I have been using Social Language Development Tests (SLDT) from Linguisystems since they were first published a number of years ago and I like them a great deal. For those of you unfamiliar with them – there are two versions of SLDT, elementary (for children 6-12 years of age) and adolescent (for children 12-18 years of age). These are tests of social language competence, which assess such skills as taking on first person perspective, making correct inferences, negotiating conflicts with peers, being flexible in interpreting situations and supporting friends diplomatically (SLDT-E). Continue reading Spotlight on Social Language Competence: When is a high subtest score a cause for concern?
Category: emotional and behavioral disturbances
The risk of social-emotional deficits in language-impaired young children
In recent years there has been an increase in infants, toddlers and preschoolers diagnosed with significant social-emotional and/or behavioral problems. An estimated 10% to 15% of birth-5 year-old population experience serious social-emotional problems which significantly impact their functioning and development in the areas of language, behavior, cognition and school-readiness (Brauner & Stephens, 2006). Continue reading The risk of social-emotional deficits in language-impaired young children
New Product Giveaway: Social Pragmatic Deficits Checklist for Preschool Children
When it comes to assessment of social pragmatic abilities, the majority of SLP’s often worry about their school age students. Yet social-emotional disturbances and behavioral abnormalities in preschool children (<5 years of age) are more common than you think.
Egger & Angold (2006) found that “despite the relative lack of research on preschool psychopathology compared with studies of the epidemiology of psychiatric disorders in older children, the current evidence now shows quite convincingly that the rates of the common child psychiatric disorders and the patterns of comorbidity among them in preschoolers are similar to those seen in later childhood. (p. 313)” Continue reading New Product Giveaway: Social Pragmatic Deficits Checklist for Preschool Children
What parents need to know about speech-language assessment of older internationally adopted children
This post is based on Elleseff, T (2013) Changing Trends in International Adoption: Implications for Speech-Language Pathologists. Perspectives on Global Issues in Communication Sciences and Related Disorders, 3: 45-53
Changing Trends in International Adoption:
In recent years the changing trends in international adoption revealed a shift in international adoption demographics which includes more preschool and school-aged children being sent for adoption vs. infants and toddlers (Selman, 2012a; 2010) as well as a significant increase in special needs adoptions from Eastern European countries as well as from China (Selman, 2010; 2012a). Continue reading What parents need to know about speech-language assessment of older internationally adopted children
Improving Social Skills of Language Impaired Children
Many children on our caseloads have social pragmatic language goals aimed at improving their social emotional functioning in a variety of settings. In therapy we often target our clients ability to engage in interpersonal negotiations, interpret ambiguous facial expressions, as well as appropriately relate to peers.
However, oftentimes finding appropriate and relevant real-life photos is a challenge for busy clinicians. That is why I created the “Social Pragmatic Language Activity Pack“.
This 30 page social pragmatic photo/question set is intended for children ages 6 and older. It is organized in a hierarchy of complexity ranging from basic social scenarios to more abstract and socially ambiguous situations. Some photos contain additional short stories with questions that focus on auditory memory, processing, and comprehension.
There are on average 10-20 questions per each photo, and each photo takes up one page. While some scenarios may be suitable for younger children, most are suitable for children ages 8-9 and older. Select scenarios containing abstract concepts may be suitable only for upper elementary or middle school aged students. These sets are suitable for both individual therapy sessions as well as group work. Depending on the student’s abilities and extent of deficits, one set (one page) may take up to 30 minutes to complete.
Areas covered by the questions:
- Recognizing Emotional Reactions
- Explaining Facial Expressions
- Making Predictions
- Making Inferences (re: people, locations, thoughts, feelings, and actions)
- Multiple Interpretations (of actions and settings)
- Interpersonal Negotiations
- Sympathy/Empathy
- Peer Relatedness (Support)
- Interpreting Ambiguous Situations
- Problem Solving
- Determining Solutions
- Determining Causes
- Determining Perspectives
- Social Judgment
- Safety Rules
So don’t delay and grab your set today. You can find it HERE in my online store.
Introduction to Social Pragmatic Language Disorders
I have been making a lot of materials lately in order to disseminate information on a variety of helpful topics including insurance coverage for speech language services, improving feeding abilities in picky eaters, the importance of oro-facial observations during speech- language assessments and so on. I’ve also created an “introduction” series, which offers handouts on popular topics of interest, most recently on the topic of Auditory Processing Disorders (APD), which can be currently found in my online store HERE. Continue reading Introduction to Social Pragmatic Language Disorders
Recognizing the Warning Signs of Social Emotional Difficulties in Language Impaired Toddlers and Preschoolers
Today I am exited to tell you about the new product I created in honor of Better Speech and Hearing Month.
It is a 45 slide presentation created for speech language pathologists to explain the connection between late language development and the risk of social emotional disturbances in young children 18 months- 6 years of age.
Learning Objectives:
- Explain the connection between late language development and social emotional functioning
- Describe manifestations of emotional behavioral difficulties in young children with language deficits
- List formal and informal assessments relevant to toddlers and preschoolers
- Explain why the warning signs of significant emotional behavioral manifestations in young children warrant a referral to related professionals
In case you missed it: The importance of targeted assessments for school aged children
Last week I did a guest post for The Simply Speech Blog. In case you missed it, below I offer an explanation why targeted speech language assessments are so important, as well as list helpful resources that will aid you in speech language assessment preparation.
In both my hospital based job and in private practice I do a lot of testing. During staff/caregiver interviews I used to get a laundry list of both specific and non-specific problems by the parents and teachers, which did not always accurately reflect the students true deficits. Experience quickly taught me that administering general comprehensive language testing to every student simply did not work. Oftentimes the administration of such testing revealed one of two things: Continue reading In case you missed it: The importance of targeted assessments for school aged children
App Review and Giveaway: Verbal Reasoning by Virtual Speech Center
Today I am reviewing a great app, which targets verbal reasoning skills in children and adults. Verbal Reasoning by Virtual Speech Center was created to target the following:
Adults with cognitive deficits caused by TBI, stroke, or other brain injuries as well as with Aphasia
Children with autism
Children with language disorders
It is intended for individuals ages 12 and up and includes such activities as: Continue reading App Review and Giveaway: Verbal Reasoning by Virtual Speech Center
New Webinar: Inattention, Hyperactivity and Impulsivity in At-Risk Children: Differential Diagnosis of ADHD in Speech Language Pathology
Inattentiveness, hyperactivity, and impulsivity are the most common presenting behavioral problems in at-risk children. This workshop will describe select speech language causes of hyperactivity and inattentiveness in children beyond the ADHD diagnosis, including traumatic brain injury, auditory processing disorders, severe language disorders, as well as social pragmatic language deficits.It will review case examples to illustrate the importance of differential diagnosis. Implications for assessment as well as the need for relevant referrals will be discussed.
When: Thursday, January 17, 2013, 4-5 p.m. ET
Where: Your computer*
Presenter: Tatyana Elleseff, MA, CCC-SLP
Cost: FREE
Who Should Attend: Anyone interested in discussing behavioral problems in at-risk children.
How: Register Here