School-Based SLPs: A Language Processing Disorder - What It Is and How to Treat It
Presented by Margo Kinzer Courter
Specifically Designed for Speech-Language Pathologists Serving Grades K-12
- Powerful, current strategies for SLPs to address a Language Processing Disorder (LPD), using the latest research and best practices in school and online settings
- Dozens of practical intervention strategies designed to increase students’ language processing skills in the classroom, through teletherapy, and in their everyday environment
- Innovative techniques to address the linguistic, cognitive and perceptual features of language processing to increase overall understanding and production of complex language
- Receive an extensive LPD resource handbook filled with techniques, ideas and key strategies you can use immediately to treat a Language Processing Disorder
Practical Ideas and Strategies
For SLPs, the term a “Language Processing Disorder” is often unclear because there is not yet an official diagnosis through ASHA. SLPs are typically left to their own interpretations based on observable characteristics to determine what underlying difficulties are leading to receptive and expressive language disorders, and resulting academic difficulties.
What is a Language Processing Disorder, and how can we as school-based SLPs best support and intervene? Often a student who has difficulty with expressive language and/or receptive language is described as having a Language Processing Disorder. A student with a Language Processing Disorder often has difficulty gaining meaning from spoken language due to short-term memory deficits or discrimination difficulties. The student often demonstrates poor written output due to difficulty with syntax and semantics. Reading comprehension is often impacted due to higher-order language impairment. The student shows difficulty expressing thoughts in verbal form due to difficulty retrieving thoughts. These difficulties are due to the linguistic, cognitive and perceptual components of a Language Processing Disorder.
In this seminar, experienced Speech-Language Pathologist and national presenter, MARGO KINZER COURTER, will help you build your toolbox of ways to identify and treat a Language Processing Disorder in students with whom you work. The emphasis will be on the most current, research-based, practical strategies and interventions you can implement immediately in your therapy.
Ten Key Benefits of Attending
- Determine the Difference Between Auditory and Language Processing
Auditory and language processing are not the same thing … Discover the distinction between the two and where they overlap
- Highly Effective and Engaging Language Processing Intervention Strategies for Multiple Therapy Models Including Teletherapy, Push-In, and Pull-Out Therapy
Discover numerous ready-to-use therapy materials, including games, mind maps and computer/IPAD-based intervention strategies to promote students’ language processing skills and academic success that can be used in online therapy and in the classroom
- Explore Assessment Instruments to Find Specific Language Processing Deficits
Align your evaluation and ongoing clinical assessment with specific assessment tools that allow you to pinpoint a Language Processing Disorder
- Align Your Therapy Intervention with the Linguistic, Cognitive and Perceptual Areas of a Language Processing Disorder
Discover how specific areas of language can be impacted by a Language Processing Disorder: linguistic (syntax, semantic retrieval, pragmatics, and supralinguistic skills), cognitive (working memory, processing time, and executive function) and perceptual (central auditory processing, phonemic awareness, and word discrimination)
- Connect Your Language Processing Therapy with Literacy Instruction and Academic Standards
Learn powerful techniques to improve phonemic awareness that are necessary to discriminate sounds correctly for literacy development … Incorporate the academic standards into your therapy and know which concepts to emphasize in order to increase students’ academic success
- Implement Powerful Vocabulary and Retrieval Strategies for Classroom and Curriculum-Based Vocabulary
Increase students’ ability to retrieve vocabulary in context … Highly effective strategies to enhance vocabulary development and retrieval in words and discourse
- Analyze Other Areas that Will Impact Students’ Language Processing
Explore other diagnoses that may also be present with a Language Processing Disorder … Discover how executive functions such as attention and working memory impact language processing
- Expand Your Intervention Strategies to Support Students Who Struggle with Written Language Expression Due to a Language Processing Disorder
Proven methods and therapy techniques to support students who struggle with written language expression … Specific ways to support written language skills and help your students be more successful with their written expression
- Increase Collaboration Between SLPs, Classroom Teachers, Resource Teachers, and Other Staff
Specific strategies to build a collaborative partnership with staff to support students with a Language Processing Disorder … Many practical and effective ways to help you incorporate your interventions into a variety of school settings and academic subjects
- Receive an Extensive Language Therapy Resource Handbook
