Contextualized Language Intervention

One Step at a Time: Therapy for Young Adults that Works

After my last post, a number of parents and SLPs have contacted me to find out what typical therapy sessions with young adults look like on a weekly basis. They were especially curious about how therapy can support young adults who struggle with managing emotions, staying organized, and navigating social situations. Many of these young […]

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Contextualized Therapy Isn’t Chaos—It’s Data Gold

One of the most common pushbacks I hear from SLPs related to data collection—is that contextualized language therapy makes it too hard to collect data. When I suggest working on narrative or discourse to simultaneously address goals like syntax, vocabulary, and inferencing, the response is often, ‘But how do you collect data on that? We

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Breaking Barriers: How Students with DLD Are Thriving and Achieving Their Dreams

For many parents of children with Developmental Language Disorder (DLD), the future can feel uncertain. Will their child get into college? Will they have a good job? Will they be able to pursue their dreams? Can they ever truly thrive in a world that demands strong language and literacy skills? The answer is a resounding

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Beyond the Breakthrough: Why Language and Literacy Therapy Must Continue After Initial Success

Early progress in therapy can be misleading, as skills need reinforcement to prevent regression and keep up with academic demands. Research shows that discontinuing support too soon can lead to future struggles (Catts et al., 2012; Justice et al., 2009). Sustained intervention ensures long-term success, helping students retain and apply their skills as academic challenges increase (Stanovich, 1986). Therapy isn’t just a fix—it’s an investment in a child’s future.

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School SLPs vs. Private SLPs: Do They Really Target Different Oral Language Goals?

Recently I was in an IEP meeting for an elementary-aged student. During the meeting, I raised concerns regarding several non-evidenced-based oral language goals for the student and suggested modifying them to meet the student’s extensive academic needs better. To my surprise several IEP team members pushed back, emphasizing the supposed differences between school and private

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Designing Contextualized Language and Literacy Interventions: Focus on Reading and Writing

Designing effective therapy sessions for students with Developmental Language Disorder (DLD) requires leveraging evidence-based, contextualized approaches (Rinaldi et al, 2021). By focusing on expository and fictional grade-level texts, speech-language pathologists (SLPs) can help students develop the skills needed to succeed academically and communicate effectively (Ward-Lonergan & Duthie, 2016). This post provides a practical framework for

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Integrating Oral and Written Language Through CGI Films: Contextual Interventions in Action

In a recent post, I emphasized the the importance of contextualized language interventions over traditional, decontextualized therapy methods. I explained how embedding language goals into meaningful, real-world activities—such as literacy-based tasks and narrative therapy—results in greater engagement, better learning, and improved generalization of skills. Today I wanted to illustrate how incorporating engaging materials such as

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Why Contextualized Language Interventions Are Essential for Meaningful Therapy Gains

Understanding the Problem: Decontextualized Therapy Limitations Outdated traditional therapy methods often involve repetitive tasks such as following 2-3 step directions, answering comprehension questions without visual support, or listing descriptors and categories. While these activities may show short-term progress in the therapy room on the day they are done, they fail to promote lasting, functional gains

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