abstract and socially ambiguous situations. Some photos contain additional short stories with questions that focus on auditory memory, processing, and comprehension. There is on average 10-20 questions per each photo, and each photo takes up one page. While some scenarios may be suitable for younger children, most are suitable for children ages 8-9 and older. Select scenarios containing abstract concepts may be suitable only for upper elementary or middle school aged students. These sets are suitable for both individual therapy sessions as well as group work. Depending on the student’s abilities and extent of deficits, one set (one page) may take up to 30 minutes to complete. Areas covered by the questions: Recognizing Emotional Reactions Explaining Facial Expressions Making Predictions Making Inferences (re: people, locations, thoughts, feelings, and actions) Multiple Interpretations (of actions and settings) Interpersonal Negotiations Sympathy/Empathy Peer Relatedness (Support) Interpreting Ambiguous Situations Problem Solving Determining Solutions Determining Causes Determining Perspectives Social Judgment Safety Rules
- [Social Pragmatic Photo Bundle for Early Elementary Aged Children](https://www.smartspeechtherapy.com/shop/social-pragmatic-photo-bundle-for-early-elementary-aged-children/) - This 10 social pragmatic photo/question set is intended for children ages 6-8 years of age. It is organized in a hierarchy of complexity. Some photos contain additional short stories with questions that focus on auditory memory, processing, and comprehension. There is on average 10-20 questions per each photo, and each photo takes up one page. *Please note that this set is part of a comprehensive 30 photo/question social pragmatic language packet, which can be found HERE. Please review both product descriptions carefully prior to deciding which packet is best suitable for the age group you are working with. These sets are suitable for both individual therapy sessions as well as group work. Depending on the student’s abilities and extent of deficits, one set (one page) may take up to 30 minutes to complete. Areas covered by the questions: Recognizing Emotional Reactions Explaining Facial Expressions Making Predictions Making Inferences (re: people, locations, thoughts, feelings, and actions) Multiple Interpretations (of actions and settings) Interpersonal Negotiations Sympathy/Empathy Peer Relatedness (Support) Interpreting Ambiguous Situations Problem Solving Determining Solutions Determining Causes Determining Perspectives Social Judgment Safety Rules
- [The Origins of Valentine’s Day: Thematic Language Activity Packet for Older Students](https://www.smartspeechtherapy.com/shop/the-origins-of-valentines-day-thematic-language-activity-packet-for-older-students/) - This thematic packet was created to target listening and reading comprehension of middle and high school students diagnosed with language impairments and learning disabilities. The packet contains the following items: 6 Paragraph Reading Comprehension Passage about the History of Valentine's Day 27 Response to Intervention (RTI) Tier 2 vocabulary words in story context 10 Open ended comprehension questions 10 Synonyms and antonyms matching words 17 Fill-in the blank words to complete sentences Open ended sentence formulation utilizing 10 story vocabulary words
- [Improving Critical Thinking Skills via Picture Books in Children with Language Disorders](https://www.smartspeechtherapy.com/shop/improving-critical-thinking-skills-via-picture-books-in-children-with-language-disorders/) - This 49-slide presentation discusses effective instructional strategies for teaching language disordered children critical thinking skills via the use of picture books utilizing both the Original (1956) and Revised (2001) Bloom’s Taxonomy: Cognitive Domain which encompasses the (R) categories of remembering, understanding, applying, analyzing, evaluating and creating. *Please note that there’s an overlap of several slides between this material and the following product: Strategies of Language Facilitation with Picture Books For Parents and Professionals. Please review both product descriptions carefully prior to making a purchase of the desired material. Slide Content: Developmental Language Disorder (DLD) Language Disorders Are Learning Disabilities Brief Overview of Bloom’s Original Taxonomy (1956) Brief Overview of the Revised Bloom’s Taxonomy (2001) What to teach in the Remembering stage What to teach in the Understanding stage What to teach in the Applying stage What to teach in the Analyzing stage What to teach in the Synthesizing stage What to teach in the Evaluating stage What to teach in the Creating stage Importance of Critical Thinking Skills Critical Thinking Skills in Children with DLD Language Processing Hierarchy Pertaining to Critical Thinking Training Reasoning Skills in Children With LD (4 sample sessions) Exposures needed to Learn New Vocabulary Words Remediation via Use of Specific Story Prompts Focus on Story Characters and Setting Story Sequencing More Complex Book Interactions Teaching Vocabulary of Feelings And Emotions Learning Vocabulary Words Select Picture Book Authors and Series Helpful Smart Speech Therapy Resources
- [Evidence Based Narrative Interventions via Use of Picture Books](https://www.smartspeechtherapy.com/shop/evidence-based-narrative-interventions-via-use-of-picture-books/) - Narrative difficulties in children are indicative of social communication as well as academic deficits. Narrative interventions with a focus on improving microstructural and macrostructural abilities can significantly improve the students’ functioning in the areas of oral language, reading, and writing. This 50 slide presentation describes specific narrative intervention targets based on narrative stages. It discusses the hierarchy of narrative intervention targets (listening comprehension, macrostructure, microstructure, perspective taking, etc.) as well as illustrate where the learners can find and adapt a variety of free/low-cost materials for narrative intervention purposes. Learning objectives: ◦By the end of this presentation participants will be able to Discuss current findings on narrative research Explain the impact of narrative interventions on academic performance List components of effective narrative instruction Identify specific narrative intervention targets with respect to macro and microstructural elements Explain how to incorporate components of narrative instruction into speech-language therapy sessions Slide Content: Oral Language Competence Choosing an Intervention Approach Contextualized (CLI) vs. Decontextualized (DLI) Interventions Narrative Abilities and Reading Development Narrative Development Narratives and Children with DLD Why Teach Narratives Narrative Interventions and Academic Performance Effectiveness of Narrative Interventions Effectiveness of Narrative Interventions: Special Populations Effective Narrative Interventions A Word on Early Narratives Narrative Intervention Goal Targets Macrostructure vs. Microstructure Stages of Narrative Intervention Story Grammar Chart Story Grammar: Setting (Hedberg & Westby, 1993 ) Story Grammar: Initiating Event (Hedberg & Westby, 1993 ) Story Grammar: Reaction (Hedberg & Westby, 1993) Story Grammar: Attempt and Consequences (Hedberg & Westby, 1993 ) Story Grammar: Resolution/Reaction & Ending (Hedberg & Westby, 1993 ) Story Grammar Visuals Teaching Story Grammar Where Do We Start? Questions to Build Vocabulary and Simple Sentence Structure Questions to Build Knowledge of Characters and Settings Questions to Improve Sequencing Abilities for Retelling Purposes Questions to Improve Verbal Reasoning Abilities for Retelling Purposes Questions to Improve Social Cognition for Retelling Purposes Building Basic Retelling Skills Prior to Shifting to Story Elaboration What Makes a Narrative Linguistically Sophisticated? Building Elaboration: Focus on Microstructure Building Elaboration Select Studies Detailing How to Build Microstructure Teaching Elaborated Noun Phrases Teaching Metalinguistic and Metacognitive Words Use of Mental Verbs by Age (Egoz Liebstein 2010) Common Mental and Linguistic Verbs Teaching Cohesive Ties Discourse Cohesion (Ukrainetz, 2012) Free Resources for Teaching Conjunctions Teaching Temporal Markers and Adverbs Teaching Polysemous Words and Homographs Teaching Dialogue Conclusion Helpful Related Smart Speech Therapy Materials
- [Evidence Based Use of Animated Films to Target Therapy Goals](https://www.smartspeechtherapy.com/shop/evidence-based-use-of-animated-films-to-target-therapy-goals/) - Evidence based interventions in language and literacy disorders do not have to be boring. High-quality therapeutic interactions can be accomplished in therapy sessions with a focus on using animated films and computer-generated animation. This 50 slide presentation discusses how to target numerous therapeutic goals via the use of salient therapeutic content. It describes components of EBP therapeutic interventions as well as lists the best target selection options for language and literacy purposes during contextualized therapy intervention sessions. Learning Objectives: ◦By the end of this presentation, participants will be able to Discuss current research on contextualized therapy intervention Explain the impact of contextualized therapy intervention on academic performance List components of effective EBP interventions Identify specific intervention targets applicable to the usage of animated films Access free animated film resources Slide Content: Contextualized Language Therapy Contextualized Language Therapy Research Choosing an Intervention Approach Contextualized (CLI) vs. Decontextualized (DLI) Interventions Components of Effective EBP Interventions Academic Language Targets Developmental Language Disorder (DLD) Language Deficit Areas of Students with DLD Literacy Deficit Areas of Students with DLD Goal Target Selection Rationale for Using Animated Films Intervention Targets Creating Vocabulary Targets Formulating Questions to Improve Semantic Flexibility Syntax: Improving Sentence Length Through Elaboration Narrative Retelling of Animated Films Story Grammar Visuals Story Grammar Chart Metalinguistic Awareness Metalinguistic Awareness Deficits of Students with DLD as Applicable to Animated Films Questions to Improve Metalinguistic Awareness Verbal Reasoning Questions to Improve Verbal Reasoning Abilities Verbal Reasoning Goals Pertaining to Animated Films Social Competence (Pragmatics & Social Cognition) Pragmatics Pragmatic Areas of Focus in Animated Films Select Questions to Improve Pragmatic Language Abilities Questions to Improve Social Cognition Goal To Improve Social Competence Writing Deficits of Student with DLD Writing Process Writing Intervention Basics Story Grammar Elements Organizer 9-year-old with ASD: “Made with Love” 15-year-old with Anxiety & ODD “Control” Intermediate Writing Goals for Intervention General Writing Targets Written Composition Samples 7-11-year-old with Pragmatic Language Deficits “Windup” 11-year-old with Social Pragmatic Deficits “Boundin’” 13-year-old with ASD “Extinguished” 18-year-old with ASD: “Castaway” Select Favorite Film Links Conclusion Helpful Related Smart Speech Therapy Materials
- [How to improve the feeding abilities of non-neurologically impaired young picky eaters](https://www.smartspeechtherapy.com/shop/how-to-improve-the-feeding-abilities-of-non-neurologically-impaired-young-picky-eaters/) - —This 25 slide presentation provides a variety of strategies which can be implemented to improve the diets of young non-neurologically impaired “picky eaters.” It discusses the goal hierarchy for introducing new foods into the children’s diets as well as covers important developmental milestones pertaining to feeding skills and chewing abilities. It also provides select online resources, which can be accessed, in order to learn more about typical feeding and chewing development patterns in young children. Learning Objectives —Describe chewing development in children —Outline food consumption guidelines by age —Identify strategies which can be implemented to improve the diets of young non-neurologically impaired “picky eaters” —List goal hierarchy for introducing new foods into the children’s diets Target Audience —Biological Parents —Caregivers —Adopted Parents —Foster Care Parents —Kinship Caregivers —Speech Language Pathologists —New Graduates —Clinical Fellows —Change of Career Professionals —Related Professionals —Psychologists —Occupational Therapists —Special Education Teachers Slide Content Picky Eaters vs. Neurologically Impaired Eaters Rule out (r/o) Medical Conditions Sensory Integration and Sensorimotor Deficits Feeding Development Milestones Chewing Development Food Consumption Guidelines By Age Food Suggestions and Recommendations for ages 1-3 What is picky eating? Why should we be concerned with picky eating habits? Goals of feeding for picky eaters Guidelines to New Food Introduction Building a varied diet Where do you start? Introducing New Foods Mealtime DON’Ts Conclusion Feeding Milestones Resources References
- [A Reading Program is NOT Enough: A Deep Dive into the Dyslexia Diagnosis](https://www.smartspeechtherapy.com/shop/a-reading-program-is-not-enough-a-deep-dive-into-the-dyslexia-diagnosis/) - This 45 slide presentation discusses the importance appropriate language and literacy testing plays in the remediation of reading-based disabilities. It reviews current controversies with respect to the dyslexia diagnosis, as well as describes the role of language as a contributing factor to reading and writing deficits. The limitations of popularly recommended reading approaches/programs for struggling readers (e.g., Orton Gillingham, Wilson, Lindamood Bell, Barton, etc.) are discussed with respect to the exclusivity of use. Finally, the process leading up to the appropriate treatment goal recommendations is outlined. Objectives: At the end of this presentation learners will be able to Discuss the connection between language and literacy Summarize current debates as pertaining to the dyslexia diagnosis Discuss strengths and limitations of popular reading programs and approaches Describe appropriate goal target selection with respect to the remediation of reading deficits Slide Content: Hierarchy of Oral Language Development It Begins with Language Deficits What Happens When Language Learning is Impaired? Types of Oral Language Deficits Affecting Literacy Abilities Social vs Academic Language Acquisition Academic Language Areas Strongly Associated with Literacy Dyslexia as a Language-Based Disorder Dyslexia Controversy Language Deficits Affect Academic Achievement Language Disorder or Learning Disability? Implications for Assessment Reading Program Recommendations Without Targeted Assessments Research-Based vs. Evidence-Based Orton Gillingham Orton Gillingham Unbranded Approaches Is Multisensory Reading Instruction EBP? Evidence-Based Multisensory Instruction Orton Gillingham Select Branded Approaches Fundations® Fundations® Efficacy Wilson Reading System® Wilson Reading System® Efficacy Lindamood Phoneme Sequencing® (LiPS®) Lindamood Phoneme Sequencing® (LiPS®) Efficacy Barton Reading & Spelling System® Barton Reading & Spelling System® Efficacy Skills Important to Reading Success Assessments are Mandatory Limitations of Comprehensive Educational Assessments Common Assessment Pitfalls Assessment Starting Point Literacy Checklists Sample Literacy Assessment Tasks and What They Measure Assessing Subtle Deficits Goal Target Selection Targeted Goal Formulation: Phonics Targeted Goal Formulation: Reading Comprehension Conclusion CEUs and SOR Certificate Information Helpful Related Smart Speech Therapy Materials
- [Overview of Communication Impairment: Effective Practices in Determining Eligibility in NJ](https://www.smartspeechtherapy.com/shop/overview-of-nj-special-education-mandates-for-slps/) - This presentation describes New Jersey’s preschool and school age eligibility criteria for speech language therapy based on initial assessments, describes cultural and linguistic considerations in SLP assessment, eligibility, and therapy services, discusses the concept of cognitive referencing as related to provision of speech language services to students with below average IQ and corresponding language abilities in the state of New Jersey, lists NJ dyslexia laws and ASHA’s position on SLPs screening and assessing students for literacy based disorders as well as suggests helpful free resources available to SLPs. Due to the specialized nature of this presentation it is best applicable to individuals who are residing and/or working in the state of New Jersey. This is because it explicitly addresses and quotes portions of the NJ special education code pertinent to speech language and literacy assessments of school-age children in the state of New Jersey. It is particularly relevant to: Speech Language Pathologists (SLPs) working in the state of NJ Seasoned professionals Graduate Students Clinical Fellows Parents/Caregivers residing in the state of NJ Disclaimer: The information in this presentation is taken directly from the New Jersey Special Education Code and is by no means an exhaustive treatise. It deals with a very small portion of the code as relative to initial eligibility guidelines for speech language therapy of preschool and school-aged children. It is meant to serve as a very general guideline for parents and professionals seeking information on this topic. Individuals looking for specific information related to the speech pathology content of the code are strongly encouraged to read the code carefully, contact Board of Education representatives for further clarifications, as well as contact New Jersey Speech Language and Hearing Association (NJSHA) for further information. Learning Objectives: After reviewing this presentation, learners will be able to: Review of state preschool and school-age eligibility criteria for SLP services in NJ List cultural and linguistic considerations in SLP assessment, eligibility, and therapy services Outline NJ Dyslexia laws and ASHA’s position on SLPs screening and assessing students for literacy-based disorders Identify helpful free resources available to NJ-SLPs and well as sped supervisors Slide Content: Preschool Eligibility for Special Education Battelle And Determination of Preschool Disability Preschool Test Selection (General/applies to all states) Initial Assessments Eligibility Criteria: School Age Psychometrically Strong School Aged Test Selection Why are popular SLP Tests Recommendations Missing? Cognitive Referencing and Qualification for Services Assessment of Culturally and Linguistically Diverse Students Dynamic Assessment: Basic Framework Indicators of Language Impairment in Bilingual Students Dyslexia Law, Screening and the SLP NJ DOE and Dyslexia Assessment by SLPs ASHA and the Role of SLPs in Literacy (General/applies to all states) Special Education SLP-Related Memos Helpful FREE Resources
- [Executive Function Impairments in At-Risk Pediatric Populations](https://www.smartspeechtherapy.com/shop/executive-function-impairments-in-at-risk-pediatric-populations/) - This 36 slide presentation is aimed at increasing the participants’ knowledge regarding how early life adversity can affect the development of executive functions (EF) in children. It will define executive functions, explain which pediatric populations are particularly at risk, as well as outline strategies for optimizing intervention services to strengthen specific aspects of executive functions. Content: Overview EF Components Development of EF Milestones (from infancy through high school) Sample EF Task Descriptions Stroop Test Wisconsin Card Sort Trail Making Test Tower of Hanoi Matrix Reasoning Test Description of at-risk populations Importance of EF for Home and School EF Impairment Manifestations Academic Problems Linked to EF Impairment Early Life Adversity and Maltreatment effect on EF Maltreatment and Development of EFs Poverty and EF development Strategies for improving EF Functioning (3 slides) Activities for Improving EF Functioning (5 slides) Conclusion Resources References
