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This
webinar will provide information to help SLPs feel more confident during the
challenging process of assessing and diagnosing children with developmental
language disorder (DLD). The webinar will define, compare, and contrast the
features associated with various assessment tools and discuss the rationale for
different assessments. The speaker will address how to select the best
assessment instrument for the particular child and how to utilize information
gained to inform clinical decisions. The speaker will combat common
misconceptions about language assessments and provide practical, evidence-based
strategies for assessment planning and interpretation. Using case studies and
clinical scenarios, the presenter will demonstrate a collaborative,
multidisciplinary approach that integrates data across assessments.
Learning
Outcomes
You will
be able to:
- Explain how language assessment
instruments can
address the needs of children with DLD
within multi-tiered systems of support (MTSS)
frameworks
- Select the most appropriate
assessment
instruments for different clinical
scenarios, considering their psychometric
properties, suitability for the individual
child, and usability within the
clinical or educational
context
- Integrate data across
assessments to diagnose
DLD and make collaborative treatment
decisions that build on strengths and
address weaknesses
Contents
- Defining DLD
- Challenges
related to the assessment and diagnosis of DLD; sample clinical
scenarios
- Define, compare,
and contrast the features associated with high-quality assessments for
screening, diagnosis, and progress monitoring
- Review of common misconceptions
- What to do when
the ideal test doesn’t exist?
- Case study
examples; practical application
- Q & A
Presenter
Information
Suzanne
M. Adlof, PhD (she/her/hers) is an associate professor in the
Department of Communication Sciences and Disorders at the University of South
Carolina, where she conducts research and teaches coursework related to spoken
and written language development and disorders (e.g., dyslexia, developmental
language disorder) and directs the SC Research on Language and Literacy Lab
(SCROLL Lab). Her research investigates relations between language and reading
development and broader academic outcomes with the long-term goals of improving
the prevention, identification, and treatment of language and learning
disabilities.
Financial
Disclosures:
- Financial compensation from ASHA
for this presentation
- Full-time, tenured associate
professor in the Department of Communication Sciences and Disorders at the
University of South Carolina
- Research reported in this
presentation has been supported by several grants from NIH/NIDCD, including a
current grant supporting the development and validation of a language
comprehension assessment for students in the primary
grades
Nonfinancial
Disclosures:
Assessment
Type
Self-assessment—Think
about what you learned and report on the Completion Form how you will use your
new
knowledge.
To earn
continuing education credit, you must complete and submit the learning
assessment by the end date below.
Program
History and CE
Information
Content origination date: May 22, 2024
End date: May 24, 2029
This course is offered for 0.2 ASHA CEUs (Intermediate level, Professional area).
