LetвЂ™s a take a look at an example, below. What combination of deficits is preventing the child from becoming a good reader? Is it aspects of phonological awareness, phonics, morphology, etc. There could be endless variations of how deficits manifest in poor readers.

The problem is that without knowing the childвЂ™s specific deficit areas, the application of the above approaches is quite frankly вЂ¦ pointless. Barton, Wilson, OGвЂ¦ the well-intentioned advice just keeps on coming. Everywhere you turn thereвЂ™s a barrage of advice for cliniciansВ and parents regardingВ which program/approach to use. To illustrate, reading intervention is a much debated and controversial topic nowadays. Only a profile of strengths and needs based on a comprehensive language and literacy testing can address this in an adequate and targeted manner. Just because a child has a diagnosis of a social communication disorder, word-finding deficits, or a reading disability does not automatically indicate to the treating clinician, which вЂcookie cutterвЂ™ materials and programs are best suited for the child in question. Of course, the answer is never that simple. WhatВ is everyone using (program/app/materials) during therapy sessions to address _ diagnosis?вЂќ

I often see SLPs phrasing questions regarding treatment the following way: вЂњ I have a student diagnosed with _ (insert disorder here). But are we starting our treatments the right way? The answer may surprise you. That thing that we need to plan for as we are doing our assessments. Earn 10 Reward Points by commenting the blog post

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