Say hello to the: Early 13, Middle 7, and Late 4?!Quick: For those of you who are already caught up on the article that broke the SLP internet, the TL;DR version of this newer article is:
 Everyone else, welcome! Let’s go on a journey together. Consider this topic an enchanted forest; the path through may be arduous, but we will all leave with our practices transformed for the better. Is it possible that quarantine at our house is involving a lot of Frozen 2? Perhaps.
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Maybe you’ve heard the buzz about Motivational Interviewing (MI) but are wondering, “what is it and how is it applicable to me?” This blog explores exactly that! My aim is to share the evidence, framework, application, and benefits of MI from an SLP perspective. Any of these situations sound familiar to you?
What do all these scenarios have in common? They all involve some relationship to behavioral change. As SLPs, we address change on a fundamental and often physiologic level: swallowing, voicing, language, respiration, motor speech, cognition, emotional regulation... These functions may be so ingrained that it takes a massive effort and steadfast dedication to alter them. And yet, our field exists precisely because change is possible!  I know that you know that standardized language tests sometimes get it wrong. We’ve all had a kid who we were really concerned about that kept scoring in the normal range, or a kid who really seemed okay that randomly bombed a subtest or scored just below a cutoff. So now what? Is the test wrong? Are you wrong? Where do we go from there? With this blog post, we’ll show you the evidence to help know:
By knowing when standardized tests aren’t cutting it (and why), you’ll be able to do things like, say, explain to an administrator or a parent why the percentile rank you’re reporting might not align with your recommendation for service eligibility. Because while we don’t want to be anti-standardized test, we do want to be pro-cautious interpretation of standardized test results.  or, by its more formal title: Grammatical concepts of English: Suggested order of interventionHave you ever asked the following? “I know that I still need to work on grammar with older kids with DLD to ensure academic success, but what rationale should I have for selecting targets?” “How do I decide what order to tackle the many areas of grammar that need support?” “Is there any evidence to help me decide whether I should work on passives or relative clauses or adverbial clauses first? They all seem important—and hard!” We're (finally!) ready with some answers. So enjoy:  |
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members of The Informed SLP