You’ll leave with a detailed language therapy resource handbook packed with step-by-step activities, materials and resources designed to make your language therapy program more efficient and effective
Outstanding Strategies You Can Use Immediately
- Gather strategies for increased student language processing that can be used in the classroom as well as through teletherapy
- Determine a concise definition of a Language Processing Disorder, including a working diagnosis of LPD characteristics and auditory processing, where the two overlap, and where they are different
- Analyze signs and symptoms of a Language Processing Disorder – determine a profile of IQ and achievement often seen as a Language Processing Disorder
- Utilize Bloom’s Taxonomy to promote higher-order thinking and learn how it is often used to describe language processing skills
- Develop an assessment protocol that evaluates the linguistic, cognitive and perceptual components of language processing skills
- Identify linguistic skills impacted by a Language Processing Disorder – determine how syntax, semantic retrieval, social language, and supralinguistic skills are impacted
- Determine cognitive difficulties associated with a Language Processing Disorder – identify the lag in language processing time and executive function skills including short-term working memory often diagnosed as part of a Language Processing Disorder
- Analyze the perceptual features of a Language Processing Disorder – determine how phonemic discrimination and auditory processing may be included as part of a Language Processing Disorder
- Utilize innovative and easy-to-use therapy ideas for treating a Language Processing Disorder – target linguistic, cognitive and perceptual activities – whether working with students at school or online
- Identify concomitant diagnoses – determine associated diagnoses such as attention deficit disorder, central auditory processing disorder and receptive/expressive language disorder
- Motivating ways to expand your vocabulary development and retrieval intervention to target basic concepts and curriculum-based vocabulary retrieval with a Language Processing Disorder
A Message From Your Seminar Leader
I am sure you would agree that a key to academic success is students’ expressive and receptive language ability. The development of language processing skills is vital in giving students a strong academic start in school and is necessary for success in life. When students struggle because of a processing disorder, their success in school can be delayed or jeopardized. As SLPs, we can play a vital role in helping students with a Language Processing Disorder and in ensuring their academic growth and success.
In a Language Processing Disorder, receptive and expressive language are weaker than IQ would predict. Higher-order, abstract oral comprehension is particularly problematic. When language is removed from a task, the student does much better. For example, he can categorize visually but not verbally. Oral reading speed usually is problematic too, but appears to be a retrieval rather than a phonics issue. Also, short-term visual memory may be stronger than short-term verbal memory.
I have had the privilege to work with students who struggle with a Language Processing Disorder for many years. I have developed an extensive repertoire of time-efficient, practical therapy techniques that are effective to use in the classroom and in teletherapy. It is my goal to help you expand your language therapy and instructional options in numerous ways. I want to share proven methods you can use to address and strengthen the linguistic, cognitive and perceptual difficulties often seen in students with a Language Processing Disorder.
Please join me for a fast-paced, productive day, focused on specific ways you can improve students’ language development in the therapy room, in the classroom setting and in online therapy. I promise, you will leave with an expanded toolkit of ideas and a fresh perspective on how to better serve students who are struggling with a Language Processing Disorder.
Margo Kinzer Courter, MA, CCC-SLP, BCS-CL
P.S. This seminar is filled with a variety of quick and easy-to-implement ideas that will help you to be a hands-on, interactive SLP – ideas you will be able to use immediately in your therapy.
Who Should Attend
Speech-Language Pathologists Serving Grades K-12
Special Benefits of Attending
Extensive Resource Handbook
You will receive an extensive digital Language Processing Disorder resource handbook giving you access to countless strategies. The handbook includes:
- Evidence-based strategies you can use immediately to assess and treat a Language Processing Disorder – whether you are providing in-person or online therapy
- Dynamic, fun and interactive intervention activities to address students’ communication challenges
- Special access to Margo’s website for additional downloads and resources
ASHA - CEUs
ASHA-Required Disclosure Statement for Margo Kinzer Courter:
Semester Credit Option
Up to four graduate level professional development credits are available with an additional fee and completion of follow-up practicum activities. Details for direct enrollment with University of Massachusetts Global, a nonprofit affiliate, will be available at this program.
Meet Inservice Requirements
At the end of the program, each attendee will receive a certificate of participation that may be used to verify hours of participation in meeting continuing education requirements.