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Speech Therapy -> Executive Function
Referring to the group of mental skills used daily including planning, thinking, self-regulation/self-control, working memory, self-monitoring, time management, and organization.
Minor focus areas
- Compensatory Strategies for Organization and Recall 1
- Abstract Divergent Naming Words 0
- 10 non-living things 7
- Following 1-step verbal directions at school 1
- Weather Vocabulary List 1
- 15 Facts Related to Thanksgiving 5
- Weather Vocabulary and Writing Activity List 1
- All About Me Activity List 1
- Get Attention and Body Listening 1
- Childhood apraxia of speech - Childhood apraxia of speech (CAS) is a disorder that involves difficulty in making speech sounds voluntarily and stringing these sounds together in the correct order to make words. A person with childhood apraxia of speech is not intellectually impaired. Speech pathologists assess, diagnose and support people with CAS.
- Autism Spectrum Disorder - Autism Spectrum Disorder (ASD) is a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors. The effects of ASD and the severity of symptoms are different in each person.
- Motor Speech Disorders - Dysarthria can be related to neurological damage, however it can be related to many other causes. Dysarthria is a motor speech disorder above all. A dysarthria diagnoses can come from a weakened Parkinson’s patient, a anatomy damaged TBI patient, a stroke patient with cranial nerve and strength deficits, etc).
- Attention-Deficit/Hyperactivity Disorder (ADHD) - Attention-Deficit/Hyperactivity Disorder (ADHD) is a disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.
- Neurological Conditions - Types of neurological conditions may include: Alzheimer’s Disease, Dementias, Brain Cancer, Epilepsy and Other Seizure Disorders, Mental Disorders, Parkinson’s and Other Movement Disorders, and Stroke and Transient Ischemic Attack (TIA).
Reynolds Intellectual Assessment Scales 0
Measures verbal and nonverbal intelligence and memory.
Functional Communication Profile (Revised) 0
Evaluate the unique communication skills in individuals with developmental and acquired delays across a broad age range.
Oral Passage Understanding Scale 0
Assesses listening comprehension, a skill that is essential for classroom learning.
Developmental Indicators for the Assessment of Learning - Fourth Edition 0
A global screener for assessing large groups of children quickly and efficiently.
- Jody will follow a daily sensory and movement diet with age-appropriate preferred regulatory activities 10 minutes per day, min 4 times per week, with visual and 50% verbal cues, to improve active participation at home and school, 80% of the time. 0
Therapists who selected this major focus area as their top area of expertise.
Sara LowczykTherapist CCC-SLP
I love working with speech AND language kids, but language has my heart. My specialities include ...
- Ambiki Demo
- Sidekick Therapy Partners
The Functional External Memory Aid Tool Version 2.0: A How-To Clinical Guide 0Author: Alyssa M Lanzi 1 2, Anna K Saylor 1, Robert F Dedrick 3, Michelle S Bourgeois 4, Matthew L Cohen 1 2 5 - This clinical-focus article describes new resources available to help clinicians administer and interpret Version 2.0 of the FEMAT when serving adults with cognitive-communication disorders.
Increasing Adolescents’ Depth of Understanding of Cross-Curriculum Words: An Intervention Study 2Author: Sarah Spencer, Judy Clegg, Hilary Lowe, and Joy Stackhouse - Cross-curriculum words are not consistently understood by adolescents at risk of low educational attainment within a low socio-economic context. A 10-week intervention programme resulted in some increases to the depth of knowledge of targeted cross-curriculum words. https://www.theinformedslp.com/review/vocabulary-intervention-for-at-risk-adolescents
What Are Executive Functions and Self-Regulation and What Do They Have to Do With Language-Learning Disorders? 1Author: Bonnie D Singer; A. Bashir - In this article, executive functions and self regulation are defined and the reciprocal influence of these factors on the performance of students with language-learning disorders (LLD) is explored. A case study demonstrates the integration of executive functions, self-regulation, and language processes within speech and language assessment and intervention. Clinicians are urged to consider the interactive effects of executive function, self-regulatory, and language processes when addressing the needs of students with LLD.
Scope of Occupational Therapy Services For Individuals With Autism Spectrum Disorder Across the Life Course 1Author: Copyright © 2015 By the American Occupational Therapy Association, Inc. The American Journal of Occupational Therapy, 2015, Vol. 69(Supplement_3), 6913410054p1–6913410054p12. - Occupational Therapy practitioners work collaboratively with individuals on the autism spectrum, their families, OTHER PROFESSIONALS, organizations, and community members in multiple contexts to advocate for and provide a range of needed resources and services that support individuals' ability to participate fully in life (Case-Smith & Ambersman, 2008; Kuhaneck, Madonna, Novak, & Pearson, 2015; Tanner Hand, O'Toole, & Lane, 2015; Watling & Hauer, 2015a; Weaver, 2015). According to a study conducted by the Interactive Autism Network (2011), occupational therapy ranks second to speech-language pathology as the most frequently provided service for individuals with autism throughout the United States.
Effects of Parents' Mealtime Conversation Techniques For Preschool Children With Hearing Loss Who Use Listening and Spoken Language 2Author: Elaine R. Smolen, Ye Wang, Maria C. Hartman, and Young-Sun Lee - Parents of preschoolers with hearing loss may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language.
Learning Two Languages: Bilingualism 1Author: ASHA - Information and resources for SLPs and parents of bilingual children
Bilingual Service Delivery 1Author: ASHA - Information and resources regarding bilingual service delivery by SLPs (from ASHA)
Bilingual (Spanish/English) Evaluation Resources 1Author: Bilinguistics - Dozens of speech, language, fluency, and other evaluation resources for bilingual evaluations
Efficacy of Auditory-Verbal Therapy In Children With Hearing Impairment: A Systematic Review From 1993 to 2015 2Author: Ramesh Kaipa and Michelle L. Danser - This systematic review investigates the effects of auditory-verbal therapy (AVT) on receptive and expressive language development, auditory and speech perception, and "mainstreaming" in children, 2-months-old to 17-years-old, with hearing loss.
Echolalia and Its Role In Gestalt Language Acquisition 0Author: ASHA / Practice Portal / Clinical Topics / Autism Spectrum Disorder / - This view of gestalt language acquisition and the role of echolalia in individuals with ASD is reflected in assessment procedures (e.g., assessing communicative function of echolalia) and treatment approaches to language intervention (see e.g., Blanc, 2012). Gestalt language acquisitionis a style of language development with predictable stages that begins with production of multi-word “gestalt forms” and ends with production of novel utterances. At first, children produce “chunks” or “gestalt form” (e.g., echolalic utterances), without distinction between individual words and without appreciation for internal syntactic structure. As children understand more about syntax and syntactic rules, they can analyze (break down) these “gestalt forms” and begin to recombine segments and words into spontaneous forms. Eventually, the child is able to formulate creative, spontaneous utterances for communication purposes.
Executive Function & Self-Regulation 0Author: Harvard University - Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember, and juggle multiple tasks.
Evaluation and Treatment of Patients With Executive Dysfunction Following Brain Injury 0Author: Emily Pilcher, M.Ed, CCC-SLP; Andrea L. Witt M.Ed, CCC-SLP, CBIS - At the conclusion of the session, the learner will be able to: • Identify formal and informal ways to evaluate executive dysfunction • Identify treatment activities for patients with executive dysfunction • Discuss compensatory strategies and recommendations to assist with returning to school