Evidence-Based Intervention

The Truth About Speech-to-Text: It’s Not a Shortcut for Struggling Writers

Leave a Comment / Developmental Language Disorder (DLD), Dyslexia and Reading Disorders, Evidence-Based Intervention, Speech Pathology, Writing / /

When children struggle with handwriting or typing, many well-meaning educators turn to speech-to-text (STT) tools in hopes of providing quick support. However, for students with Autism, ADHD, Developmental Language Disorder (DLD), Dyslexia, Dysgraphia, etc., STT is not a solution—it’s a band-aid that often highlights, rather than addresses, underlying problems. These students typically have difficulty organizing […]

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

Leave a Comment / Cognitive Behavior Therapy (CBT), Contextualized Language Intervention, Developmental Language Disorder (DLD), Evidence-Based Intervention, Executive Functions, Learning Disabilities, Life Outcomes, Self-Advocacy, Social Pragmatic Deficits, Speech Pathology, Young Adults / /

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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From Overlooked to Empowered: Supporting Young Adults with Hidden Challenges

Leave a Comment / Developmental Language Disorder (DLD), Evidence-Based Intervention, Executive Functions, Life Outcomes, Parents, Speech Pathology, Young Adults / /

When we think about speech-language therapy, we often picture young children learning to pronounce their sounds correctly, build vocabulary, or put sentences together for the first time. But what about the young adults who made it through school undiagnosed, unassisted, and now in their 20s who are quietly struggling to hold jobs, navigate relationships, or

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

Leave a Comment / Academic Success, Contextualized Language Intervention, Data Collection, Developmental Language Disorder (DLD), Evidence-Based Intervention, Speech Pathology / /

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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Real Reading Requires Real Instruction: Why Accommodations Aren’t Enough

Leave a Comment / Academic Success, Dyslexia and Reading Disorders, Evidence-Based Intervention, Learning Disabilities, Life Outcomes, Reading Comprehension, Speech Pathology / /

Timothy Shanahan’s recent blog post, Accommodating Reading Comprehension with Listening—Good Idea?, raises a critical concern: when schools and educators rely on listening comprehension or text-to-speech (TTS) as a substitute for direct reading instruction, they fail to address the root causes of students’ reading difficulties. While these accommodations may provide temporary access to content, they do

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

Leave a Comment / Academic Success, Contextualized Language Intervention, Developmental Language Disorder (DLD), Evidence-Based Intervention, Life Outcomes, Parents, Speech Pathology / /

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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Hard Truths, Stronger Futures: Why Facing Reality Helps Your Child Succeed

Leave a Comment / Academic Success, Developmental Language Disorder (DLD), Evidence-Based Intervention, Learning Disabilities, Life Outcomes, Parents, Special Education Disputes, Speech Pathology / /

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

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

Leave a Comment / Academic Success, Contextualized Language Intervention, Developmental Language Disorder (DLD), Evidence-Based Intervention, Learning Disabilities, Life Outcomes, Speech Pathology / /

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?

Leave a Comment / Contextualized Language Intervention, Developmental Language Disorder (DLD), Evidence-Based Intervention, Learning Disabilities, Special Education Disputes, Speech Pathology / /

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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Dear Parents: Ask the Right Questions to Get the Right Services

Leave a Comment / Dyslexia and Reading Disorders, Evidence-Based Intervention, Independent Educational Evaluations (IEEs), Learning Disabilities, Reading Programs, Social Pragmatic Deficits, Speech Pathology / /

As a parent, ensuring your child receives the right interventions for their reading or writing deficits is crucial. However, many narrowly focused reading and spelling programs emphasize isolated aspects of reading and writing. While these approaches can limitedly help with specific skills, they often fail to address the broader, critical contributions of oral language and

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