- [Social Pragmatic Deficits Checklist Sample for School Aged Children](https://www.smartspeechtherapy.com/shop/social-pragmatic-deficits-checklist-sample-for-school-aged-children/) - This one page sample is part of a comprehensive checklist created to assist speech language pathologists in identifying / screening social pragmatic language weaknesses / deficits in school aged children, who may require comprehensive assessment and subsequent intervention services. You will find the complete checklist available in the Smart Speech Therapy LLC online store HERE or by visiting: http://www.smartspeechtherapy.com/shop/social-pragmatic-deficits-checklist-for-school-aged-children/ Complete Checklist Categories: Listening/Processing Verbal Expression Problem Solving Pragmatic Language Social Pragmatic Language Behavior Supplemental* Caregiver/Teacher Data Collection Form Select assessments sensitive to Social Pragmatic Deficits
- [Freebie: Social Pragmatic Deficits Checklist Sample for Preschool Children](https://www.smartspeechtherapy.com/shop/freebie-social-pragmatic-deficits-checklist-sample-for-preschool-children/) - This one page sample is part of a comprehensive checklist created to assist speech language pathologists in identifying / screening social pragmatic language weaknesses / deficits in preschool children 3:0-5:11 years of age, who may require assessment / intervention services. You will find the complete 9 page guide available in the Smart Speech Therapy LLC online store HERE or by visiting: http://www.smartspeechtherapy.com/shop/social-pragmatic-deficits-checklist-for-preschool-children/ Checklist Areas in the Sample: Language Processing Verbal Expression
- [Speech Language Assessment Checklist Sample for Adolescents](https://www.smartspeechtherapy.com/shop/speech-language-assessment-checklist-sample-for-adolescents/) - This one page sample is part of a comprehensive checklist created to assist speech language pathologists in screening and identifying language weaknesses/deficits in adolescents 12-18 years of age who may require assessment and intervention services. You will find the complete checklist available in the Smart Speech Therapy LLC online store HERE or by visiting: http://www.smartspeechtherapy.com/shop/speech-language-assessment-checklist-for-adolescents/ Complete Checklist Categories: Receptive Language Memory, Attention and Cognition Expressive Language Vocabulary Discourse Speech Voice Prosody Resonance Reading Writing Problem Solving Pragmatic Language Skills Social Emotional Development Executive Functioning For detailed reviews of this product by Figuratively Speeching SLP click HERE
- [Checklist for Identification of Speech Language Disorders in Bilingual and Multicultural Children](https://www.smartspeechtherapy.com/shop/checklist-for-identification-of-speech-language-disorders-in-bilingual-and-multicultural-children/) - This checklist was created to assist Speech Language Pathologists (SLPs) and Teachers in the decision-making process of how to appropriately identify bilingual/multicultural children who present with speech-language delay/deficits (vs. a language difference), for the purpose of initiating a formal speech-language-literacy evaluation. The goal is to ensure that educational professionals are appropriately identifying bilingual children for assessment and service provision due to legitimate speech language deficits/concerns, and are not over-identifying students because they speak multiple languages or because they come from low socioeconomic backgrounds. It is very important to understand that true language impairment in bilingual children will be evident in both languages from early childhood onwards, and thus will adversely affect the learning of both languages. Checklist Content: Page 1 Title Page 2-3: Research Summary on Bilingualism Research on simultaneous dual language learning & language delay Universal Developmental Milestones Translanguaging How Children Learn a Second Language Additive Bilingualism Subtractive Bilingualism Advantages of Bilingualism Disadvantages of Losing a Language Sequential Bilingualism Pages 4 Directions and Free Resources for Assessment of Speech, Language, and Literacy Pages 5-7 Checklist Pages 8-9 Helpful Smart Speech Therapy Materials Checklist Areas AT RISK FAMILY HISTORY AT RISK DEVELOPMENTAL HISTORY BEHAVIORAL MANIFESTATIONS DIFFERENTIAL DETERMINATION Cognition Phonology L1 Deficits (Birth/First Language) L2 Deficits (English)
- [Processing Disorders: Controversial Aspects of Diagnosis and Treatment](https://www.smartspeechtherapy.com/shop/processing-disorders-controversial-aspects-of-diagnosis-and-treatment/) - This 28-slide downloadable pdf presentation provides an introduction to processing disorders. It describes the diversity of 'APD' symptoms as well as explains the current controversies pertaining to the validity of the ‘APD’ diagnosis. It also discusses how the label "processing difficulties" often masks true language and learning deficits in students which require appropriate language and literacy assessment and targeted intervention services. *Please note that there’s an overlap between this material and Differential Assessment and Treatment of Processing Disorders in Speech-Language Pathology. Please review both product descriptions carefully prior to making a purchase of the desired material. Learning Objectives At the end of this presentations, learners will be able to List ‘APD’-related symptoms and describe their overlap with other disorders Describe the current controversy pertaining to ‘APD’ diagnosis Discuss how SLPs can assist students with "processing deficits" with respect to language and literacy assessment and intervention Slide Content: On the Success of Memes (Kamhi, 2004) ‘APD’ Symptomology Interpreting 'APD' Symptomology Major 'APD' Model Analysis Deficits Interpretation The Buffalo Model Bellis/Ferre Model At-Risk Populations Who Display “APD” Symptomology Audiological Assessment Problems ‘APD’ Testing Controversy Differential diagnosis of 'APD' What are SLPs to Do? Why Should SLPs Assess Students with ‘APD’? Formulating Targeted Goals for Students with “APD” Conclusion
- [Dyslexia Assessment of Monolingual and Bilingual Students](https://www.smartspeechtherapy.com/shop/dyslexia-assessment-of-monolingual-and-bilingual-students/) - This 59 slide presentation discusses dyslexia as a language-based literacy disorder, describes the warning signs of literacy deficits in children as well as lists formal instruments and clinical assessment tasks sensitive to the assessment of dyslexia and other literacy-based disabilities in bilingual and monolingual children. At the end of this presentation learners will be able to: Define the definition of dyslexia as per International Dyslexia Association (IDA) Describe the controversy surrounding the term “dyslexia” List dyslexia warning signs Identify standardized assessment instruments sensitive to detection of dyslexia and other literacy deficits in monolingual and bilingual school aged students Explain which clinical assessment tasks can be used to determine the presence of reading based deficits in monolingual and bilingual children Slide Content: Why Should SLPs Address Literacy? Hierarchy of Language Development Oral Language Deficits Types of Oral Language Deficits Language Disorder or Learning Disability? Dyslexia as a Language-Based Disorder Risk Factors for Language and Literacy Disorders Select Dyslexia Diagnostic Myths Dyslexia and IQ Dyslexia Controversy Warning Signs of Literacy Deficits in Young Children Preschool K and 1st grade Second Grade and Up Behavioral Manifestations Assessment Preparation: Where do we begin? Critical questions to ask the teacher (Crowley et al, 2006) Review other Assessments and Score Discrepancies Reading-Related Assessment Areas Assessment Tasks and What They Measure Learning to Read Development of Phonological Awareness in Bilingual Children Development of Phonological Awareness Abilities School-Age Tests of Reading Tests of Reading at Word Level Various Reading Related Tests Comprehensive Assessment: Language and Literacy TILLS Phonological Awareness Testing PAT-2: NU CTOPP-2 Clinical Assessment: PAST Test Clinical Phonological Awareness Testing Assessing alphabet knowledge and phonology in Spanish Rapid Naming Tests RAN/RAS Arkansas Rapid Naming Screener Rapid Naming: CTOPP-2 vs. RAN/RAS Timed Word-Fluency Tests TOSWFR-2 TOSCRF-2 Reading Fluency and Comprehension GORT-5 Clinical Oral Fluency Norms TORC-4 A Note on Reading Comprehension Clinical Reading Comprehension Assessment Conclusion
- [The Role of Frontal Lobe in Speech and Language Functions](https://www.smartspeechtherapy.com/shop/the-role-of-frontal-lobe-in-speech-and-language-functions/) - This 21 slide presentation covers the following: Difference Between Damage And Impairment Frontal Lobe and Executive Functions How Executive Functions Affect Learning What happens when executive functions are impaired Symptoms of impaired executive functions Association between psychiatric impairments and executive functions How executive function deficits are treated in the context of speech language therapy
- [Language and Literacy Assessment Tasks and What They Measure](https://www.smartspeechtherapy.com/shop/language-and-literacy-assessment-tasks-and-what-they-measure/) - This 3-page document explains to parents and professionals what common assessment tasks (e.g., following directions, narrative sampling, nonword repetition, phonemic awareness, etc) from popular speech and language tests such as CELF-P2, CELF-5, OWLS-II, CASL-2, RESCA, TILLS, etc., measure in preschool and school-aged students with suspected language, social communication, and literacy deficits. It includes references with hyperlinks for further reading purposes.
- [Clinical Assessment of Grade-Level Reading Abilities: Focus on Fluency and Comprehension](https://www.smartspeechtherapy.com/shop/clinical-assessment-of-grade-level-reading-abilities-focus-on-fluency-and-comprehension/) - This 37 slide presentation describes how to perform clinical assessments of grade-level reading fluency and reading comprehension of elementary-aged and adolescent students. It provides information regarding how professionals can conduct a thorough analysis of the student’s reading rate, accuracy, and prosody. It also reviews in detail appropriate text selection for reading fluency and comprehension purposes as well as discusses the type of questions professionals can create based on text content in order to perform a deep assessment of reading comprehension abilities. Learning Objectives: At the end of this presentation learners will be able to: Conduct thorough grade-level assessments of reading fluency and comprehension of elementary aged and adolescent aged students Appropriately select text complexity based on the students' grades Calculate reading fluency rates based on the latest reading fluency data (Hasbrouck and Tindal, 2017 ORF Measures) Analyze reading fluency error types for intervention purposes Determine the students’ reading comprehension error types for intervention purposes Slide Content: Reading Stages Reading Fluency Reading and Cognition: Memory Reading and Cognition: Attention Reading and Cognition: Processing Speed Fluent Readers (NAEP) Calculating Oral Reading Fluency (ORF) The Role of Reading Prosody in Reading Comprehension Reading Prosody Checklist Text Selection Text Complexity Analyzing Error Types: Word Level Reading Fluency Case Studies Reading Comprehension Skills Impact of Oral Language on Reading Comprehension Types of Oral Language Deficits The Role of Pragmatics in Reading Comprehension Effect of Impaired Pragmatics on Reading Comprehension The Role of Inference Making in Reading Comprehension Background Knowledge and Reading Comprehension Gestalt Processing and Reading Comprehension Clinical Assessment of Reading Comprehension Types of Questions Hierarchy of Question Complexity Reading Comprehension Sample Questions and Answers: Part I Reading Comprehension Sample Questions and Answers: Part II Creating Targeted Goals for Intervention Purposes Conclusion References
- [Teaching Emergent Readers via the Synthetic Phonics Approach](https://www.smartspeechtherapy.com/shop/teaching-emergent-readers-via-the-synthetic-phonics-approach/) - This 30 slide presentation discusses aspects involved in skilled reading for emergent readers. It will outline emergent reader profiles, describe the limitations of the “sight word approach”, list the terminology of common phonics terms, discuss instructional practices relevant for readers with intellectual impairments, as well as explain the importance of systematic phonics for emergent readers. Additional topics will include phonics goal formation, strategies for blending sounds, the benefits of decodable readers as well as free resources educators can use in order to implement synthetic phonics approach effectively with emergent readers. Objectives: At the end of this presentation participants will be able to: Discuss aspects involved in skilled reading Describe emergent reader profiles Outline the limitations of the “sight word approach” Identify that even emergent readers with intellectual disabilities can benefit from phonics instruction Explain the importance of systematic phonics for emergent readers to read Slide Content: Simple View of Reading (Gough & Tunmer, 1986) The Reading Rope (Scarborough, 2001) and the Simple View of Reading (Gough & Tunmer, 1986) Who are Emergent Readers Limitations of Sight Words Approach Which Words are NOT Even Sight Words Emergent Readers with Intellectual Disability The Role of Phonics in Teaching Children with ID to Read Synthetic vs. Analytic phonics More on Synthetic Phonics Why are synthetic phonics important? Select Phonics Vocabulary Terms Phonics Goals The Importance of Mapping Sounds Early Phonics Goals Suitable for Emergent Readers Sample Session Structure Mapping Sounds to Improve Executive Function Abilities Mapping Sounds from Simple to More Complex Why Mapping Sounds is Difficult Approaches to Blending Sounds Blending 2 and 3 Sounds Together Tips for CVC Blending Challenges Decodable Books Free Decodable Readers Collection Links Conclusion References Helpful Related Smart Speech Therapy Materials
- [The Role of SLPs in Assessment and Management of Dyslexia](https://www.smartspeechtherapy.com/shop/the-role-of-slps-in-assessment-and-management-of-dyslexia/) - This 56 slide presentation discusses dyslexia as a language-based literacy disorder and explains the role of speech-language pathologists (SLPs) in the assessment and management of dyslexia. It offers explanations regarding which areas of language and literacy need to be tested for assessment purposes, as well as which speech-language testing is most sensitive to the detection of language and literacy difficulties in children with dyslexia. Finally, it describes both SLP therapy-specific as well as collaborative literacy-based management options available to SLPs in the area of dyslexia management. Learning Objectives: At the end of this presentation, learners will be able to Discuss the connection between language and literacy Identify risk factors associated with language and literacy disorders Describe both the definition and the controversy surrounding the term “dyslexia” Explain which assessment tasks sensitive to the detection of literacy-based deficits Clarify the role of SLPs in the management of literacy disorders in both therapy and classroom specific settings Slide Content: It Begins with Language Deficits What Happens When Language Learning is Impaired? Developmental Language Disorder (DLD) Hierarchy of Oral Language Development Oral Language Competence Narrative Abilities and Reading Development Types of Oral Language Deficits Affecting Literacy Abilities Academic Language Areas Strongly Associated with Literacy Components of Skilled Reading Dyslexia as a Language-Based Disorder Risk Factors for Language and Literacy Disorders Idiopathic Causation Warning Signs of Literacy Deficits in Young Children Dyslexia Controversy (4 slides) Language Disorder or Learning Disability? (Sun & Wallach, 2014) SLPs Role in dyslexia (3 slides) Assessment Tasks and What They Measure (3 slides) Are Vocabulary Tests Useful for School-Aged Children Implications for Assessment Limitations of Comprehensive Educational Assessments Common Assessment Pitfalls Assessment selection and the role of Discriminant Accuracy On the inclusion of students with disabilities in the normative samples Comprehensive Language Test Selection Comprehensive Assessment: Language and Literacy- TILLS (3 slides) What do Cut Scores Mean? Tests of Phonemic Awareness and Single Word Reading Test of Reading Fluency: GORT-5 Reading Program Recommendations Without Targeted Assessments Goal Target Selection Research-Based vs. Evidence-Based Is Multisensory Reading Instruction EBP? Evidence-Based Multisensory Instruction Fundations® Efficacy Wilson Reading System® Efficacy Instruction Supplementation Role of SLPs in Therapy Settings Phonemic Awareness Intervention Morphology Intervention Teacher Collaboration Strategies Creating Effective Intervention Materials Conclusion Helpful Related Smart Speech Therapy Materials
- [Impact of Cultural and Linguistic Variables On Speech-Language Services](https://www.smartspeechtherapy.com/shop/impact-of-cultural-and-linguistic-variables-on-speech-language-services/) - This 62 slide presentation provides an overview of how cultural and linguistic variables impact speech language service provision to children from bilingual and multicultural households. It covers differences between individualistic and collective cultures, cultural values towards play, differences in child-rearing practices, cultural perceptions and beliefs about disability, as well as cultural communication differences. The impact on learning of socioeconomic status as well as parental level of education is also discussed. Learning objectives: Discuss how cultural values impact parental attitudes to assessment and intervention List how cultural differences impact caregiver involvement and intervention expectations Describe how levels of maternal education impact communication development Explain the impact of socioeconomic status on cognitive achievement Summarize how cultural views on disability affect perceptions of impairment Product Details: Considerations before you initiate services Direct vs. indirect Communication Styles Individualistic vs. Collectivistic Cultures and Speech-Language Services Communication and Cultural Differences Overview Asian Community Latino/Hispanic Community United States and Values Collective Cultures and Values Cultures and Child Rearing Asia Korea China Implications for speech therapy sessions Mexican-American cultural values Child rearing practices and service delivery Influence of religious beliefs on service delivery Parental Level of Education Socioeconomic Status and “Bilingual Advantage” Socioeconomic status (General) Socioeconomic status and Brain Function Differences Views on Disability Around the World India Japan South Korea China Chinese Americans Russia Russian Americans Mexico Puerto Rico Importance of Cultural Views on Disability Advantages of Bilingualism Disadvantages of Ceasing to Speak the Birth Language Conclusion 2 At a Glance Appendices Appendix I: Countries and Cultures Appendix II: Cultural Views on Disability References For a detailed product review click HERE.
