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Goal-to-Measure Guide

Connect clinical concerns and therapy goals with suitable content, form, and use measures.

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Speech-language pathologist and child communicating beneath overlapping visual layers for meaning, language structure, and communicative purpose

Bloom and Lahey’s Content, Form, and Use Model: Therapy Examples and Data Collection for SLPs

Bloom and Lahey’s content, form, and use model helps SLPs examine what a person communicates, how the message is structured, and what the person is trying to accomplish. This guide shows how to apply the framework to language samples, therapy goals, early language, classroom tasks, AAC, multilingual assessment, and progress monitoring while separating independent performance from prompted responses and broad language measures from target-specific data.

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Auditory Processing Disorder (APD): Symptoms, Testing, Treatment, and Evidence-Based Support

Auditory Processing Disorder (APD) can make listening difficult despite a normal hearing test, but similar symptoms also occur with language disorder, ADHD, dyslexia, working-memory weaknesses, and other hearing or learning conditions. This guide explains APD’s debated diagnosis, individualized audiologic testing, the roles of SCAN-3:C and TAPS-4, and the evidence for targeted auditory training, remote microphones, and commercial programs.

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Preschool-age child holding a pencil during a classroom learning activity.

What Communication Milestones Should a 4 to 5-Year-Old Meet?

Between ages 4 and 5, children typically use more complex sentences, tell connected stories, sustain conversations, speak more clearly, follow game rules, understand spatial and time concepts, recognize rhymes and letters, and begin writing their name. This guide compares ASHA and CDC milestones, explains normal variation, and offers ways to support these skills through conversation, reading, play and everyday routines.

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What can You Do to Support Children with Autism, ADHD, and Anxiety?

Autism, ADHD, and anxiety can occur together, and the same behavior may reflect several different processes. A child who refuses, forgets, withdraws, becomes overwhelmed, or appears inattentive may be responding to language difficulty, executive-function demands, anxiety, sensory input, poor sleep, or a combination of factors. This guide reviews current clinical evidence for behavioral parent training, autism interventions, adapted CBT, speech-language and AAC support, school accommodations, sleep intervention, physical activity, mindfulness, nutrition, and medication—and explains why treatment should be selected according to the specific difficulty being addressed rather than the diagnostic label alone.

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Young child touching her lips while playing with colorful stacking toys.

What Are Some Easy to Use Speech Therapy Games and Activities You Can Try Right Now to Boost Your Child's Communication Skills?

These 18 speech therapy games use board games, books, cooking, pretend play and everyday routines to practice articulation, vocabulary, following directions, grammar, storytelling, phonological awareness and social communication. Each activity explains what it targets, how to adjust the difficulty and why home practice should match the child’s goals and guidance from a speech-language pathologist.

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Adult and young child practicing language with picture cards and letter blocks

The Impact of Parent-Child Interaction on Language Development in Children with DLD

Developmental language disorder (DLD), formerly called specific language impairment (SLI), is not caused by inadequate parent-child interaction, but caregivers can be effective intervention partners. Responsive turn-taking, focused stimulation, expansions and conversational recasts can support language growth when strategies target the child’s needs. This guide reviews parent training, Enhanced Milieu Teaching, syntax intervention, assessment, multilingual considerations and practical home support.

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Social Language in Autism: Evidence-Based Strategies for Communication

Social communication in autism is broader than making eye contact, taking turns, or learning conversational scripts. It includes communication repair, self-advocacy, shared attention, peer interaction, inference, narrative, AAC, and the ability to communicate across different people and environments. Current research supports naturalistic developmental interventions, parent coaching, peer-mediated approaches, structured social-skills programs, video instruction, joint-attention intervention, and AAC for selected goals—but outcomes and generalization vary. This guide explains how clinicians and families can teach social communication without treating autistic communication style itself as the problem.

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Meet the iSpeax app

Good tools for a session. One place for the whole caseload.

Bring goals, session data, notes, and progress reports together in iSpeax. Spend less time piecing things together and more time supporting progress.

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