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Differential Assessment and Treatment of Processing Disorders in Speech Language Pathology

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—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:

  1. —List core symptoms of C/APD and interpret them through the differential diagnostic lens of language processing disorders
  2. —Outline the roles of audiologist and speech language pathologist in the assessment and remediation of auditory and language processing disorders
  3. —Explain why the label ‘C/APD’ may actually limit provision of appropriate therapeutic interventions
  4. —Discuss current state of the field with respect to treatment of processing disorders
  5. —Identify formal and informal assessment batteries  useful for detection of processing difficulties
  6. —List target skills and compensatory strategies for intervention purposes
  7. —Discuss the use of apps and commercial programs available for remediation of processing disorders
  8. —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




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