- [Deconstructing Auditory Processing Disorder (APD) for Parents and Professionals](https://www.smartspeechtherapy.com/shop/deconstructing-auditory-processing-disorder-apd-for-parents-and-professionals/) - "Deconstructing Auditory Processing Disorder (APD) for Parents and Professionals " is a 3-page handout (2 pages of explanations and 1-page references) summarizing the current controversies pertaining to the diagnosis of Auditory Processing Disorder (APD). It can be provided to parents and professionals for informational purposes so they are better informed regarding the host of issues surrounding the APD diagnosis.
- [Freebie: Speech Language Assessment Checklist Sample for Preschool Children: 3:0-5:11 YEARS OF AGE](https://www.smartspeechtherapy.com/shop/freebie-speech-language-assessment-checklist-sample-for-preschool-children-30-511-years-of-age/) - This one page sample is part of a comprehensive 9 page checklist/guide created to assist speech language pathologists in the decision making process of how to select assessment instruments and prioritize assessment for school age children. The goal is to eliminate administration of unnecessary or irrelevant tests and focus on the administration of instruments directly targeting the areas of difficulty that the child presents with. You will find the complete 9 page guide available in the Smart Speech Therapy LLC online store HERE or by visiting: http://www.smartspeechtherapy.com/shop/speech-language-assessment-checklist-for-a-preschool-child/ Checklist Areas in the Sample: Speech Voice Resonance Phonological Awareness Skills (partial)
- [Clinical Assessment of Narratives in Speech Language Pathology](https://www.smartspeechtherapy.com/shop/clinical-assessment-of-narratives-in-speech-language-pathology/) - Early detection of narrative difficulties is important for the identification of children at risk for future social and academic deficits. Narrative assessments can provide a wealth of information regarding children’s speech and language development including but not limited to working memory, word retrieval abilities, syntactic structure, vocabulary knowledge, and use, sequencing abilities, perspective-taking skills, conversational cohesion, and fluidity as well as speech clarity. This 72 slide presentation will provide rationale in support of narrative assessments; describe the clinical assessment of narrative abilities in children of various ages, provide participants with specific recommendations for evaluating children’s narratives as well as demonstrate to participants how to score various narrative transcripts. Learning Objectives: By the end of this presentation, participants will be able to: Explain the impact of narrative difficulties on language development and academic performance Discuss stages of narrative development from preschool through adolescence Describe how to elicit narratives in children of various ages Identify specific elements of clinical narrative assessment with respect to analysis Slide Content: What does it mean to tell a story? Why Assess Narrative Abilities? Narrative Abilities and Social Communication Competence Narrative Abilities and Reading Development The Value of Narratives Narratives sensitive to narrative competence Clinical Narrative Assessment Advantages of Clinical Narrative Assessments Fictional Narratives: Elicitation Methods Narrative Assessment: Sample Materials What do Narratives Reveal? Assessment Procedures Major Narrative Elements Microstructure vs. Macrostructure Analyzing Microstructure Word Finding Analyzing Form Analyzing Macrostructure Story Grammar Elements Perspective Taking Narrative Stages Episodic Structure Narratives of Language Impaired Children 6-year-old 9-year-old Adolescent Language Sampling Genres Benefits of Language Sampling What Makes a Narrative Linguistically Sophisticated? Adolescent Use of Abstract Vocabulary Adolescent Use of Abstract Nouns Adolescent Use of Metacognitive Verbs Word Definition Development in Adolescents 13-18 years of age (Nippold, 2016) Assessment of Abstract Vocabulary Adolescent Syntax Adolescent Discourse and Pragmatics Peer Conflict Resolution (PCR) Tasks Syntax: What is a T-Unit? Microstructural Components Case Studies Conclusion FREE Narrative Assessment Resources
- [Measurement and Interpretation of Standardized Reading Assessments for Professionals and Parents](https://www.smartspeechtherapy.com/shop/measurement-and-interpretation-of-standardized-reading-assessments-for-professionals-and-parents/) - This 49 slide presentation provides an overview of popular reading tests and discusses their strengths and limitations with respect to their psychometric properties, testing components, as well as subtest interpretation. Learning Objectives: By the end of this presentation participants will be able to: List popular standardized reading tests Discuss discriminant accuracy of select standardized reading tests Describe testing components of select, popularly used, standardized tests of reading Explain how to interpret standardized testing results in order to understand the client's profile of reading strengths and limitations Slide Content: Deconstructing Evidence-Based Practice How to evaluate standardized tests? What is Discriminant Accuracy? What are Cut Scores? On the inclusion of students with disabilities in the normative samples Assessment Areas Language Related Assessment Areas Assessment Overview Comprehensive Assessment: Language and Literacy TILLS Comprehensive Educational Assessments Woodcock-Johnson® IV Tests of Achievement (WJ IV™ ACH) Woodcock-Johnson® IV Tests of Oral Language (WJ IV™ OL) Kaufman Test of Educational Achievement Third Edition (KTEA-3) Feifer Assessment of Reading (FAR Wechsler Individual Achievement Test - Fourth Edition (WIAT-4) Other Tests Related to Reading Phonological Awareness Test-2: Normative Update (PAT-2: NU) Comprehensive Test of Phonological Processing-2 (CTOPP-2) Rapid Automatized Naming and Rapid Alternating Stimulus Test (RAN/RAS) The Test of Silent Word Reading Fluency (TOSWFR-2) Test of Silent Contextual Reading Fluency (TOSCRF-2) Gray Oral Reading Tests- Fifth Edition (GORT-5) Test of Reading Comprehension – Fourth Edition (TORC-4) A Note on Reading Comprehension Clinical Reading Assessment Takeaway Be Mindful of the Dunning–Kruger Effect! Conclusion
- [Comprehensive Assessment of Monolingual and Bilingual Children with Down Syndrome](https://www.smartspeechtherapy.com/shop/comprehensive-assessment-of-monolingual-and-bilingual-children-with-down-syndrome/) - This comprehensive 90-page presentation discusses how to assess young (birth-early elementary age) verbal and nonverbal monolingual and bilingual children with Down Syndrome (DS). —It describes specific speech and language deficits associated with Down Syndrome as well as explains how to individualize and utilize functional assessment batteries to test these children’s communication abilities. It offers comprehensive examples of write-ups based on real-life clients of all the assessment sections (e.g., receptive, expressive, articulation, oral-peripheral mechanism, etc) as well as lists examples of goals and objectives by category. Contents: Introduction General Milestones Feeding Oral Sensitivity Issues Swallowing Craniofacial Anatomy Effect of Craniofacial Anatomy on Speech Speech Voice Fluency and Prosody Language Deficits Overview IQ and Children with DS Strengths and Weaknesses in DS Assessments for Nonverbal and Limitedly Verbal Children with DS Developmental Scale for Children with DS Early Functional Profile Set Functional Communication Profile Augmentative & Alternative Communication Profile Communication and Symbolic Behavior Scales Developmental Profile Communication Matrix Bilingualism and Down Syndrome Bilingual Assessment of Children with DS Assessment of Bilingual Verbal Children with DS (comprehensive components) Background History Sample Write-Up Sample Parent Questionnaire Language Background and Use Sample Write-Up Use of Disclaimers for Standardized Testing on Children w/t DS Assessment: Auditory and Visual Domains Assessment of Feeding and Swallowing Feeding and Swallowing Sample Write-Up Assessment of Oral-Motor Mechanism Example of an Oral Motor Write Up Assessment : Articulation Sample Articulation Sample Write-Up Assessment: Voice and Resonance + Sample Write-Up Assessment of Adaptive Behavior and Learning Style Adaptive Behavior Sample Write-Up Learning Style Sample Write-Up Attention to Task Sample Write-Up Pragmatic Language Assessment Pragmatic language strengths in children with DS Assessment of Receptive Language Receptive Language Sample Write-Up Informal Receptive Language Sample Write-Up Dynamic Assessment Sample Write-Up Assessment of Expressive Language Expressive Language Sample Write-Up Informal Expressive Language Sample Write-Up Vocabulary Assessment Receptive Vocabulary Sample Write-Up Vocabulary Inventories Expressive Vocabulary Sample Write-Up Impressions: Sample Write-Up Recommendations: Sample Write-Up Swallowing Recommendations Sample Write-Up Writing Therapy Goals Writing Measurable Goals Prompts vs. Cues Types of Cues Tips on Levels of Cueing Play Skills: Sample Write-Up Articulation: Sample Write-Up Receptive Language: Sample Write-Up Expressive Language: Sample Write-Up Pragmatic Language: Sample Write-Up Conclusion Online Resources Helpful SST Resources References For detailed product reviews by Straight Up Speech click HERE Communication Station click HERE Twin Sisters Speech and Language Therapy click HERE On the Playing with Words 365 Blog click HERE
- [Practical Strategies for Monolingual SLPs Assessing and Treating Bilingual Children](https://www.smartspeechtherapy.com/shop/practical-strategies-for-monolingual-slps-assessing-and-treating-bilingual-children/) - This 114 slide product discusses how monolingual SLPs can provide effective evidence-based practice speech-language assessments to differentiate between bilingual English language learners and bilinguals with primary language impairment. It also offers recommendations regarding therapeutic interventions for bilingual children with language impairments. **Please note that there’s a significant overlap of information between this material and “Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children”. Please review both product descriptions prior to making a purchase of the desired material. Learning Objectives: Compare and contrast simultaneous and sequential bilingual language development including important bilingual language milestones. Describe characteristics of primary language impairment verses subtractive language acquisition. Discuss research driven EBP in assessment of bilingual learners. Implement EBP intervention strategies. Product Content: Communication Difference vs. Communication Disorder Bilingual Language Development Similarities between monolingual and bilingual language acquisition Simultaneous Bilingualism Vocabulary differences between L1 and L2 Important Bilingual Milestones Bilingual Milestones and Age of Onset Typical vs. Atypical Code-Switching Simultaneous dual language learning Simultaneous dual language learning & language delay Sequential Bilingualism Stages of Sequential Language Acquisition Bilingualism categorizations A Note on Subtractive Bilingualism Language Proficiency: Terminology Second Language Acquisition Model What is Academic Language? Academic Language Functions Hierarchy Affect of Age on L2 Acquisition Factors influencing success of older learners Difference vs. Disorder (In a Nutshell) Indicators of language impairment in bilingual children Impact of language impairment on bilingual children Challenges of disorder identification Initial Referral Considerations Background History Collection Critical Questions for the Parents and Teachers Case History Questions Dynamic Assessment Areas Approaches to Dynamic Assessment Dynamic Assessment Introduction Dynamic Assessment: Basic Framework Dynamic Assessment Studies Dynamic Assessment Tasks Dynamic Assessment Procedures Components of a Mediated Learning Experience Teaching Vocabulary Select Dynamic Assessment Materials (FREE) Dynamic Assessment: Questions to ask Dynamic Assessment in Action: Case Study Teaching Grammar (5 slides) Dynamic Assessment Limitations Dynamic Assessment Conclusions Clinical Assessment of Phonological Awareness Clinical Assessment of Rapid Naming Dynamic Assessment YouTube Links Standardized Testing: Criteria for Selection Note on Age/Grade Equivalency Scores Standardized Testing Limitations SLP-Interpreter Relationship Limitations to Standardized Test Translations Select Standardized Testing Limitations in Action: PLS-5 CELF-5 On the inclusion of students with disabilities in the normative samples Select Tests Standardized on Simultaneously Bilingual Students TILLS CAPs Assessment Tasks and What They Measure Are Vocabulary Tests Useful for School-Aged Children Pre Assessment Tasks & Procedures Caregiver Intakes Assessment Checklist for School-Aged Children Test Selection Standardized Score Reporting Adapting Standardized Tests Assessments and Score Reporting What does IDEA 2004 say? Intervention Approaches for Bilingual Children Post Assessment Recommendations What happens when L1 is eliminated? Research on Dual Language Intervention Crosslinguistic Interactions and Narrative Intervention Literacy and Phonological Awareness (PA) Interventions Language: Service delivery considerations Bilingual Interventions: Academic Language Functions Bilingual Intervention: Language Activities Complimentary Language Intervention Approaches Recommendations for monolingual clinicians (4 slides) Developing Thematic Instruction Developing a Vocabulary Enriched Classroom Environment Vocabulary Selection Tips Effective Methods of Vocabulary Instruction Creating Effective Intervention Materials Components of Effective Vocabulary Interventions Explicit Vocabulary Instruction Instructional Routine for Vocabulary Components of Effective Literacy Intervention Literacy and Phonological Awareness (PA) Interventions Phonological/Phonemic Awareness Phonemic Awareness Tasks Phonemic Awareness Session: Blending Sounds Phonics Instruction Suggested Sequence of Teaching Letter/Sound Correspondence Morphological Knowledge Morphological Awareness Studies Morphological Intervention (Younger and Older Students) Basic Reading Fluency Decoding for Reading Fluency Reading Fluency Rates Strategies for Improving Fluency Reading Comprehension Clinical Reading Comprehension Treatment Teaching Specific Reading Comprehension Skills Tips for Teaching Reading Comprehension Therapy Takeaways Final Recommendations Summary Select Helpful Resources
- [Vocabulary Intervention: Working With Disadvantaged Populations](https://www.smartspeechtherapy.com/shop/vocabulary-development-working-with-disadvantaged-populations/) - This 35 page presentation discusses effective instructional vocabulary strategies for struggling learners. Slide Content: Why target vocabulary Vocabulary Knowledge & Socioeconomic status (SES) Limitations of poor readers State of Vocabulary Instruction RtI: Improving Vocabulary Outcomes RtI Tier Student Percentages Tier II Vocabulary Vocabulary Selection Tips Examples of Thematic Vocabulary Selection Effective Methods of Vocabulary Instruction Components of a Strong Vocabulary Program Creating Effective Intervention Materials Why reading aloud is important Which children are at risk Explicit Vocabulary Instruction Instructional Routine for Vocabulary Word Learning Strategies What to do for older non-readers Conclusion Free Resources Smart Speech Therapy Resources References For a detailed review of this product by Lindsey Swanson-Karol of the Word Nerd Speech Teach Blog click HERE
- [Speech Language Assessment Checklist for Adolescents](https://www.smartspeechtherapy.com/shop/speech-language-assessment-checklist-for-adolescents/) - This checklist was created to assist speech language pathologists in screening and identifying language weaknesses/deficits in adolescents 12-18 years of age who may require assessment and intervention services. It should be given to both caregiver/s and classroom teacher to fill out. Depending on the student’s age and ability, the form may also be given to the student directly, so s/he can identify own areas of difficulty as well. It is important to give this form to several individuals to ensure consistency of deficits, prior to determining whether an assessment is warranted and if so, which assessment areas need to be targeted. Checklist Categories: Receptive Language Memory, Attention and Cognition Expressive Language Vocabulary Discourse Speech Voice Prosody Resonance Reading Writing Problem Solving Pragmatic Language Skills Social Emotional Development Executive Functioning For detailed reviews of this product by Figuratively Speeching click HERE.
