Independent Educational Evaluations (IEEs)

Limitations of the CELF-5 in Detecting Subtle Language and Literacy Needs

Leave a Comment / Developmental Language Disorder (DLD), Discriminant Accuracy, Dyslexia and Reading Disorders, Independent Educational Evaluations (IEEs), Learning Disabilities, Special Education Disputes, Speech Pathology, Standardized Tests / Tatyana Elleseff / November 22, 2024

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 […]

Share this with others

Limitations of the CELF-5 in Detecting Subtle Language and Literacy Needs Read More »

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 / Tatyana Elleseff / October 19, 2024

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

Share this with others

Supporting Adolescents with High IQ and Language/Literacy Needs Read More »

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 / Tatyana Elleseff / April 16, 2024

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

Share this with others

The Role of Independent Language and Literacy Assessments in Speech Pathology Read More »

On the Life-Saving Value of Clinical Assessments

Leave a Comment / Clinical Assessment, Independent Educational Evaluations (IEEs), Learning Disabilities, Speech Pathology, Standardized Tests / Tatyana Elleseff / October 11, 2022

Today, I’d like to elaborate on the importance of clinical assessments in speech-language pathology, especially as relevant to our older teen clients 14-18 years of age. Notice my choice of words in the title – “life-saving”. It is not an over-exaggeration or an attempt at sensationalism for clickbait. For our clients with more subtle higher-order

Share this with others

On the Life-Saving Value of Clinical Assessments Read More »

Comprehensive Assessment of Preschool and Kindergarten-Aged Children

Leave a Comment / Independent Educational Evaluations (IEEs), Learning Disabilities, Special Education Disputes, Speech Pathology, Standardized Tests / Tatyana Elleseff / April 13, 2022

Typically, I write posts pertaining to certain aspects of the assessment and treatment of school-aged children. However, due to an increasing number of requests, today, I wanted to share some advice regarding how speech pathologists can comprehensively assess the language and literacy abilities of preschool and kindergarten-aged children. Now some professionals may ask, “Isn’t it

Share this with others

Comprehensive Assessment of Preschool and Kindergarten-Aged Children Read More »

How Early can “Dyslexia” be Diagnosed in Children?

Leave a Comment / Dyslexia and Reading Disorders, Independent Educational Evaluations (IEEs), Learning Disabilities, Special Education Disputes, Speech Pathology, Standardized Tests / Tatyana Elleseff / March 28, 2022

In recent years there has been a substantial rise in awareness pertaining to reading disorders in young school-aged children. Consequently, more and more parents and professionals are asking questions regarding how early can “dyslexia” be diagnosed in children. In order to adequately answer this question, it is important to understand the trajectory of the development

Share this with others

How Early can “Dyslexia” be Diagnosed in Children? Read More »

Free Webinar: The Controversy of the Auditory Processing Disorder Diagnosis

Leave a Comment / Auditory Processing Disorder, Dyslexia and Reading Disorders, Evidence-Based Intervention, Independent Educational Evaluations (IEEs), Learning Disabilities, Special Education Disputes, Speech Pathology / Tatyana Elleseff / March 22, 2022

In June 2021, I did an outreach webinar for Georgia IDA, which reviewed current controversies pertaining to the validity of assessment and treatment of auditory processing disorder (APD). Its major focus was on how this diagnostic label frequently results in professionals discounting true language and literacy deficits in students who require appropriate language and literacy

Share this with others

Free Webinar: The Controversy of the Auditory Processing Disorder Diagnosis Read More »

Help, Student Tested Average on ALL Standardized Tests but is Still Struggling

Leave a Comment / Discriminant Accuracy, Dyslexia and Reading Disorders, Evidence-Based Intervention, Independent Educational Evaluations (IEEs), Learning Disabilities, Special Education Disputes, Speech Pathology, Standardized Tests / Tatyana Elleseff / March 21, 2022

Recently, there has been an uptick of posts and comments from parents and professionals on social media with the following message: “The student tested average on all standardized tests but still struggles with XYZ deficits characterized by (insert language-based difficulties here). So today, I wanted to delve a little deeper into what it means to

Share this with others

Help, Student Tested Average on ALL Standardized Tests but is Still Struggling Read More »

Is “Dyslexia” a Useful Label for Diagnostic and Treatment Purposes?

Leave a Comment / Dyslexia and Reading Disorders, Evidence-Based Intervention, Independent Educational Evaluations (IEEs), Learning Disabilities, Special Education Disputes, Speech Pathology / Tatyana Elleseff / March 6, 2022 / dyslexia, dyslexia assessment, reading disability, reading programs, special education

Last year I administered a comprehensive language and literacy reassessment to a bright 12-year adolescent with persistent reading deficits. When asked to discuss self, he readily offered, ‘I am dyslexic’, when describing some of his self attributes. This took me by surprise a few weeks later, as testing was way underway and I had the

Share this with others

Is “Dyslexia” a Useful Label for Diagnostic and Treatment Purposes? Read More »