Psychological/Neuropsychological Assessment

DLD Is a Language-Based Learning Disability

Leave a Comment / Academic Success, Developmental Language Disorder (DLD), Dyslexia and Reading Disorders, Learning Disabilities, Parents, Psychological/Neuropsychological Assessment, Reading Comprehension, Special Education Disputes, Speech Pathology / /

Developmental language disorder (DLD) is often misunderstood in educational settings because it is frequently conceptualized too narrowly as a “speech” or oral-language impairment. This framing is incomplete and clinically problematic. DLD affects the language systems students use to understand instruction, comprehend text, formulate ideas, organize written expression, participate in academic discourse, and access curriculum. In […]

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The ADHD Trap

Leave a Comment / Academic Success, ADHD, Attention, Developmental Language Disorder (DLD), Psychological/Neuropsychological Assessment, Speech Pathology / /

When attention gets blamed, and language gets missed I need to state this as clearly as possible. We need to stop using ADHD as the explanation for students” school struggles. When a child cannot understand language, explain ideas, or navigate social expectations, that is not attention. That is language. And confusing the two costs kids

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Invisible Disability, Visible Damage: The Systemic Failure to Identify Language Disorders

Leave a Comment / Academic Success, ADHD, Attention, Developmental Language Disorder (DLD), Discriminant Accuracy, Dyslexia and Reading Disorders, Independent Educational Evaluations (IEEs), Learning Disabilities, Psychological/Neuropsychological Assessment, Reading Programs, Special Education Disputes, Speech Pathology, Standardized Tests, Wilson, Orton Gillingham, Lindamood Bell & Barton Comparisons / /

As a speech-language pathologist (SLP) specializing in language and literacy assessment, I’ve reviewed hundreds of educational, psychoeducational, and neuropsychological evaluations for students with complex learning needs. I repeatedly see students who are clearly struggling in the classroom, despite strong support at home, undergoing assessments that fail to identify their needs accurately. As a result, they

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