- [Russian Articulation Screener](https://www.smartspeechtherapy.com/shop/russian-articulation-screener/) - This 85 page product was created for Russian speaking speech language pathologists. It describes typical sound development of monolingual as well as bilingual Russian speaking children as well as provides an overview of the differences between Russian and English sound systems. It includes an informal articulation screening tool as well as record form. Product Content: Comparison of Russian and English Sound Inventories (in English) Differences Between Russian and English Sound Systems (in English) Russian Consonant Sounds (in English) Russian Vowels (in English) Russian Syllable System (in English) Common Error Patterns of Bilingual Russian-American Children (in English) Typical Russian Sound Development (in Russian) Russian Sounds In Words Screener (pages 11-82) (in Russian) This is an informal Russian articulation screener designed to determine the child’s proficiency producing sounds in words. It can be administered to monolingual and bilingual children 2+ years of age in order to determine the extent of word production errors Sounds in Words Recording Chart (in Russian) Helpful Resources
- [Understanding Complex Sentences](https://www.smartspeechtherapy.com/shop/understanding-complex-sentences/) - This 20 slide presentation is aimed at improving the learners’ knowledge regarding development of complex sentences in young children. Learning Objectives: After the completion of this presentation, participants will be able to Discuss the importance of complex sentences Review complex sentence milestones Describe the order of acquisition of complex sentences— Slide content: Importance of Complex Sentences Type of Sentences Sentence Function Order of Acquisition (General) Acquisition of Complex Sentences (Detailed) A few explanations of terms Complex Sentence Collection Conclusion: Complex Sentences in a Nutshell Helpful Resources References
- [Assessment of Social Communication From Toddlerhood Through Adolescence](https://www.smartspeechtherapy.com/shop/assessment-of-social-communication-from-toddlerhood-through-adolescence/) - This 100 slide presentation discusses how to assess social communication abilities of children ranging in ages from toddlerhood through adolescence. Learning Objectives: After the completion of this course, learners will be able to Explain the connection between late language development and social-emotional functioning. Describe manifestations of emotional behavioral difficulties in young children with language deficits. Explain the impact of psychiatric disturbances on language development. List common pediatric psychiatric (non-autistic) diagnoses affecting language abilities. List formal and informal assessments relevant to toddlers and preschoolers. List formal assessment instruments used to assess pragmatic language and social cognitive abilities of school age and adolescent children. Describe informal assessment procedures used to assess pragmatic language and social cognitive abilities of school age and adolescent children. *Please note that this product is a compilation of several products on this topic including the following presentations: Recognizing the Warning Signs of Social-Emotional Difficulties in Language-Impaired Toddlers and Preschoolers Assessment of Social Communication Deficits in School-Aged Children with Psychiatric Impairments (Updated) Assessing Social Communication Abilities of School-Aged Children Please review both product descriptions very carefully prior to making a purchase of the desired product/s. Product Content: Overview of recent changes in terminology as pertinent to language disorders (5 slides) Comorbidity of DLD and Psychiatric Diagnoses How early do these difficulties show? Do the parents always see it? are there discrepancies between parents and teachers? What should we track with respect to behavior? What are some warning signs of behavioral difficulties? It’s not just autism that’s a concern Common Psychiatric Disorders in Children 2-5 years of age Discrepancy between settings Psychiatric Hospital Private Practice (with a focus on psychiatric disorders) Are all language delayed toddlers/preschoolers at risk? When do you really see behavior issues in full effect? Let’s Talk Assessment Preparing for Assessment: Parental Interview During the Assessment Language Sample and Complex Sentences: Did you know..? Narrative Assessment Overview Narrative Ages and Stages What can narratives yield about the child? Standardized Instruments Sensitive to Social Pragmatic Deficits Checklists Sensitive to Behavior Difficulties in Toddlers and Preschoolers Reviewing the Language Findings Comparing Results What to do next? Final thoughts Psychiatric Diagnoses, DLD and School Aged Children Psychiatric Diagnoses and Social Pragmatic Skills Common Pediatric Psychiatric (non-autistic) Diagnoses Affecting Language Skills Role of SLPs Relevant to Social Communication Disorders Social Communication Skills Difficulty with Detection of Social Pragmatic Language Deficits Where to begin the assessment? Relevant Assessment Areas Sample Areas of Difficulty Useful Updated Standardized Tests: Strengths and Limitations Useful Informal Assessments It’s all about ToM First Order False Belief Task Second Order False Belief Tasks Strange Stories Discourse Analysis Procedural Analysis Narrative Analysis Conclusion Helpful Resources *References Available Upon Request via Email
- [Components of Comprehensive Preschool Evaluations](https://www.smartspeechtherapy.com/shop/components-of-comprehensive-preschool-evaluations/) - This 34 slide presentation describes components of a comprehensive preschool evaluation for the purpose of disorder identification. It lists standardized and clinical assessments, SLPs can utilize in the assessment of preschool children with suspected speech, language, and literacy deficits. Objectives: At the end of this presentation learners will be able to: Discuss useful standardized tests SLPs can utilize in the assessment of preschool children with suspected speech, language, and literacy deficits List useful clinical tasks SLPs can utilize in the assessment of preschool children with suspected speech, language, and literacy deficits Slide Content: Assessment Components Preparing for Assessment: Parental Interview Select useful language tests for ages 3-5 PLAI-2 CELF-P3 Assessment Tasks and What They Measure LUI CCC-2 Select Useful Preschool Literacy Tests ALL PAT-2:NU CTOPP-2 RAN/RAS Rapid Naming: CTOPP-2 vs. RAN/RAS TAPS-4 TERA-4 Criterion Validity Limitations Clinical Assessment Language Sample and Complex Sentences Preschool Narrative Assessment Stages What do Narratives Reveal? Conclusion TEWL-3
- [LANGUAGE AND LITERACY ASSESSMENT CHECKLIST FOR YOUNG ADULTS](https://www.smartspeechtherapy.com/shop/language-and-literacy-assessment-checklist-for-young-adults/) - This checklist was created to determine primary areas of language and literacy weaknesses of young adults 18+ years of age for assessment and intervention purposes. It should be given to both client and caregiver to fill out to ensure consistency of deficits, prior to determining whether an assessment is warranted and if so, which assessment areas need to be targeted. This checklist can be used for multiple purposes. 1. To identify areas of deficits the client presents with for targeted assessment purposes 2. To highlight areas of strengths (rather than deficits only) the client presents with pre or post-intervention 3. To highlight residual deficits for intervention purpose in clients already receiving therapy services without further reassessment Checklist Content: Page 1 Title Pages 2-8 Checklist Page 9 Select Tests of Reading, Spelling, and Writing for Young Adults Pages 10 Helpful Smart Speech Therapy Materials Checklist Areas AT RISK FAMILY HISTORY AT RISK DEVELOPMENTAL HISTORY BEHAVIORAL MANIFESTATIONS LEARNING DEFICITS Checklist Categories: Receptive Language Memory, Attention and Cognition Expressive Language Vocabulary Discourse Speech Voice Prosody Resonance Reading Writing Problem Solving Pragmatic Language Skills Social-Emotional Development Executive Functioning
- [Editable Report Template for the Comprehensive Test of Phonological Processing-Second Edition (CTOPP-2)](https://www.smartspeechtherapy.com/shop/editable-report-template-for-the-comprehensive-test-of-phonological-processing-second-edition-ctopp-2/) - This 7-page fully editable report template discusses the results of the Comprehensive Test of Phonological Processing-Second Edition (CTOPP-2) It includes the following components: Table of testing results Recommendations for using severity ratings of standard scores Recommendations of which information to include in the background history section of the report Adaptive behavior section Assessment findings Test description All subtests descriptions including numerous examples of difficulties the students may present with Testing Summary Section Impressions Section ICD-10 Diagnoses Section Accommodations vs. Remediation Section Adaptive Recommendations Section Maintaining Factors Section Suggested Therapy Goals Long Term Short Term Reward System and Rationale Expected duration of treatment Prognosis Therapy Discharge Recommendations
- [Differential Diagnosis of ADHD in Speech Language Pathology](https://www.smartspeechtherapy.com/shop/differential-diagnosis-of-adhd-in-speech-language-pathology/) - Inattentiveness, hyperactivity, and impulsivity are the most common presenting behavioral manifestations in at-risk school-aged children. This updated 120 slide presentation discusses the causes of hyperactivity, overactivity, and inattentiveness in children beyond the ADHD diagnosis. It will address select a variety of conditions which may mimic symptoms, including medical diagnoses, traumatic brain injury, language and literacy disorders, acquired genetic disorders, as well as psychiatric disorders with similar symptomology. Participants will be able to identify which standardized and clinical assessment batteries can be used for the determination of language related-deficits. Finally, treatment options, accommodations, modifications and compensatory strategies to improve affected performance in social and academic settings, will also be provided to participants. At the completion of this presentation participants will be able to: 1.List core symptoms of ADHD as listed in DSM-5 and interpret them through the differential diagnostic lens 2.Describe which disorders have similar symptoms as ADHD 3.Identify select standardized and clinical assessment batteries useful for students with ADHD 4.Review select EBP treatment approaches and describe their utility 5.List compensatory strategies for intervention purposes 6.List useful accommodations and environmental modifications for students with ADHD to improve focus in therapy sessions It contains information on the following Overview of ADHD Core Symptoms Inattention Hyperactivity Impulsivity More on ADHD as per DSM-5 Functional Consequences of ADHD ADHD Statistics ADHD Management Psychostimulants ADHD Pharmacotherapy Overdiagnosis of ADHD in Children and Adolescents At-Risk Populations Who Can Display ADHD Symptomology Early Life Adversity and Maltreatment WHAT IF IT’S NOT ADHD? Validity of Stand-Alone Diagnosis? ADHD Current State of the Field Risk of Misdiagnosis? Disorders Frequently Mistaken for ADHD Select Disorders with ADHD like Symptoms 5 Detailed Case Studies Case Study Supporting Information Collecting Differential Diagnosis Information Background History Collection Critical questions to ask the teacher Assessment Considerations On the inclusion of students with disabilities in the normative samples Comprehensive Assessment: Language and Literacy Assessment Tasks and What They Measure Assessing Subtle Deficits Assessing Metalinguistic Abilities Assessing Semantic Flexibility Skills Assessing Narrative Abilities Assessing Social Communication Assessing Reading Abilities Assessing Writing Abilities Goal Target Selection Evidence-Based Treatment Approaches Contextualized Language Intervention Use of Fractured Fairy Tales in Therapy Video Analysis Video Learning Squad Disciplinary Literacy Intervention Teaching Reading Comprehension for Science Goal Functionality Maintaining Factions Cognitive Sensorimotor Psychosocial Linguistic Goal Related Modifications Physical Space Session Structure Behavior Session Materials Complexity vs. Difficulty Linguistic and Nonlinguistic Contexts Prompts vs. Cues Types of Cues Types of Prompts Levels of Support Instructional Accommodations to Improve Behavior Multidisciplinary approach for evaluation and management of ADHD Relevance and Implications for speech pathologists Helpful Resources For a detailed review of this product on the Speech Universe Blog click HERE.
- [The Role of SLPs in Comprehensive  Assessment and Treatment of  Language, Literacy and Executive  Functions](https://www.smartspeechtherapy.com/shop/slps-assess-treat-lang-lit-efs/) - This 230 page product is an in-depth resource designed for Speech-Language Pathologists (SLPs) who seek to enhance their ability to assess and address complex challenges in language, literacy, and executive functions. Detailed Features and Content: Comprehensive Dyslexia Overview: Provides a thorough exploration of dyslexia as a language-based literacy disorder, emphasizing its phonological underpinnings. Discusses the controversies surrounding dyslexia’s definitions, subtypes, and treatment approaches, supported by current research. Assessment Tools and Strategies: Offers a detailed comparison of educational assessment tools (e.g., WIAT-4, WJ-IV, KTEA, FAR) alongside SLP-specific tests. Highlights tests and tasks that are sensitive to identifying deficits in phonological awareness, executive functions, and literacy skills. Focus on Executive Functions: Explains the role of executive functions in language acquisition and literacy development. Describes common executive function deficits in children with developmental language disorders and their impact on academic performance. Language-Literacy Integration: Explains how foundational language skills, such as syntax, vocabulary, and narrative abilities, underpin literacy development. Details the impact of oral language deficits on reading comprehension, written expression, and spelling. Specialized Intervention Approaches: Provides targeted strategies for addressing developmental language disorders, pragmatic deficits, and writing challenges. Includes guidance on working with bilingual children and those with additional developmental disabilities. Frameworks for Academic Language Development: Introduces a hierarchy of academic language development from preschool through high school, focusing on skills such as vocabulary, sentence structure, and discourse-level writing. Offers practical insights for supporting language development at various academic stages. Practical Applications for SLPs: Outlines the critical role of SLPs in comprehensive literacy evaluations, emphasizing their unique expertise in phonology, morphology, and syntax. Discusses the importance of integrating narrative analysis and pragmatic assessment into language and literacy evaluations. A key feature of "The Role of SLPs in Comprehensive Assessment and Treatment of Language, Literacy, and Executive Functions" is its emphasis on contextualized therapy approaches. Unlike traditional interventions focused on isolated skill-building, this resource underscores the importance of embedding therapy into meaningful, real-world activities that promote generalization and functional use of skills. Key Elements of Contextualized Therapy: Integration with Academic and Social Contexts: Use classroom texts and assignments as tools for intervention, such as practicing narrative retelling, summarization, and text analysis. Focus on developing writing skills through authentic prompts, like creating essays, analyzing story plots, or responding to classroom discussions. Emphasis on Functional Pragmatics: Address pragmatic skills within peer interactions, group projects, or role-playing scenarios to reinforce real-life communication. Tailor interventions to support the learner’s ability to interpret and respond to nuanced social contexts, such as understanding sarcasm, inference, and tone in conversations or written texts. Enhanced Generalization: Align therapy tasks with the student’s daily experiences to ensure skills transfer across academic and social environments. Incorporate activities that require students to use language for problem-solving, critical thinking, and collaboration. Cognitive Load Considerations: Design tasks that reduce cognitive overload by combining skill-building with familiar and engaging contexts, improving retention and application of learned skills. Who This Resource is For: This guide is intended for SLPs working in educational or clinical settings who want to deepen their understanding of the connections between language, literacy, and executive functions. It is particularly useful for professionals supporting children with developmental language disorders, literacy challenges, or executive dysfunction. Why Choose This Resource: Rather than relying on generalized assessment tools, this resource emphasizes the importance of using precise, research-backed methods tailored to SLP practice. It equips practitioners with both theoretical knowledge and actionable strategies to improve outcomes for children with complex needs. This resource also provides numerous examples and practical strategies for SLPs to create therapy sessions that are not only evidence-based but also aligned with the individual’s real-world needs. By adopting a contextualized approach, practitioners can support meaningful progress that extends beyond the therapy room into everyday life.
- [Editable Report Template for the Test of Problem Solving-3 Elementary: Normative Update](https://www.smartspeechtherapy.com/shop/editable-report-template-for-the-test-of-problem-solving-3-elementary/) - This 7-page fully editable report template discusses the results of the Test of Problem Solving-3 Elementary (TOPS-3E and TOPS-3E:NU) It includes the following components: Table of testing results Recommendations for using severity ratings of standard scores Information regarding assessment strengths and limitations Recommendations of which information to include in the background history section of the report Adaptive behavior section Assessment findings Test description All subtests descriptions including numerous examples of difficulties the students may present with Testing Summary Section Impressions Section ICD-10 Diagnoses Section Accommodations vs. Remediation Section Adaptive Recommendations Section Maintaining Factors Section Suggested Therapy Goals Long Term Short Term Reward System and Rationale Expected duration of treatment Prognosis Therapy Discharge Recommendations
- [Winter Season Monthly Themes and Events Focus for Language Therapy](https://www.smartspeechtherapy.com/shop/winter-season-monthly-themes-and-events-focus-for-language-therapy/) - This product contains a listing of select winter season themes, holidays and notable events for the months of January through March.
