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Learning Outcomes and Course Description

This course reviews Developmental Language Disorder (DLD) and dyslexia, how they are related, and what behavioral presentations may be present across academic and social settings.  This course also reviews the SLPs role in assessing and treating DLD as well as resources to further explore DLD and dyslexia.

  1. Define DLD and dyslexia, understand how they are related, and report on at least five behavioral presentations across academic and social settings
  2. Understand the SLP’s role in assessing and treating both DLD and dyslexia as members of an interdisciplinary team across the lifespan
  3. Be able to locate at least five free resources to further explore both DLD and dyslexia and assessment and treatment options


About the Speakers

SLP/BCBA; SLP

Kate Grandbois (she/her) & Amy Wonkka (she/her

Kate and Amy are co-founders of SLP Nerdcast. Kate is a dually certified SLP / BCBA who works primarily as an "AAC Specialist." She owns a private practice with a focus on interdisciplinary collaboration, augmentative alternative communication intervention and assessment, and consultation. Amy is an SLP who also works as an "AAC Specialist" in a public school setting. Amy's primary interests are AAC, typical language development, motor speech, phonology, data collection, collaboration, coaching, and communication partner training and support.

Katharine Radville, MS, CCC-SLP

Kate Radville is a doctoral student in the MGH IHP PhD in Rehabilitation Science program. She works in the Speech and Language (SAiL) Literacy Lab under the mentorship of Dr. Tiffany Hogan. Kate is a speech-language pathologist, literacy specialist, and educator. Her research interests include oral and written language relationships, evidence-based supports for children with Developmental Language Disorder and Dyslexia, and best practices for reading and writing instruction.

Tim Deluca, MA, CAS, CCC-SLP

Tim DeLuca is a doctoral student at the MGH IHP in the Rehab Sciences program, clinical educator, and practices as a reading specialist and speech-language pathologist. He has worked in public and private schools, long-term care facilities, and private practices. Currently, he studies oral and written language development and disorders in children, with a special interest in interprofessional collaboration among stakeholders.

Speaker Disclosures

Tim DeLuca financial disclosures: Tim is employed by private practice and university. Tim DeLuca non-financial disclosures: Tim is an ASHA member, a certified speech-language pathologist and reading specialist, a doctoral student at the MGH Institute of Health Professions, and a member of the Sail Lab at the massachusetts institute of health professions. 

Kate Radville financial disclosures: Kate does not have any financial relationships to disclose.
Kate Radville non-financial disclosures: Kate is an ASHA member, a certified speech-language pathologist, and a doctoral student at the MGH Institute of Health Professions. 

Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.
Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. 

Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast.
Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.



Course Disclosures

Financial and In-Kind

Funding for this course was provided by one of our Corporate Sponsors, Language Dynamics Group.





Time Ordered Agenda

15 minutes: Introduction, Disclaimers and Disclosures

15 minutes:  Descriptions of  Developmental Language Disorder (DLD) and dyslexia, how they are related, and behavioral presentations across academic and social settings

15 minutes:  Descriptions of the SLP’s role in assessing and treating both DLD and dyslexia

10 minutes:  Descriptions of resources to further explore both DLD and dyslexia and assessment and treatment options 

5 minutes: Summary and Closing



References and Resources

Adlof, S.M. & Hogan, T.P. (2019). If we don’t look, we won’t see: Measuring language development to inform literacy instruction. Policy Insights from the Behavioral and Brain Sciences, 6, 210-217.  

Adlof, S.M. & Hogan, T.P. (2018). Understanding dyslexia in the context of developmental language disorders. Language, Speech, and Hearing Services in Schools, 49, 762-773. DOI: 10.1044/2018_LSHSS-DYSLC-18-0049.

Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE consortium. (2016). CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children. PLOS ONE, 11(7), e0158753. https://doi.org/10.1371/journal.pone.0158753


Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE-2 consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721 


Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104 


Mitchell, M. P., Ehren, B. J., & Towson, J. A. (2020). Collaboration in Schools: Let’s Define It. Perspectives of the ASHA Special Interest Groups, 5(3), 732–751. https://doi.org/10.1044/2020_PERSP-19-00125 


Redmond, S. M., Ash, A. C., & Hogan, T. P. (2015). Consequences of Co-Occurring Attention-Deficit/Hyperactivity Disorder on Children’s Language Impairments. Language, Speech, and Hearing Services in Schools, 46(2), 68–80. https://doi.org/10.1044/2014_LSHSS-14-0045 


Snow, P. C. (2021). Psychosocial Adversity in Early Childhood and Language and Literacy Skills in Adolescence: The Role of Speech-Language Pathology in Prevention, Policy, and Practice. Perspectives of the ASHA Special Interest Groups, 6(2), 253–261. https://doi.org/10.1044/2020_PERSP-20-00120


The Simple View of Reading

Multi-Tiered Language Instruction and Intervention

Dyslexia in the Schools: Assessment and Identification

DLD and Me

The Florida Center for Reading Research

The International Dyslexia Association



Disclaimer

The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!



A Big Thank you!

To our Corporate Sponsor Language Dynamics Group who helped make this course possible!