The role of the SLP


symptoms, assessment, intervention

Weaknesses in pragmatics

  • poor social skills
  • interrupting
  • talking out of turn
  • poor topic maintenance

(Hill, 2000)

Weaknesses in literacy

  • difficulty with reading comphrension because of weaknesses in fluency and processing speed (Paul & Norbury, 2012)
  • can often appear in children without co-occurring reading disorder (Jacobson et al., 2011)

Consider symptoms when asking clinical question

  • often co-occurs with language disorders (Mueller & Tomblin, 2012)
  • more severe the symptoms, more likely to have language disorder (Mueller & Tomblin, 2012)
  • symptoms of ADHD sometimes require specific strategies during intervention (Paul and Norbury, 2012)

Educate other Professionals and advocate for language screenings

  • ADHD symptoms are a risk factor for reading disorders (Greven et al., 2012)
  • best practice suggests language evaluations should be a part of every ADHD assessment and diagnosis (HIll, 2000)
  • Educate and assist other professionals in recognizing language impairments that often accompany ADHD (HIll, 2000)
  • Advocate for use of CCC-2 when full evaluation can not be completed (Timler, 2014)
Children's Communication Checklist-2

screening tool to use with newly diagnosed children

Provide assessment Input

  • ASHA (2014) defines SLPs as one of the professionals who provide input for the doctor to make a diagnosis
  • observe conversation, assess planning and organization skills
  • assess pragmatic language
  • perform a comprehensive evaluation of speech and language

(ASHA, 2014)

Ways to Provide INtervention

  • as with all interventions it will be individualized to the child
  • assist in changing the home or classroom environment
  • help with planning and completing tasks
  • Specific language goals may focus on pragmatics or study skills

(ASHA, 2014)