- [Comprehensive Literacy Checklist for Preschool & Kindergarten-Aged Children 3-6 years of age](https://www.smartspeechtherapy.com/shop/comprehensive-literacy-checklist-for-preschool-kindergarten-aged-children/) - This literacy checklist for children 3:00-5:11 years of age was created to assist Speech-Language Pathologists (SLPs) in the decision-making process of how to identify deficit areas and select assessment instruments to prioritize a literacy assessment for preschool and kindergarten-aged children. The goal is to eliminate administration of unnecessary or irrelevant tests and focus on the administration of instruments directly targeting the specific areas of difficulty that the student presents with. *The term “literacy checklist” rather than “dyslexia checklist” is used throughout this document to refer to any deficits in the areas of reading, writing, and spelling that the child may present with in order to identify any possible difficulties the child may present with, in the areas of literacy as well as language. This checklist can be used for multiple purposes. 1. To identify areas of deficits the child presents with for targeted assessment purposes 2. To highlight areas of strengths (rather than deficits only) the child presents with pre or post-intervention 3. To highlight residual deficits for intervention purpose in children already receiving therapy services without further reassessment Checklist Content: Page 1 Title Page 2 Directions Pages 3-6 Checklist Page 7 Select Tests of Reading and Writing for Preschool and Kindergarten Aged Children Pages 8 Helpful Smart Speech Therapy Materials Checklist Areas AT RISK FAMILY HISTORY AT RISK DEVELOPMENTAL HISTORY BEHAVIORAL MANIFESTATIONS LEARNING DEFICITS Memory for Sequences Vocabulary Knowledge Narrative Production Phonological/Phonemic Awareness Emergent Reading Morphological Awareness Spelling Handwriting
- [Editable Report Template for the Social Language Development Test-Elementary](https://www.smartspeechtherapy.com/shop/social-language-development-test-elementary-editable-report-template/) - This 7-page fully editable report template discusses the results of the Social Language Development Test Elementary (SLDT-E). Please note that this template is for the original test and not for the normative update (NU), the norms to which can be found HERE (shared with publisher permission). That is because it includes more comprehensive testing information for report writing purposes. It includes the following components: Table of testing results Recommendations for using severity ratings of standard scores Recommendations of which information to include in the background history section of the report Adaptive behavior section Assessment findings Test description All subtests description Descriptions of Tasks /a/ and /b/ of the Making Inferences subtest which includes two examples of presented scenarios and what type of difficulties the student may present with them during the administration for all tasks Descriptions of Tasks /a/, /b/, and /c/ of the Interpersonal Negotiation subtest which includes two examples of presented scenarios and what type of difficulties the student may present with them during the administration for all tasks Description of the Multiple Interpretations subtest with two examples of difficulties the student may present with Description of the Supporting Peers subtest with two examples of difficulties the student may present with Explanation of average scores on the Supporting Peers subtest in the presence of poor scores on all the other subtests of SLDT-E and how to qualify it for testing purposes Testing Summary Section Impressions Section ICD-10 Diagnoses Section Accommodations vs. Remediation Section Adaptive Recommendations Section Maintaining Factors Section Suggested Therapy Goals Long Term Short Term Reward System and Rationale Expected duration of treatment Prognosis Therapy Discharge Recommendations
- [Social Pragmatic Language: Multiple Interpretations Therapy Activity](https://www.smartspeechtherapy.com/shop/social-pragmatic-language-multiple-interpretations-therapy-activity/) - This 8 page product was designed to work on social inferencing goals and on multiple interpretations of social situations
- [Improving Social Communication Abilities in Children with Psychiatric Impairments](https://www.smartspeechtherapy.com/shop/improving-social-communication-abilities-in-children-with-psychiatric-impairments/) - This revised 56 slide presentation offers intervention strategies for speech-language pathologists working with children with confirmed social communication deficits secondary to psychiatric diagnoses. *Please note that there’s an overlap of information between this material and “Treatment of Social Pragmatic Deficits in School Aged Children (Updated)”. Please review both product descriptions prior to making a purchase of a desired material. Objectives: Identify social pragmatic deficit areas of children with psychiatric impairments Describe components and targets of successful social skills treatments List common challenging behavior types and explain proactive behavior strategies used to prevent inappropriate behaviors from occurring Summarize social pragmatic treatment approaches which can be used for children with psychiatric impairments Identify materials that can be used to address relevant social pragmatic treatment goals Product Details: Psychiatric Diagnoses and Social Pragmatic Skills Specific Psychiatric Diagnoses and Social Communication Poor Social Communication and Effect on Psychological Wellbeing The Team Approach to Intervention Role of SLP on the Team Pediatric Psychiatric (non-autistic) Diagnoses Affecting Social Skills Creating Intervention Best Practices in Intervention Design Basic Social Interpersonal Skills Pragmatic Parameters of Communication Intermediate Social Skill Competency Components of Peer Relatedness Implementation: Individual vs. Group Therapy Considerations for Treatment Targets of Successful Social Skills Treatments Evidence-Based Intervention Approaches Behavior Types and Functions Behavior Functions Handling Challenging Behaviors Importance of Determining Behavior Function Examples of Antecedents Proactive Behavior Interventions Review of Specific Social Training programs Skillstreaming Efficacy Limitations PEERS Efficacy Video Modeling Efficacy Suggesting for Implementation Cognitive Behavior Therapy (CBT) Social Thinking Training (Winner) Efficacy Criticisms Responses to Criticisms Eclectic Approaches Teaching Specific Skills: Problem Solving Select Problem Solving Apps Select Materials to Teach Problem Solving Abilities Teaching Specific Skills: Pragmatics Teaching Specific Skills: Social Emotional Competence Select Materials to Teach Social Skills: Linguisystems Select Materials to Teach Social Skills: Super Duper Publications Select Materials to Teach Social Skills: Social Thinking® Select Apps Targeting Pragmatics and Social Skills Teaching Specific Skills: Advanced Listening Comprehension Adapted Materials to Teach Advanced Listening Comprehension Skills Parent Training to Increase Carryover Conclusion Helpful Resources References
- [Editable Report Template for the Social Language Development Test-Adolescent](https://www.smartspeechtherapy.com/shop/editable-report-template-for-the-social-language-development-test-adolescent/) - This 7-page fully editable report template discusses the results of the Social Language Development Test Adolescent (SLDT-A). Please note that this template is for the original test and not for the normative update (NU), the norms to which can be found HERE (shared with publisher permission). That is because it includes more comprehensive testing information for report writing purposes. It includes the following components: Table of testing results Recommendations for using severity ratings of standard scores Recommendations of which information to include in the background history section of the report Adaptive behavior section Assessment findings Test description All subtests description Description of the Making Inferences subtest which includes two examples of presented scenarios and what type of difficulties the student may present with them during the administration for all tasks Description of Interpreting Social Language subtest which includes three examples of presented scenarios and what type of difficulties the student may present with them during the administration Description of the Problem Solving subtest with three examples of difficulties the student may present with Description of the Social Interaction subtest with five examples of difficulties the student may present with, including the Explanation of borderline scores for assessment purposes Description of the Interpreting Ironic Statements subtest with three examples of difficulties the student may present with Testing Summary Section Impressions Section ICD-10 Diagnoses Section Accommodations vs. Remediation Section Adaptive Recommendations Section Maintaining Factors Section Suggested Therapy Goals Long Term Short Term Reward System and Rationale Expected duration of treatment Prognosis Therapy Discharge Recommendations
- [Pediatric Background History Questionnaire](https://www.smartspeechtherapy.com/shop/pediatric-background-history-questionnaire/) - This comprehensive 6 page pediatric background history questionnaire was created to assist SLPs with efficient and effective collection of detailed background history information on a variety of general pediatric clients 0-21 years of age. This questionnaire (which is available in pdf format) can be emailed to the parents/caregivers prior to the evaluation to optimize evaluation time and procedures. It is intended to assist SLPs with determining both 'red' and 'green' development flags in conjunction with testing results in order to make informed decisions regarding the client's therapy services eligibility. Specific information sections: General demographics Adoption history (if applicable) Detailed prenatal, pregnancy and birth history Medical history Related services history Hearing Auditory processing (if applicable) Development history Motor milestones Oral-motor milestones Speech and language milestones OT needs history Education history Behavior and personality Specific speech language related concerns checklist Additional information summary
- [Editable Report Template for the Test of Problem Solving-2: Adolescent](https://www.smartspeechtherapy.com/shop/editable-report-template-for-the-test-of-problem-solving-2-adolescent/) - This 7-page fully editable report template discusses the results of the Test of Problem Solving-2 Adolescent It includes the following components: Table of testing results Recommendations for using severity ratings of standard scores Information regarding assessment strengths and limitations Recommendations of which information to include in the background history section of the report Adaptive behavior section Assessment findings Test description All subtests descriptions including numerous examples of difficulties the students may present with Testing Summary Section Impressions Section ICD-10 Diagnoses Section Accommodations vs. Remediation Section Adaptive Recommendations Section Maintaining Factors Section Suggested Therapy Goals Long Term Short Term Reward System and Rationale Expected duration of treatment Prognosis Therapy Discharge Recommendations
- [Editable Report Template for the Clinical Evaluation of Language Fundamentals-5: Metalinguistics](https://www.smartspeechtherapy.com/shop/clinical-evaluation-of-language-fundamentals-5-metalinguistics-report-template/) - This 8-page fully editable report template discusses the results of the Clinical Evaluation of Language Fundamentals-5: Metalinguistics (CELF-5M) It includes the following components: Table of testing results Recommendations for using severity ratings of scaled scores Recommendations regarding which students WILL benefit and which students WILL NOT benefit from the CELF-5M administration Recommendations of which information to include in the background history section of the report Adaptive behavior section Assessment findings Test description All subtests descriptions including numerous examples of difficulties the students may present with Testing Summary Section Impressions Section ICD-10 Diagnoses Section Accommodations vs. Remediation Section Adaptive Recommendations Section Maintaining Factors Section Suggested Therapy Goals Long Term Short Term Reward System and Rationale Expected duration of treatment Prognosis Therapy Discharge Recommendations
- [Assessment of Social Communication Deficits in School-Aged Children](https://www.smartspeechtherapy.com/shop/assessing-social-pragmatic-skills-of-school-aged-children/) - This 52 slide presentation offers assessment strategies for speech-language pathologists working with children with confirmed or suspected social pragmatic language deficits. *Please note that there's an overlap of information between this material and "Assessing Social Communication Abilities in Children with Psychiatric Impairments". Please review both product descriptions very carefully prior to making a purchase of the desired material. —Learners will be able to 1.Summarize the role of SLP in assessment of pragmatic language and social cognitive abilities of school-age children 2.List formal assessment instruments used to assess pragmatic language and social cognitive abilities of school age children 3.Describe informal assessment procedures used to assess pragmatic language and social cognitive abilities of school age children Slide Content: Role of SLP in Assessment of Pragmatic Language Disorders What are Social Pragmatic Skills Difficulty with Detection of Social Pragmatic Language Deficits Where to begin assessment Relevant Assessment Areas Sample Areas of Difficulty Social Pragmatic Language Assessment: Useful Standardized Tests: Strengths and Limitations Informal Assessments It’s all about ToM First Order False Belief Task Second Order False Belief Tasks Strange Stories Discourse Analysis Procedural Analysis Narrative Analysis Conclusion Helpful Resources References
- [Introduction to Prevalent Disorders Bundle](https://www.smartspeechtherapy.com/shop/introduction-to-prevalent-disorders-bundle/) - Introduction to Prevalent Disorders Bundle contains information on 3 disorders affecting language abilities which are rapidly rising to prominence in the field of speech-language pathology Introduction to Auditory Processing Disorders Introduction to Social Pragmatic Language Disorders Introduction to Fetal Alcohol Spectrum Disorders
- [Best Practices in Bilingual Literacy Assessments and Interventions](https://www.smartspeechtherapy.com/shop/best-practices-in-bilingual-literacy-assessments-and-interventions/) - This 105 slide presentation discusses how bilingual speech-language pathologists (SLPs) can effectively assess and intervene with simultaneously bilingual and multicultural children (with stronger academic English language skills) diagnosed with linguistically-based literacy impairments. Topics include components of effective literacy assessments for simultaneously bilingual children (with stronger English abilities), best instructional literacy practices, translanguaging support strategies, critical questions relevant to the provision of effective interventions, as well as use of accommodations, modifications and compensatory strategies for improvement of bilingual students’ performance in social and academic settings. *Please note that there’s some overlap between this material and several related products on the topic of vocabulary, literacy, translanguaging, as well creating fucntional goals and objectives for therapeutic purposes. Please review all product descriptions carefully prior to making a purchase of the desired material. Learning Objectives: After the completion of this presentation the participants will be able to: Describe available literacy assessment batteries Discuss translanguaging strategies used for bilingual students with language impairments in the therapy room Select self-questions for implementation of learner-relevant intervention strategies List components of effective literacy instruction for bilingual learners Determine accommodations as well as environment modifications for bilingual students with language and literacy disorders Slide Content: Tests of Reading, Spelling and Writing Comprehensive Literacy Test Phonological Awareness Testing Formal Informal Tests of Reading Fluency Reading Fluency Rates Sources Reading Comprehension Testing Informal Testing Spelling Assessment Formal Prescriptive Formal Tests of Writing Informal Writing Assessment Intervention Approaches for Bilingual Children Why the Language of Intervention is Important Translanguaging Support Strategies Translanguaging in Bilingual Sessions Translanguaging for Push-In Services/Projects Self-Questions to Enhance SLP Goals Learning about the world Creating Multilingual Therapy Environment Culturally Relevant Intervention Preschool/Elementary Bilingual Thematic Readings Final Words on Translanguaging Self-Questions to Implement Learner-Relevant Intervention Hierarchy of Language Development Why Should SLPs Address Literacy? Components of Effective Literacy Intervention Supplemental Reading Intervention Phonological/Phonemic Awareness Phonological Awareness Tasks Phonological Awareness Session Activities Phonological Awareness Session: Rhyming Phonological Awareness Session:Blending Sounds Phonics Instruction Phonics Instruction Basics Mathes et al, 2007: Instructional Design Recommendations Suggested Sequence of Teaching Letter/Sound Correspondence Orthographic Knowledge Comparisons Between English & Spanish Orthographies Spelling Patterns of Bilingual Children Teaching Spelling Morphological Knowledge Morphological Awareness Studies Morphological Intervention Morphological Intervention with Older Children Mental Graphemic Representations MGR-Based Intervention Vocabulary Knowledge and Instructional Practices Developing a Vocabulary-Enriched Classroom Environment with Teacher Collaboration Vocabulary Selection Tips Examples of Spring Related Vocabulary Effective Methods of Vocabulary Instruction Creating Effective Intervention Materials Components of Effective Vocabulary Interventions Explicit Vocabulary Instruction Instructional Routine for Vocabulary Basic Reading Fluency Decoding for Reading Fluency Reading Fluency Rates Strategies for Improving Fluency Reading Comprehension Informal Reading Comprehension Treatment Teaching Specific Reading Comprehension Skills Tips for Teaching Reading Comprehension Maintaining Factors Cognitive Sensorimotor Psychosocial Linguistic Complexity vs. Difficulty Linguistic Contexts Nonlinguistic Contexts Prompts vs. Cues Types of Cues Types of Prompts Levels of Cues Writing Measurable Goals Instructional Accommodations Effective Goal Related Modifications Physical Space Session Structure Child Behavior Session Materials Conclusion Helpful Smart Speech Therapy Resources
- [Teaching Hierarchy of Problem Solving Skills to Children with Learning Disabilities (Revised)](https://www.smartspeechtherapy.com/shop/teaching-hierarchy-of-problem-solving-skills-to-children-with-learning-disabilities/) - This revised handout explains the importance of analogical reasoning skills and offers suggestions for teaching the hierarchy of analogical problem-solving sub-components to language impaired children. It lists the "Language Processing Hierarchy Pertaining to Critical Thinking" (Richard, 2001) as well as lists several FREE problem-solving apps and worksheets. References are provided.
- [Fall Season Monthly Themes and Events Focus for Language Therapy](https://www.smartspeechtherapy.com/shop/fall-season-monthly-themes-and-events-focus-for-language-therapy/) - This product contains a listing of select fall season themes, holidays and notable events for the months of September through December.
