Evidence-Based Intervention

Why CBT Falls Short Without Language and Pragmatic Therapy

Leave a Comment / Cognitive Behavior Therapy (CBT), Developmental Language Disorder (DLD), Evidence-Based Intervention, Learning Disabilities, Psychotherapy, Social Pragmatic Deficits, Speech Pathology / /

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 […]

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

Leave a Comment / Contextualized Language Intervention, Developmental Language Disorder (DLD), Evidence-Based Intervention, Narratives, Social Pragmatic Deficits, Speech Pathology / /

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

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

Understanding the Problem: Decontextualized Therapy Limitations Outdated traditional therapy methods often involve repetitive tasks such as following 2-3 step directions, answering comprehension questions without visual support, or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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Understanding Language and Literacy Therapy Outcomes in Students with Developmental Language Disorder (DLD)

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

Students with developmental language disorder (DLD) often experience significant challenges in language and literacy that can impact their academic performance and social interactions. Despite the effectiveness of high-quality, evidence-based therapy, it is essential to recognize that these students may not achieve the same level of academic functioning as their typically developing peers. This post delves

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Speak, Read, Write, Thrive: The Power of Combining Language and Literacy in Therapy

Leave a Comment / Dyslexia and Reading Disorders, Evidence-Based Intervention, Learning Disabilities, Speech Pathology / /

In speech-language pathology, integrating language and literacy targets in therapy services has become increasingly recognized as a critical factor for expediting therapy outcomes and providing the most efficacious, evidence-based services. Language and literacy are intricately connected processes that mutually influence each other, making a comprehensive, integrated approach essential for clients who face both speech and

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Supporting Adolescents with High IQ and Language/Literacy Needs

Leave a Comment / Dyslexia and Reading Disorders, Evidence-Based Intervention, Independent Educational Evaluations (IEEs), Learning Disabilities, Speech Pathology, Twice Exceptional/High IQ, Working Memory / /

It may come as a surprise to many that adolescents with high IQs can still experience significant language and literacy challenges. Just like any other struggling reader, adolescents with high IQ follow a similar assessment and intervention trajectory. Let’s explore why—and how—these learners require tailored support that addresses their specific needs. Comprehensive Assessment: The First

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Enhancing Psychotherapy Outcomes: The Critical Role of Social Pragmatic Therapy

Leave a Comment / Evidence-Based Intervention, Psychotherapy, Social Pragmatic Deficits, Speech Pathology / /

Treating students with psychiatric impairments requires a multifaceted approach. While psychotherapy remains a cornerstone in the management of psychiatric issues, its effectiveness can be significantly limited if cognitive and communicative aspects are not addressed concurrently. This post explores the crucial role of SLP-led social pragmatic therapy, complementing psychotherapeutic interventions, with a particular emphasis on perspective-taking,

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The Role of Independent Language and Literacy Assessments in Speech Pathology

Leave a Comment / Clinical Assessment, Evidence-Based Intervention, Independent Educational Evaluations (IEEs), Learning Disabilities, Special Education Disputes, Speech Pathology / /

Independent assessments of language and literacy are crucial tools for designing precise, beneficial treatment recommendations for students with language and literacy needs. Independent assessments conducted by speech-language pathologists (SLPs) outside the school system can provide valuable insight into the client’s strengths and needs as well as effectively aid in creating targeted interventions. Purpose of Independent

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Attention: All That Matters

Leave a Comment / Attention, Dyslexia and Reading Disorders, Evidence-Based Intervention, Executive Functions, Learning Disabilities, Special Education Disputes, Speech Pathology, Standardized Tests, Working Memory / /

The role of attention in learning is a topic of great interest to both researchers and clinicians alike when it comes to the discussion of the causes of learning difficulties in children (Posner & Rothbart, 2007). Attention plays a crucial role in learning, since if you cannot attend you cannot commit stimuli to memory and

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The ABCs of Decoding: Understanding the Basics

Leave a Comment / Dyslexia and Reading Disorders, Evidence-Based Intervention, Learning Disabilities, Speech Pathology / / / ,

I’ve been doing a lot of language and literacy assessments lately of elementary-aged children whose testing shows great phonemic awareness abilities (PA) but significantly impaired decoding skills. Many of their parents, well-versed in all the recent conversations on the importance of phonemic awareness raging on social media, have been asking me a variation of the

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