Evidence-Based Intervention

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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What Works for Improving Processing Speed?

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

Recently I wrote a post entitled: “What Works for Improving Working Memory?” in which I listed useful resources on the subject. Due to the popularity of that post as well as numerous requests, I decided to write a similar post regarding what works and does not work for improving processing speed in students with language

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What Works for Improving Working Memory?

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

Recently I have been seeing an increase in social media posts requesting assistance with working memory interventions. So I decided to compile a post with a few useful resources on this subject. But first a few words regarding working memory basics. Working Memory (WM) is a cognitive system with a limited capacity that can hold

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Free Webinar: EBP Executive Functions Interventions: Focus on Self-Talk and Motivation

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

On November 16th, 2022, I did a free outreach webinar hosted jointly by two wonderful literacy organizations: WI Reads as well as Everyone Reads PA on the subject of fostering self-talk and self-motivation in children who struggle with executive functions as well as concomitant language and literacy needs. In this webinar, I discussed the research

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