- [Dysgraphia Checklist for School-Aged Children](https://www.smartspeechtherapy.com/shop/dysgraphia-checklist-for-school-aged-children/) - Dysgraphia is a learning disability affecting writing skills. It can manifest itself in a number of deficit areas including handwriting, written composition, writing mechanics as well as spelling. This dysgraphia checklist was created to assist parents and professionals in the decision-making process of identifying the students’ specific written language deficits who may require further assessment/treatment services to improve their written abilities. This checklist can be used for multiple purposes. 1. To identify areas of deficits the child presents with for targeted assessment purposes 2. To highlight areas of strengths (rather than deficits only) the child presents with pre or post intervention 3. To highlight residual deficits for intervention purpose in children already receiving therapy services without further reassessment Checklist Content: Page 1 Title Page 2 Directions Pages 3-5 Checklist Page 10 Select Tests of Spelling and Writing for Preschool and School-Aged Children Checklist Areas AT RISK FAMILY HISTORY AT RISK DEVELOPMENTAL HISTORY BEHAVIORAL MANIFESTATIONS LEARNING DEFICITS Spelling Writing Conventions Writing Composition Handwriting
- [Effective Reading Instruction Strategies for Intellectually Impaired Students](https://www.smartspeechtherapy.com/shop/effective-reading-instruction-strategies-for-intellectually-impaired-students/) - This 50-slide downloadable presentation in pdf format describes how speech-language pathologists (SLPs) trained in assessment and intervention of literacy disorders (reading, spelling, and writing) can teach phonological awareness, phonics, as well as reading fluency skills to children with mild-moderate intellectual disabilities. It will review the research on reading interventions conducted with children with intellectual disabilities, list components of effective reading instruction as well as explain how to incorporate components of reading instruction into language therapy sessions. *Please note that this is an abridged product which is a part of a larger more comprehensive product, entitled: From Wordless Picture Books to Reading Instruction: Effective Strategies for SLPs Working with Intellectually Impaired Students. Please review both product descriptions carefully prior to making a purchase of the desired material. Learning objectives: After the completion of this presentation the participants will be able to: Describe the research on reading interventions conducted with children with intellectual disabilities List components of effective reading instruction Explain how to incorporate components of reading instruction into speech-language therapy sessions Slide Content: Reading and Intellectual Disability (ID) Teaching Students with ID to Read Skill Focus K-2 Grades How Long Does it Take? Components of Effective Literacy Intervention Supplemental Reading Intervention Phonological/Phonemic Awareness Phonological Awareness Tasks Phonological Awareness Session Activities Phonological Awareness Session: Rhyming Phonological Awareness Session: Blending Sounds Phonics Instruction Phonics Instruction Basics Mathes et al, 2007: Instructional Design Recommendations Suggested Sequence of Teaching Letter/Sound Correspondence Orthographic Knowledge Comparisons Between English & Spanish Orthographies Spelling Patterns of Bilingual Children Teaching Spelling Morphological Knowledge Morphological Awareness Studies Morphological Intervention Morphological Intervention with Older Children Mental Graphemic Representations MGR-Based Intervention Vocabulary Knowledge and Instructional Practices Vocabulary Selection Tips Examples of Spring Related Vocabulary Effective Methods of Vocabulary Instruction Creating Effective Intervention Materials Components of Effective Vocabulary Interventions Explicit Vocabulary Instruction Instructional Routine for Vocabulary Basic Reading Fluency Decoding for Reading Fluency Reading Fluency Rates Strategies for Improving Fluency Reading Comprehension Informal Reading Comprehension Treatment Teaching Specific Reading Comprehension Skills Tips for Teaching Reading Comprehension Free Resources for Teaching Reading Comprehension Free Resources for Teaching Main Ideas Conclusion Helpful Smart Speech Therapy Resources
- [Differential Assessment and Treatment of Processing Disorders in Speech Language Pathology](https://www.smartspeechtherapy.com/shop/differential-assessment-and-treatment-of-processing-disorders-in-speech-language-pathology/) - —This 100 slide product discusses the current state of the field as pertinent to identification and differentiation of auditory and language processing disorders in speech language pathology. It describes how to conduct differential diagnosis of symptoms, discusses which conditions can be erroneously diagnosed instead of language processing disorders, lists assessment instruments sensitive to deficits detection, as well as discusses treatment options, accommodations, modifications and compensatory strategies to improve the affected students performance in social and academic settings. *Please note that there’s an overlap between this material and Processing Disorders: Controversial Aspects of Diagnosis and Treatment. Please review both product descriptions carefully prior to making a purchase of the desired material. Learning objectives: —At the end of this presentation learners will be able to: —List core symptoms of C/APD and interpret them through the differential diagnostic lens of language processing disorders —Outline the roles of audiologist and speech language pathologist in the assessment and remediation of auditory and language processing disorders —Explain why the label ‘C/APD’ may actually limit provision of appropriate therapeutic interventions —Discuss current state of the field with respect to treatment of processing disorders —Identify formal and informal assessment batteries useful for detection of processing difficulties —List target skills and compensatory strategies for intervention purposes —Discuss the use of apps and commercial programs available for remediation of processing disorders —List student accommodations as well as environment modifications for students with processing disorders Product Content: On the Success of Memes C/APD Symptomology Interpreting CAPD Symptomology Major C/APD Models Linguistic Interpretation of Deficits Described in C/APD Models At-Risk Populations Who Display “C/APD” Symptomology The roles of AuD & SLP in assessment/treatment of CAPD CAPD Testing Controversy Differential diagnosis of CAPD 2 Case Studies Background history Symptomology Diagnosis findings (language) Discussion Learning Outcomes The Problem with the CAPD Label CAPD Does NOT Cause LD* Assessing students with “(C) APD” Collecting Differential Diagnosis Information Prenatal History Developmental History Educational History Critical Questions to ask the Teacher Review of other Assessments and Score Discrepancies Assessment Basics Sample Forms to Use Select Assessment Battery Suggestions Listening Comprehension Comprehension of Figurative Language Semantic Flexibility Narrative Abilities Critical Thinking Social Communication Executive Function Abilities Tests of Reading Phonological Awareness Word Fluency Informal Testing Suggestions Tests of Reading Fluency Reading Fluency Rates Tests of Reading Comprehension Informal Reading Comprehension Assessment Tests of Spelling Areas Assessed by Spelling Formal Spelling Assessment Informal Spelling Assessment Tests of Writing Preschool though early elementary age (4-12) 4th grade through adolescence (9-18) Informal Writing Assessment The CAPD Treatment Dilemma Processing Skills Training The Controversy of Prescriptive Programs FM Systems for CAPD: What does the research say? Formulating Targeted Goals for Students with “CAPD” Goal Functionality Effective Goal-Related Modifications Physical Space Session Structure Child Behavior Session Materials Maintaining Factors Cognitive Sensorimotor Psychosocial Linguistic Complexity vs. Difficulty Linguistic Contexts Nonlinguistic Contexts Prompts vs. Cues Types of Cues Types of Prompts Levels of Cues Writing Measurable Goals Instructional Accommodations to Improve Processing Apps and Commercial Materials Adapting Apps Finding Apps to Adapt to Goals Evaluating Apps Appdapting Apps Conclusion: Relevance and Implications for Educators Helpful Smart Speech Therapy Resources
- [From Wordless Picture Books to Reading Instruction: Effective Strategies for SLPs Working with Intellectually Impaired Students](https://www.smartspeechtherapy.com/shop/from-wordless-picture-books-to-reading-instruction-effective-strategies-for-slps-working-with-intellectually-impaired-students/) - This 92 slide presentation discusses how to address the development of critical thinking skills through a variety of picture books utilizing the framework outlined in Bloom’s Taxonomy: Cognitive Domain which encompasses the categories of knowledge, comprehension, application, analysis, synthesis, and evaluation. It then reviews components of effective reading instruction for children with language and intellectual disabilities which include: phonological awareness (sound manipulation in words), alphabetic principle (sound-letter correspondence), orthographic instruction (knowledge of reading/spelling rules), vocabulary instruction, morphological awareness (prefixes, suffixes and word origins), fluency (automaticity, prosody, accuracy and speed, expression, intonation and phrasing), text comprehension and encoding (spelling). Finally, it provides recommendations on how components of effective reading instruction can be cohesively integrated in order to improve reading abilities of children with language disorders and learning disabilities. *Please note that there’s some overlap between this material and several related products on the topic of vocabulary, literacy instruction, as well as wordless picture books. Please review all product descriptions carefully prior to making a purchase of the desired material. Learning objectives: After the completion of this presentation the participants will be able to: Describe components of Blooms Taxonomy relevant to critical thinking skills instruction List critical thinking skills hierarchy Discuss how to implement effective critical skills instruction via picture books List components of effective reading instruction Explain how to incorporate components of reading instruction into speech-language therapy sessions Slide Content: Brief Overview of Bloom’s Original Taxonomy (1956) Brief Overview of the Revised Bloom’s Taxonomy (2001) What to teach in the Remembering stage What to teach in the Understanding stage What to teach in the Applying stage What to teach in the Analyzing stage What to teach in the Synthesizing stage What to teach in the Evaluating stage What to teach in the Creating stage What is Academic Language? Academic Language Functions Hierarchy Importance of Critical Thinking Skills Critical Thinking Skills in Children with Learning Disabilities (LD) Language Processing Hierarchy Pertaining to Critical Thinking Training Reasoning Skills in Children With LD (4 sample sessions) Exposures needed to Learn New Vocabulary Words Remediation via Use of Specific Story Prompts Focus on Story Characters and Setting Story Sequencing More Complex Book Interactions Teaching Vocabulary of Feelings And Emotions Select Picture Book Authors and Series Thematic Non-Fiction Picture Books Importance of Teaching Advanced Vocabulary Utility of Let’s Read and Find Out Series Non-Fiction Picture Books in Action What else can we do and why do we do it? Suggestions for Implementation with Intellectually Disabled (ID) Students Value of Non-Fiction Picture Books Reading and Intellectual Disability (ID) Teaching Students with ID to Read Skill Focus K-2 Grades How Long Does it Take? Components of Effective Literacy Intervention Supplemental Reading Intervention Phonological/Phonemic Awareness Phonological Awareness Tasks Phonological Awareness Session Activities Phonological Awareness Session: Rhyming Phonological Awareness Session: Blending Sounds Phonics Instruction Phonics Instruction Basics Mathes et al, 2007: Instructional Design Recommendations Suggested Sequence of Teaching Letter/Sound Correspondence Orthographic Knowledge Comparisons Between English & Spanish Orthographies Spelling Patterns of Bilingual Children Teaching Spelling Morphological Knowledge Morphological Awareness Studies Morphological Intervention Morphological Intervention with Older Children Mental Graphemic Representations MGR-Based Intervention Vocabulary Knowledge and Instructional Practices Developing a Vocabulary-Enriched Classroom Environment with Teacher Collaboration Vocabulary Selection Tips Examples of Spring Related Vocabulary Effective Methods of Vocabulary Instruction Creating Effective Intervention Materials Components of Effective Vocabulary Interventions Explicit Vocabulary Instruction Instructional Routine for Vocabulary Basic Reading Fluency Decoding for Reading Fluency Reading Fluency Rates Strategies for Improving Fluency Reading Comprehension Informal Reading Comprehension Treatment Teaching Specific Reading Comprehension Skills Tips for Teaching Reading Comprehension Free Resources for Teaching Reading Comprehension Free Resources for Teaching Main Ideas Conclusion Helpful Smart Speech Therapy Resources
- [Speech Language Intervention Approaches for Bilingual Children](https://www.smartspeechtherapy.com/shop/speech-language-intervention-approaches-for-bilingual-children/) - —This 29 page packet describes research driven evidence based practices in treatment of bilingual children with confirmed speech-language disorders. It is part of several comprehensive SST products including: —Multicultural Assessment and Treatment Bundle —Language Difference vs. Language Disorder Packet Intended Audience: Parents Caregivers Speech Language Pathologists Graduate Students New Graduates Clinical Fellows Change of Career Professionals Related Professionals Psychologists Social Workers Special Education Teachers Packet Contents: What happens when birth language (L1) is eliminated? Positive effects of dual language intervention Dual language intervention A word on Specific Language Impairment (SLI) Approaches to Bilingual Speech Remediation Choosing Phonological Targets Approaches to Bilingual Fluency Remediation Fluency Shaping Stuttering Modification Literacy and Phonological Awareness (PA) Interventions Language Service Delivery Considerations Bilingual Interventions and Academic Language Functions Bilingual Interventions and Sample Language Activities Complimentary Language Intervention Approaches Recommendations for monolingual clinicians Final Recommendations Summary Helpful Resources
- [Strategies of Language Facilitation with Picture Books For Parents and Professionals](https://www.smartspeechtherapy.com/shop/strategies-of-language-facilitation-with-picture-books-for-parents-and-professionals/) - —This material provides suggestions on how parents and professionals can facilitate language development via use of picture books. It discusses specific implementation strategies as well as lists select Pre-K books and authors —This sample is part of a full product entitled: Creating A Learning Rich Environment for Language Delayed Preschoolers: Tutorial for Parents and Professionals, which can be found HERE. —Target Audience —Parents/Caregivers —Speech Language Pathologists including Clinical Fellows (CFY’s) as well as Graduate Speech Pathology Students —School Based Professionals —Explain and distribute this material to caregivers Product Content: The Benefits of Book Reading and Retelling Working with Wordless Picture Books (WLPBs) Identifying Warning Signs of Poor Story Telling Narrative Milestones from Preschool - First Grade Remediation via Use of Specific Story Prompts Focus on Story Characters and Setting Story Sequencing More Complex Book Interactions Teaching Vocabulary of Feelings And Emotions Select Favorite Authors Perfect for Pre-K Helpful Smart Speech Therapy Resources
- [Introduction to Fetal Alcohol Spectrum Disorders (FASD)](https://www.smartspeechtherapy.com/shop/introduction-to-fetal-alcohol-spectrum-disorders-fasd/) - This 29 slide presentation provides an overview of terms associated with alcohol related disabilities in children, discuss Fetal Alcohol Spectrum Disorders (FASD) related statistical inconsistencies, as well as explain why the absence of Fetal Alcohol Spectrum (FAS) related facial features does not guarantee a lack of alcohol related diagnosis. Intended Audience —Caregivers —Biological Parents —Kinship Care —Adoptive Parents —Speech Language Pathologists —Graduate Students —New Graduates —Clinical Fellows —Change of Career Professionals —Related Professionals —Psychologists —Social Workers —Occupational Therapists —Special Education Teachers Slide Content: FASD Definition Alcohol linked changes in the brain How is FASD diagnosis made FASD Umbrella Diagnoses Chart List of Current FASD Terms CNS Damage FASD Related US Statistics FAS related diagnostic challenges Maternal Risk Factors The “Controversy of Visibility” How important are the FAS features? Alcohol Related Cognitive-Linguistic Deficits FASD in the Schools Conclusion Appendix I: List of Current FASD Terms Helpful Smart Speech Therapy Resources References
- [Teaching Punctuation for Writing Success](https://www.smartspeechtherapy.com/shop/teaching-punctuation-for-writing-success/) - This simple punctuation activity was created to strengthen the writing skills, as well as the critical thinking and executive function abilities in students with average IQ, 8+ years of age, presenting with language and literacy difficulties. Under the therapist’s or parent’s supervision, the activity requires students to search online for the rules of usage of 20 punctuation marks as well as writing-related vocabulary words and phrases.
- [Metalinguistic Vocabulary for Reading Success](https://www.smartspeechtherapy.com/shop/metalinguistic-vocabulary-for-reading-success/) - This simple vocabulary identification activity was created to target the development of metalinguistic skills, as well as to strengthen critical thinking and executive function abilities in students with average IQ, 8+ years of age, presenting with language and literacy difficulties. This activity requires students to locate the meanings of 12 abstract vocabulary words related to literacy in order to create definitions and subsequently sentences with these words. The words in this packet were chosen specifically to enhance the students understanding of skills involved in reading, writing, and spelling.
