For children with Developmental Language Disorder (DLD), the phrase “We never did this” is an all-too-common statement. Teachers and therapists hear it often even when a concept has been explicitly taught numerous times, leading to frustration for both the child and the adult. But this reaction is not a lie, defiance, or a sign of […]
“We Never Did This”: Understanding Memory Challenges in Children with DLD Read More »
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
Breaking Barriers: How Students with DLD Are Thriving and Achieving Their Dreams Read More »
For many parents, hearing that their child is more impaired than they previously believed can be devastating. This is especially true when the children have been attending specialized private schools that failed to adequately identify and address their language and literacy deficits. The revelation often comes after an outside comprehensive language and literacy testing—an experience
Hard Truths, Stronger Futures: Why Facing Reality Helps Your Child Succeed Read More »
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.
When it comes to diagnosing students with developmental language disorders (DLD) and literacy deficits, the choice of assessment tools is critical. Many commonly used language tests have serious psychometric flaws that undermine their validity, leading to misidentifications that can have lasting educational and social consequences. This post examines the psychometric properties of several widely used
Why Accuracy Matters: The Hidden Risks of Flawed Language and Literacy Tests Read More »
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
School SLPs vs. Private SLPs: Do They Really Target Different Oral Language Goals? Read More »
The Clinical Evaluation of Language Fundamentals, Fifth Edition (CELF-5) is one of the most widely used tools for assessing language abilities in children. However, despite its popularity, significant limitations exist in its ability to accurately diagnose Developmental Language Disorder (DLD) and identify subtle language and literacy needs. These limitations are particularly evident in its construct
Limitations of the CELF-5 in Detecting Subtle Language and Literacy Needs Read More »
It is a common but misguided assumption to attribute poor academic performance solely to ADHD. While ADHD can impact focus and attention, leading to difficulties in completing tasks or following instructions, these challenges do not inherently cause the language and literacy deficits that underpin poor academic performance. Individuals with language and literacy challenges may display
Addressing Misconceptions About ADHD and Poor Language Performance Read More »
Cognitive Behavioral Therapy (CBT) has long been a well-researched gold standard in psychotherapy for addressing emotional regulation, anxiety, depression, and other mental health challenges. However, its effectiveness relies heavily on the individual’s ability to comprehend and engage with its cognitive and verbal demands. For individuals with language impairments and pragmatic deficits, CBT alone will fall
Why CBT Falls Short Without Language and Pragmatic Therapy Read More »
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