- [Introduction to Social Pragmatic Language Disorders](https://www.smartspeechtherapy.com/shop/introduction-to-social-pragmatic-language-disorders/) - —This 22 slide presentation defines social pragmatic language impairment, explains the referral process for assessment and intervention of pragmatic language deficits, cites select assessment instruments sensitive to detection of social pragmatic language impairment as well as explains the advantages and disadvantages of social pragmatic assessment and intervention in school vs. private therapy settings. Learning Objectives —At the end of this presentations learners will be able to —Explain the symptoms of social pragmatic language deficits —Describe the roles of speech language pathologist in the assessment and remediation of social pragmatic language disorders —Identify assessment instruments sensitive to detection of social pragmatic language deficits —Explain the advantages and disadvantages of social pragmatic assessment and intervention in school vs. private therapy settings Intended Audience: —Parents —Caregivers —Speech Language Pathologists —Graduate Students —New Graduates —Clinical Fellows —Change of Career Professionals —Related Professionals —Psychologists —Social Workers —Occupational Therapists —Special Education Teachers Slide Content: Social Pragmatic Language Disorder Role of SLP in Assessment of Pragmatic Language Disorders Social Pragmatic Language Abilities Difference between strengths and deficits Social Pragmatic Deficits Difficulty with Deficits Detection Initiating the referral process Select assessments sensitive to social pragmatic difficulties When to seek private pragmatic language evaluation and therapy services? Advantages of Private Therapy Conclusion Helpful Resources References
- [Genetics in Speech Language Pathology](https://www.smartspeechtherapy.com/shop/genetics-in-speech-language-pathology/) - —This 36 page presentation is aimed at educating speech language pathologists regarding the role of genetics in assessment and intervention of speech language disorders. It will explain the link between genetics and developmental communication disabilities as well as summarize genetic contributions to speech sound disorders, language impairment, and reading disabilities. —Learning objectives: —Explain genetic terminology relevant to speech and language disorders including the concept of genetic transmission — Discuss select genetic conditions associated with hearing impairment and speech-language disorders/delays including reading disorders and dyslexia —Describe the importance of obtaining a detailed family history for speech language assessments in order to determine potential genetic involvement in the child’s speech language disorder —Summarize the role of orofacial observations play in the diagnosis of genetic disorders —Explain the importance of early identification and targeted intervention services to children with known genetic family history Slide Content: Introduction: Genetics and the SLP Common Misconceptions Regarding Genetics Current State of the Field Brief Genetic Primer Chromosomes, Genes and DNA Types of Mutations Modes of Inheritance Common Chromosomal Disorders Multifactorial Inheritance Genetics and S-L Disorders Genetic Contributions to Select S-L Disorders Implications for Treatment of SSDs Implications for Stuttering Implications for SLI Psychiatric Disorders Implications for Psychiatric Disorders Determining Genetic Contribution of a Disorder Phenotypes Data Collection Gathering Family History Medical History Developmental Milestones Behavioral Phenotype The Role of Orofacial Assessments Orofacial Observations Importance of Early Intervention Conclusion: Implication for SLPs Free Online Resources Books for SLPs Helpful Resources
- [Normal Sequential Bilingual Language Development and Proficiency Attainment](https://www.smartspeechtherapy.com/shop/normal-sequential-bilingual-language-development-and-proficiency-attainment/) - —This 31 page introductory material describes the sequence of typical sequential bilingual language development. It is part of several comprehensive bilingual assessment materials found HERE as a part of a “Multicultural Assessment and Treatment Bundle” AND HERE as an individual product entitled “Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children“. —— Learning objectives: —Discuss types of sequential bilingualism —List stages of bilingual language acquisition —Explain the difference between additive and subtractive bilingualism —Review academic language functions hierarchy —Describe Unified Competition Model —Discuss differences in L2 acquisition in younger and older learners Presentation Content Sequential Bilingualism Stages of Sequential Language Acquisition Bilingualism categorizations A Note on Subtractive Bilingualism Maintaining L1 while Learning L2 Language Proficiency: Terminology Acquisition Time Frames: L2 vs. IA Second Language Acquisition Model What is Academic Language? Academic Language Functions Hierarchy Is there an optimal period for bilingual language acquisition? What is Unified Competition Model Sensitive period for 'native-like' L2 acquisition Who learns faster: younger or older children? Let’s talk about younger L2 learners Let’s talk about older learners (before puberty) Let’s talk about older learners (after puberty) Affect of Age on L2 Acquisition Factors influencing success of older learners Conclusion Helpful Smart Speech Therapy Resources References
- [Creating Translanguaging  Classrooms and Therapy Rooms](https://www.smartspeechtherapy.com/shop/creating-translanguaging-classrooms-and-therapy-rooms/) - —This 15 page material describes how to integrate aspects of multiculturalism in k-12 educational settings including classrooms and therapy rooms, in order to create language-rich environment with the focus on multicultural children's heritage and languages. Learning Objectives: —Discuss strategies used to support birth language and culture of emergent bilingual students in the classroom/therapy room —List bilingual books and apps which can be implemented in therapy as well as classroom during story time —Integrate aspects of geography and social studies in translanguaging during the school day Product Content: What is Translanguaging Applying Translanguaging in Bilingual Classrooms Applying Translanguaging in ESL Classrooms Self-Questions re: Adding Translanguaging to the Curriculum Teaching Students About the World Creating Multilingual Environments Culturally Relevant Teaching Practices Preschool/Elementary Bilingual Thematic Readings Middle School and High School Readings Analyzing Fictional Texts Select Multicultural Apps Comparison of Bilingual Dictionaries (online and text) Conclusion Helpful Smart Speech Therapy Resources
- [Normal Simultaneous Bilingual Language Development and Milestones Acquisition](https://www.smartspeechtherapy.com/shop/normal-simultaneous-bilingual-language-development-and-milestones-acquisition/) - —This 26 page introductory material describes the sequence of typical simultaneous (from infancy) bilingual language development. It is part of several comprehensive bilingual assessment materials found HERE as a part of a “Multicultural Assessment and Treatment Bundle” AND HERE as an individual product entitled "Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children". — Learning objectives: —Explain Dual Language System Hypothesis —List important milestones of bilingual language development —Discuss the difference between code-mixing and code-switching —Review advantages of bilingual language development Presentation Content Simultaneous dual language acquisition in infancy Dual Language System Hypothesis Similarities between monolingual and bilingual language acquisition Simultaneous Bilingualism Vocabulary differences between L1 and L2 Bilingual Language Development Important Bilingual Milestones Bilingual Milestones and Age of Onset Simultaneous dual language learning Simultaneous dual language learning & language delay Conclusion Helpful Smart Speech Therapy Resources References
- [Insurance Coverage of Speech Pathology Services: What Parents Need to Know](https://www.smartspeechtherapy.com/shop/speech-language-services-and-insurance-coverage-what-parents-need-to-know/) - —This 30 slide presentation provides basic information regarding insurance coverage for common outpatient speech language assessment and therapy services. ——It contains important questions parents must ask when speaking to their insurance representatives regarding service coverage. —It provides common ICD-9 and ICD-10 pediatric diagnostic codes, lists common SLP-based therapeutic (CPT) codes and discusses common service exclusions in private large insurance policies. —It also provides some suggestions on how to initiate appeals for denial of services and includes links to helpful resources parents can access to obtain further elaboration on the information provided in this presentation. Intended Audience: —Parents —Caregivers —Speech Language Pathologists (SLPs) —New Graduates —Clinical Fellows —Private Practitioners —SLPs may forward this presentation to the parents seeking clarification on reimbursement questions Disclaimer —The information in this presentation was gathered on the East Coast and is applicable primarily to the states located in that area. —This information is by no means an exhaustive treatise but is meant to serve as a very general guideline for parents seeking more information regarding speech therapy insurance reimbursement Slide Content: Overview of therapy services provided by the state Who does NOT Qualify for Early Intervention Services Supplemental speech language services Initiating Assessment Say NO to Assumptions Calling the insurance company Therapy Coverage What do the major companies pay for? Specifying exclusions directly in the contract Lack specification and …coverage Questions to ask your insurance DSM-5 Changes SLP-Relevant Disorder Categories DSM-5 and ICD-10 Changes Divergent Coding in DSM-5 Common Pediatric Speech Language Codes Contains Codes Conversion from ICD-9 CM to ICD-10CM 2015 Therapy Treatment (CPT) Codes Intellectual Disabilities and Syndrome Codes Autism Codes Speech Language Services and Autism States with Mental Health Parity for Autism States with no Autism Therapy Coverage Speech Language Services and Autism (New Jersey) Denials and Appeals Helpful Resources Highlighted Links —ICD-9-CM to ICD-10-CM Free Conversion Tool —2015 ICD-10-CM Diagnosis Codes Related to Speech, Language, and Swallowing Disorder (ASHA)
- [Assessment and Treatment of Non-Verbal Language Disorder (NVLD) in Speech Language Pathology](https://www.smartspeechtherapy.com/shop/assessment-and-treatment-of-non-verbal-language-disorder-nvld-in-speech-language-pathology/) - —This 53 presentation explains manifestations of non-verbal language disorder (NVLD) in children and discusses the SLPs role in assessment and treatment of NVLD. Learning outcomes: —Describe characteristics and the communicative profile of children with NVLD —Explain best practices in assessment of children with NVLD —Discuss intervention strategies for children with NVLD Slide Content: Non-Verbal Language Disorder (NVLD) Overview Categories of Deficits Motor Deficits and NVLD Visual-Spatial/Organization Deficits and NVLD Social Deficits and NVLD Sensory Deficits and NVLD NVLD Diagnosis Controversy NVLD Types NVLD Type I (Rourke,2000) NVLD Type II (Mamen, 2002, 2006) NVLD Subtypes 1 & 2 (Palombo 2006) NVLD Subtype 4 (Mamen, 2002, 2006) Subtypes Continued: Visual Processing Speed & Organization Subtype (Grodzinsky, 2003) Spatial Visualization Subtype (Grodzinsky, 2003) Social Perception Subtype (Grodzinsky, 2003) NVLD and the Schools: Classification Challenges NVLD Linguistic Profile NVLD Testing: Multidisciplinary Approach Assessing NVLD (Davis & Broitman 2013) SLP Testing of NVLD Students Social Pragmatic Language Assessment: Useful Standardized Tests (4 slides) Informal Assessments —First Order False Belief Tasks (Sally Anne) (—Baron Cohen, Leslie & Frith 1985) —Second Order False Belief Tasks (John and Mary) (—Perner & Wimmer, 1985) —Strange Stories (—Happe 1994) Discourse Analysis Procedural Analysis Narrative Analysis NVLD Learning Style Compensatory Suggestions for children with NVLD Cognitive Behavior Therapy (CBT) Teaching Specific Skills: Problem Solving Teaching Specific Skills: Pragmatics Teaching Specific Skills: Social Emotional Competence Teaching Specific Skills: Advanced Listening Comprehension Teaching Specific Skills: Narrative Production Conclusion Helpful Resources
- [Orofacial Observations of At-Risk Children: Recommendations for Parents and Professionals](https://www.smartspeechtherapy.com/shop/orofacial-observations-of-at-risk-children-recommendations-for-parents-and-professionals/) - —This 23 page presentation explains how orofacial observations may be relevant to the diagnosis of medical, genetic or neurological disorders via clinical case examples. It offers caregivers and related professionals general guidelines for noting atypical orofacial features and explains why in some select circumstances, speech language pathologists and/or adoptive parents may be the first individuals to note unusual facial characteristics in children. Slide Content: Case Studies Case # 1: New Kid on the Block Case # 2: Not so Fresh off the Boat Case # 3: What’s Wrong with his Face? Colleague Chat At Risk Children Detection facts Detection is easier than you think Conclusion References Helpful Resources
- [Effective Behavior Management Techniques for Parents and Professionals ](https://www.smartspeechtherapy.com/shop/effective-behavior-management-techniques-for-parents-and-professionals/) - —This presentation discusses select strategies and techniques for improving children’s attention while decreasing interfering behaviors (e.g., impulsivity, passivity, lack of cooperation, etc.) in the classroom, therapy room or at home. Aimed at both parents and related professionals, it is a part of a larger product Behavior Management Strategies for Speech Language Pathologists. This 16 slide presentation offers —recommendations of how to successfully decrease interfering behaviors via use of modification techniques. —These techniques do not aim to change the child but rather arrange the learning environment and stimuli in order to optimally facilitate learning. Explanation of —cognitive, sensorimotor, psychosocial, and linguistic deficits is included in order to outline how they can affect the child's functioning during educational tasks.
- [Speech Language Assessment of Older Internationally Adopted Children](https://www.smartspeechtherapy.com/shop/speech-language-assessment-of-older-internationally-adopted-children/) - This 65 slide presentation explains how to assess speech language abilities of older Internationally Adopted Children Overview —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. Learner outcomes: —Review the latest literature regarding the language abilities of post-institutionalized children adopted at older ages (over 3 years of age) —Discuss language development of older children post-adoption —Explain the difference between conversational and cognitive language competencies —Outline pre-adoption recommendations and their importance —Address select pre-assessment preparations —Provide recommendations on best assessment practices for IA children Slide Content: Introduction Statistics Concerns regarding older adoptees Language Development of older IA children post-adoption Models of Second Language Acquisition Birth Language Attrition L2 Acquisition Communicative vs. Cognitive Language Gains What is Academic Language? Academic Language Functions The difference between CLF/CLM and BICS/CALP Older IA children and Language Gains Pre-adoption Recommendations Documentation of birth language speech delays When it’s not in the records Post-Adoption Assessment Preparation Records Review and Risk Factors Assessment A Note on Alcohol-Related Deficits Maternal Risk Factors Asking the right questions re: FASD related risk factors Understanding the risks Determining Presence of Birth-Language Delay (without documentation) Assessment Recommendations Initial Assessment Recommendations: Newly Adopted Older Child Assessing IA child one year post arrival Eliciting Language Samples Dynamic Assessment Putting it all together Assessing Older Child Several Years Post Adoption Determining Severity Follow-Up Monitoring of Possible Problem Areas Focus on Behavior Conclusion Helpful Resources References Contact Information You can find a comprehensive review of it by Kelly of Speech2u Blog HERE.
- [Psychiatric Disorders Bundle](https://www.smartspeechtherapy.com/shop/psychiatric-disorders-bundle/) - Psychiatric Disorders Bundle contains 7 downloads relevant to language assessment and treatment in psychiatrically impaired children Recognizing the Warning Signs of Social Emotional Difficulties in Language Impaired Toddlers and Preschoolers Social Pragmatic Deficits Checklist for School Aged Children Social Pragmatic Deficits Checklist for Preschool Children Assessing Social Skills in Children with Psychiatric Disturbances Improving Social Skills of Children with Psychiatric Disturbances Behavior Management Strategies for Speech Language Pathologists Differential Diagnosis Of ADHD In Speech Language Pathology *Please note that there’s an overlap of information between this bundle and the “Social Pragmatic” bundle. Please review both bundle descriptions carefully prior to making a purchase of a bundle that best suit your needs.
- [ Social Pragmatic Assessment and Treatment Bundle](https://www.smartspeechtherapy.com/shop/social-pragmatic-assessment-and-treatment-bundle/) - Social Pragmatic Assessment and Treatment Bundle contains 6 downloads for social pragmatic assessment and treatment planning (from 18 months through school age) and includes: Recognizing the Warning Signs of Social Emotional Difficulties in Language Impaired Toddlers and Preschoolers Behavior Management Strategies for Speech Language Pathologists Social Pragmatic Deficits Checklist for School Aged Children Social Pragmatic Deficits Checklist for Preschool Children Assessing Social Pragmatic Skills of School Aged Children Treatment of Social Pragmatic Deficits in School Aged Children *Please note that there’s an overlap of information between this bundle and the “Psychiatric Impairments” bundle. Please review both bundle descriptions carefully prior to making a purchase of a bundle that best suit your needs.
- [Strategies of Cluttering Reduction Chart](https://www.smartspeechtherapy.com/shop/strategies-of-cluttering-reduction-chart/) - This chart lists common strategies for reduction of cluttering for professionals and clients. It is a great visual to keep in front of clients in therapy sessions when working on choosing cluttering reduction strategies.
- [Overview of Select Standardized Tests Limitations for Monolingual and Bilingual Children ](https://www.smartspeechtherapy.com/shop/overview-of-select-standardized-tests-limitations-for-monolingual-and-bilingual-children/) - —This 25 page presentation discusses limitations of select standardized language tests for monolingual and bilingual children. It is part of several comprehensive SST products including: —Multicultural Assessment and Treatment Bundle —Language Difference vs. Language Disorder Packet Intended Audience: —Speech language pathologists —Educators —Psychologists —Parents Contents: Selecting standardized tests for language assessment A note on Age/Grade Equivalency Scores Standardized Testing Limitations Limitations to Standardized Test Translations Limitations of Select Tests and Screens REEL-3 (General Birth-3) Fluharty-2 (Screening) EOWPVT (English and Spanish) PPVT-4 (Vocabulary) PLS-4 (General Birth-6) PLS-5 (General) CELF-4 (General 5-21) TOPL-2 (Pragmatic 6-19) SLDT-E (Social 6-12) SLDT-A (Social 6-18) TNL (Narrative 5-12) Strong (Narrative 7-12) Renfrew (Narrative 3-7) Conclusion Helpful Resources
- [General Assessment and Treatment Start-Up Bundle](https://www.smartspeechtherapy.com/shop/general-assessment-and-treatment-start-up-bundle/) - This product bundle contains 5 downloads for general speech language assessment and treatment planning and includes: Speech Language Assessment Checklist for a Preschool Child Speech Language Assessment Checklist for a School-Aged Child Creating a Functional Therapy Plan: Therapy Goals & SOAP Note Documentation Selecting Clinical Materials for Pediatric Therapy Recognizing Speech-Language delay in school age-children: a tutorial for teachers
- [Narrative Assessment Bundle](https://www.smartspeechtherapy.com/shop/narrative-assessment-bundle/) - Narrative Assessment Bundle contains 3 downloads relevant to narrative assessment Narrative Assessments of Preschool and School Aged Children Understanding Complex Sentences Vocabulary Development: Working with Disadvantaged Populations
- [Fetal Alcohol Spectrum Disorders Assessment and Treatment Bundle ](https://www.smartspeechtherapy.com/shop/fetal-alcohol-spectrum-disorders-assessment-and-treatment-bundle/) - Fetal Alcohol Spectrum Disorders Assessment and Treatment Bundle contains 3 downloads relevant to FASD assessment and treatment Orofacial Observations of At-Risk Children Fetal Alcohol Spectrum Disorder: An Overview of Deficits Speech Language Assessment and Treatment of Children With Alcohol Related Disorders

## Categories

- [Insight](https://www.smartspeechtherapy.com/category/uncategorized/)
- [Smart Speech Therapy Article](https://www.smartspeechtherapy.com/category/smart-speech-therapy-article/)
- [News Release](https://www.smartspeechtherapy.com/category/news-release/)
- [internationally adopted children](https://www.smartspeechtherapy.com/category/internationally-adopted-children/)
- [Multisensory Stimulation](https://www.smartspeechtherapy.com/category/multisensory-stimulation/)
- [orofacial assessment](https://www.smartspeechtherapy.com/category/orofacial-assessment/)
- [genetic syndromes](https://www.smartspeechtherapy.com/category/genetic-syndromes/)
- [speech language pathology](https://www.smartspeechtherapy.com/category/speech-language-pathology/)
- [language stimulation](https://www.smartspeechtherapy.com/category/language-stimulation/)
- [resource websites](https://www.smartspeechtherapy.com/category/resource-websites/)
- [preschoolers](https://www.smartspeechtherapy.com/category/preschoolers/)
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- [feeding](https://www.smartspeechtherapy.com/category/feeding/)
- [Assessment](https://www.smartspeechtherapy.com/category/assessment/)
- [social pragmatic language](https://www.smartspeechtherapy.com/category/social-pragmatic-language/)
- [ADHD](https://www.smartspeechtherapy.com/category/adhd/) - Attention-deficit/hyperactivity disorder
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- [language delay](https://www.smartspeechtherapy.com/category/language-delay/)
- [Bilingual](https://www.smartspeechtherapy.com/category/bilingual/)
- [behavior strategies](https://www.smartspeechtherapy.com/category/behavior-strategies/)
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- [Context Clues](https://www.smartspeechtherapy.com/category/context-clues/)
- [Motor Speech Disorders](https://www.smartspeechtherapy.com/category/motor-speech-disorders/)
- [Cues and Prompts](https://www.smartspeechtherapy.com/category/cues-and-prompts/)
- [Trivia Night](https://www.smartspeechtherapy.com/category/trivia-night/)
- [Childhood Apraxia of Speech](https://www.smartspeechtherapy.com/category/childhood-apraxia-of-speech/)
- [Differential Diagnosis](https://www.smartspeechtherapy.com/category/differential-diagnosis/)
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- [Early Intervention](https://www.smartspeechtherapy.com/category/early-intervention/)
- [Vocabulary](https://www.smartspeechtherapy.com/category/vocabulary/)
- [Toddlers](https://www.smartspeechtherapy.com/category/toddlers/)
- [Down Syndrome](https://www.smartspeechtherapy.com/category/down-syndrome/)
- [Picture Books](https://www.smartspeechtherapy.com/category/picture-books/)
- [Blogging About Research](https://www.smartspeechtherapy.com/category/blogging-about-research/)
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- [Fragile X Syndrome](https://www.smartspeechtherapy.com/category/fragile-x-syndrome/)
- [Facebook](https://www.smartspeechtherapy.com/category/facebook/)
- [Social Thinking® Products](https://www.smartspeechtherapy.com/category/social-thinking-products/)
- [Following Directions](https://www.smartspeechtherapy.com/category/following-directions/)
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- [DSM-5](https://www.smartspeechtherapy.com/category/dsm-5/)
- [ND-PAE](https://www.smartspeechtherapy.com/category/nd-pae/)
- [Intake forms](https://www.smartspeechtherapy.com/category/intake-forms/)
- [Development milestones](https://www.smartspeechtherapy.com/category/development-milestones/)
- [Metalinguistics](https://www.smartspeechtherapy.com/category/metalinguistics/)
- [Morphological Awareness](https://www.smartspeechtherapy.com/category/morphological-awareness/)
- [Screening](https://www.smartspeechtherapy.com/category/screening/)
- [Report Writing Tips](https://www.smartspeechtherapy.com/category/report-writing-tips/)
- [Sequencing](https://www.smartspeechtherapy.com/category/sequencing/)
- [Dyslexia](https://www.smartspeechtherapy.com/category/dyslexia/)
- [Bell Curve Charting](https://www.smartspeechtherapy.com/category/bell-curve-charting/)
- [Kindergarten](https://www.smartspeechtherapy.com/category/kindergarten/)
- [Phonological Awareness](https://www.smartspeechtherapy.com/category/phonological-awareness/)
- [Reading Fluency](https://www.smartspeechtherapy.com/category/reading-fluency/)
- [Reading Comprehension](https://www.smartspeechtherapy.com/category/reading-comprehension/)
- [Writing](https://www.smartspeechtherapy.com/category/writing/)
- [Spelling](https://www.smartspeechtherapy.com/category/spelling/)
- [Language Disorder](https://www.smartspeechtherapy.com/category/language-disorder/)
- [Learning Disability](https://www.smartspeechtherapy.com/category/learning-disability/)
- [Thematic Intervention](https://www.smartspeechtherapy.com/category/thematic-intervention/)
- [Nonfiction Text](https://www.smartspeechtherapy.com/category/nonfiction-text/)
- [Developmental Disabilities](https://www.smartspeechtherapy.com/category/developmental-disabilities/)
- [Emotional Intelligence](https://www.smartspeechtherapy.com/category/emotional-intelligence/)
- [Special Education Disputes](https://www.smartspeechtherapy.com/category/special-education-disputes/)
- [Independent Educational Evaluations (IEEs)](https://www.smartspeechtherapy.com/category/independent-educational-evaluations-iees/)
- [Learned Helplessness](https://www.smartspeechtherapy.com/category/learned-helplessness/)
- [Data](https://www.smartspeechtherapy.com/category/data/)
- [Controversial Practices in Health Care](https://www.smartspeechtherapy.com/category/controversial-practices-in-health-care/)
- [Literacy](https://www.smartspeechtherapy.com/category/literacy/)
- [Critical Thinking](https://www.smartspeechtherapy.com/category/critical-thinking/)
- [Memory](https://www.smartspeechtherapy.com/category/memory/)
- [Psychiatric Impairments](https://www.smartspeechtherapy.com/category/psychiatric-impairments/)
- [Professional Consultation](https://www.smartspeechtherapy.com/category/professional-consultation/)
- [Parent Consultation](https://www.smartspeechtherapy.com/category/parent-consultation/)
- [Wh- Questions](https://www.smartspeechtherapy.com/category/wh-questions/)
- [Speech-Language Report Tutorials](https://www.smartspeechtherapy.com/category/speech-language-report-tutorials/)
- [Test Review](https://www.smartspeechtherapy.com/category/test-review/)
- [Evidence-Based Practice (EBP)](https://www.smartspeechtherapy.com/category/evidence-based-practice-ebp/)
- [Memes](https://www.smartspeechtherapy.com/category/memes/)
- [Elementary](https://www.smartspeechtherapy.com/category/elementary/)
- [NJAC 6A:14-3.6](https://www.smartspeechtherapy.com/category/njac-6a14-3-6/)
- [CEUs/CMHs](https://www.smartspeechtherapy.com/category/ceuscmhs/)
- [ASHA](https://www.smartspeechtherapy.com/category/asha/)
- [Dyslexia/Reading Disability](https://www.smartspeechtherapy.com/category/dyslexiareading-disability/)
- [Translanguaging](https://www.smartspeechtherapy.com/category/translanguaging/)
- [Social Communication](https://www.smartspeechtherapy.com/category/social-communication/)
- [SPELL-Links/Learning By Design](https://www.smartspeechtherapy.com/category/spell-linkslearning-by-design/)
- [APD](https://www.smartspeechtherapy.com/category/capd/)
- [Phonics](https://www.smartspeechtherapy.com/category/phonics/)
- [Ankyloglossia](https://www.smartspeechtherapy.com/category/ankyloglossia/)
- [Tongue Tie](https://www.smartspeechtherapy.com/category/tongue-tie/)
- [Professional Development](https://www.smartspeechtherapy.com/category/professional-development/)
- [CMH Quiz](https://www.smartspeechtherapy.com/category/cmh-quiz/)
- [Rewards](https://www.smartspeechtherapy.com/category/rewards/)
- [Fairy Tales](https://www.smartspeechtherapy.com/category/fairy-tales/)
- [Contextual Intervention](https://www.smartspeechtherapy.com/category/contextual-intervention/)
- [Dysgraphia](https://www.smartspeechtherapy.com/category/dysgraphia/)
- [Summer Learning Loss](https://www.smartspeechtherapy.com/category/summer-learning-loss/)
- [Parent Tips](https://www.smartspeechtherapy.com/category/parent-tips/)
- [Metacognition](https://www.smartspeechtherapy.com/category/metacognition/)
- [Goals](https://www.smartspeechtherapy.com/category/goals/)
- [Clinical Assessment](https://www.smartspeechtherapy.com/category/clinical-assessment/)
- [APD Validity](https://www.smartspeechtherapy.com/category/apd-validity/)
- [Dyslexia Assessment](https://www.smartspeechtherapy.com/category/dyslexia-assessment/)
- [Search Tips](https://www.smartspeechtherapy.com/category/search-tips/)
- [Clinical Fellows](https://www.smartspeechtherapy.com/category/clinical-fellows/)
- [Video Modeling](https://www.smartspeechtherapy.com/category/video-modeling/)
- [Science of Reading Literacy Certificate for SLPs](https://www.smartspeechtherapy.com/category/science-of-reading-literacy-certificate-for-slps/)

## Tags

- [social skills deficits](https://www.smartspeechtherapy.com/tag/social-skills-deficits/)
- [assessment of social pragmatic skills](https://www.smartspeechtherapy.com/tag/assessment-of-social-pragmatic-skills/)
- [social pragmatic skills](https://www.smartspeechtherapy.com/tag/social-pragmatic-skills/)
- [social pragmatic deficits](https://www.smartspeechtherapy.com/tag/social-pragmatic-deficits/)
- [speech and language deficits of IA children](https://www.smartspeechtherapy.com/tag/speech-and-language-deficits-of-ia-children/)
- [speech language assessment](https://www.smartspeechtherapy.com/tag/speech-language-assessment/)
- [IA children](https://www.smartspeechtherapy.com/tag/ia-children/)
- [speech pathologist](https://www.smartspeechtherapy.com/tag/speech-pathologist/)
- [social pragmatic language assessment](https://www.smartspeechtherapy.com/tag/social-pragmatic-language-assessment/)
- [multisensory activities](https://www.smartspeechtherapy.com/tag/multisensory-activities/)
- [behavioral disturbances](https://www.smartspeechtherapy.com/tag/behavioral-disturbances/)
- [Lidcombe Program](https://www.smartspeechtherapy.com/tag/lidcombe-program/)
- [treatment](https://www.smartspeechtherapy.com/tag/treatment/)
- [play assessment](https://www.smartspeechtherapy.com/tag/play-assessment/)
- [multicultural differences](https://www.smartspeechtherapy.com/tag/multicultural-differences/)
- [internationally adopted children](https://www.smartspeechtherapy.com/tag/internationally-adopted-children/)
- [language stimulation](https://www.smartspeechtherapy.com/tag/language-stimulation/)
- [preschoolers](https://www.smartspeechtherapy.com/tag/preschoolers/)
- [assessment](https://www.smartspeechtherapy.com/tag/assessment/)
- [language delay](https://www.smartspeechtherapy.com/tag/language-delay/)
- [stuttering](https://www.smartspeechtherapy.com/tag/stuttering/)
- [Articulation](https://www.smartspeechtherapy.com/tag/articulation/)
- [APD](https://www.smartspeechtherapy.com/tag/apd/)
- [Dyslexia](https://www.smartspeechtherapy.com/tag/dyslexia/)
- [Reading](https://www.smartspeechtherapy.com/tag/reading/)
- [SLP](https://www.smartspeechtherapy.com/tag/slp/)
- [literacy](https://www.smartspeechtherapy.com/tag/literacy/)
- [spelling](https://www.smartspeechtherapy.com/tag/spelling/)
- [writing](https://www.smartspeechtherapy.com/tag/writing/)

## Product categories

- [Assessment Checklists](https://www.smartspeechtherapy.com/product-category/assessment-checklists/)
- [Freebies](https://www.smartspeechtherapy.com/product-category/freebies/) - Smart Speech Therapy Freebies!
- [Behavior Management and Social Skills](https://www.smartspeechtherapy.com/product-category/behavior-management-and-social-skills/)
- [Fetal Alcohol Spectrum Disorders](https://www.smartspeechtherapy.com/product-category/fetal-alcohol-spectrum-disorders/)
- [Narrative Assessment](https://www.smartspeechtherapy.com/product-category/narrative-assessment/)
- [Dynamic Assessment](https://www.smartspeechtherapy.com/product-category/dynamic-assessment/)
- [Grammar](https://www.smartspeechtherapy.com/product-category/grammar/)
- [Bilingual](https://www.smartspeechtherapy.com/product-category/bilingual-2/)
- [Feeding](https://www.smartspeechtherapy.com/product-category/feeding-2/)
- [Developmental Milestones](https://www.smartspeechtherapy.com/product-category/developmental-milestones/)
- [Orofacial Observations](https://www.smartspeechtherapy.com/product-category/orofacial-observations/)
- [Genetic Disorders](https://www.smartspeechtherapy.com/product-category/genetic-disorders/)
- [Insurance Coverage](https://www.smartspeechtherapy.com/product-category/insurance-coverage-2/)
- [Social Pragmatic Language](https://www.smartspeechtherapy.com/product-category/social-pragmatic-language-2/)
- [Assessment](https://www.smartspeechtherapy.com/product-category/assessment-2/)
- [Internationally Adopted Children](https://www.smartspeechtherapy.com/product-category/internationally-adopted-children-2/)
- [SLP Efficiency Bundles™](https://www.smartspeechtherapy.com/product-category/slp-efficiency-bundles-2/)
- [Psychiatric](https://www.smartspeechtherapy.com/product-category/psychiatric/)
- [Treatment](https://www.smartspeechtherapy.com/product-category/treatment-2/)
- [Problem Solving](https://www.smartspeechtherapy.com/product-category/problem-solving/)
- [Cluttering](https://www.smartspeechtherapy.com/product-category/cluttering/)
- [Executive Functions](https://www.smartspeechtherapy.com/product-category/executive-functions/)
- [Preschool](https://www.smartspeechtherapy.com/product-category/preschool/)
- [Parents](https://www.smartspeechtherapy.com/product-category/parents/)
- [Thematic](https://www.smartspeechtherapy.com/product-category/thematic/)
- [Non-Verbal Language Disorder (NVLD)](https://www.smartspeechtherapy.com/product-category/non-verbal-language-disorder-nvld/)
- [Emotional Intelligence](https://www.smartspeechtherapy.com/product-category/emotional-intelligence/)
- [Middle School](https://www.smartspeechtherapy.com/product-category/middle-school/)
- [Elementary](https://www.smartspeechtherapy.com/product-category/elementary/)
- [Language Disorder](https://www.smartspeechtherapy.com/product-category/language-disorder/)
- [Language Stimulation](https://www.smartspeechtherapy.com/product-category/language-stimulation/)
- [ADHD](https://www.smartspeechtherapy.com/product-category/adhd/)
- [Articulation](https://www.smartspeechtherapy.com/product-category/articulation/)
- [Therapy](https://www.smartspeechtherapy.com/product-category/therapy/)
- [Motor Speech Disorders](https://www.smartspeechtherapy.com/product-category/motor-speech-disorders/)
- [Russian](https://www.smartspeechtherapy.com/product-category/russian/)
- [Early Intervention](https://www.smartspeechtherapy.com/product-category/early-intervention/)
- [Vocabulary](https://www.smartspeechtherapy.com/product-category/vocabulary/)
- [Down Syndrome](https://www.smartspeechtherapy.com/product-category/down-syndrome/)
- [Adolescents](https://www.smartspeechtherapy.com/product-category/adolescents/)
- [Intake forms](https://www.smartspeechtherapy.com/product-category/intake-forms/)
- [Screening](https://www.smartspeechtherapy.com/product-category/screening/)
- [ICD-10CM Codes](https://www.smartspeechtherapy.com/product-category/icd-10cm-codes/)
- [Language Processing Disorders](https://www.smartspeechtherapy.com/product-category/language-processing-disorders/)
- [Learning Disabilities](https://www.smartspeechtherapy.com/product-category/learning-disabilities/)
- [Cues and Prompts](https://www.smartspeechtherapy.com/product-category/cues-and-prompts/)
- [Special Education](https://www.smartspeechtherapy.com/product-category/special-education/)
- [Speech Language Pathology](https://www.smartspeechtherapy.com/product-category/speech-language-pathology/)
- [Literacy](https://www.smartspeechtherapy.com/product-category/literacy/)
- [Reading](https://www.smartspeechtherapy.com/product-category/reading/)
- [Writing](https://www.smartspeechtherapy.com/product-category/writing/)
- [Punctuation](https://www.smartspeechtherapy.com/product-category/punctuation/)
- [CAPD](https://www.smartspeechtherapy.com/product-category/capd/)
- [Dyslexia](https://www.smartspeechtherapy.com/product-category/dyslexia/)
- [Intellectual Disability](https://www.smartspeechtherapy.com/product-category/intellectual-disability/)
- [Picture Books](https://www.smartspeechtherapy.com/product-category/picture-books/)
- [Spelling](https://www.smartspeechtherapy.com/product-category/spelling/)
- [Materials](https://www.smartspeechtherapy.com/product-category/materials/)
- [Seasonal](https://www.smartspeechtherapy.com/product-category/seasonal/)
- [Uncategorized](https://www.smartspeechtherapy.com/product-category/uncategorized/)
- [Metalinguistics](https://www.smartspeechtherapy.com/product-category/metalinguistics/)
- [Report Template](https://www.smartspeechtherapy.com/product-category/report-template/)
- [Young Adults](https://www.smartspeechtherapy.com/product-category/young-adults/)
- [Animated Films](https://www.smartspeechtherapy.com/product-category/animated-films/)
- [Narrative Intervention](https://www.smartspeechtherapy.com/product-category/narrative-intervention/)
- [Contextualized Intervention](https://www.smartspeechtherapy.com/product-category/contextualized-intervention/)

## Product tags

- [Featured](https://www.smartspeechtherapy.com/product-tag/featured/)