Physicians' Resources
Resources on this page are listed alphabetically. (Please contact us if you need resources on communication disorders that you don't find listed here.)
* AUTISM
COULD IT BE AUTISM? (Screening, Referral and Follow-up of children with communication disorders from First Signs) Physicians play a pivotal role in promoting positive outcomes for children with speech, language and literacy disorders. This role includes screening, referral, and follow-up, and requires familiarity with a broad range of issues, from family advocacy to emerging scientific research. This link provides tools designed to help physicians with these roles for their patients on the autism specturm. For links to Recommended Screening Tools click on 'Screening." See also, The FIRST WORDS® Project link (below), for a free screening checklist for children, ages 6 months – 24 months.
This is an award-winning site containing step-by-step directions for implementing a great number of standard behavior interventions.
* FIRST WORDS® Project's Screening Checklist
The FIRST WORDS® Project is a federally funded early identification and intervention program based in the Department of Communication Disorders at Florida State University. The Project provides a free screening procedure using a validated checklist based on The Communication and Symbolic Behavior Scales – Developmental Profile (CSBS-DP). The Checklist, which takes about five minutes to complete and is available in a number of languages, measures seven early communication behaviors that have been shown to be powerful predictors of later communication development. Scoring guidelines are provided on the Web site. Children who score below the cut-off on the Checklist should be referred to a licensed speech-language pathologist for a comprehensive communication evaluation.
* LEARNING DISABILITIES-EARLY WARNING SIGNS
CHECKLIST of WARNING SIGNS: Preschool – 4th Grade The most common learning disability is difficulty with language and reading. A recent National Institutes of Health study showed that 67 percent of young students identified as being at risk for reading difficulties were able to achieve average or above average reading ability when they received help early. Many children and adults with learning disabilities remain undiagnosed and go through life with this "hidden handicap." The resulting problems can lead to poor self esteem, failure to thrive in school, and difficulty in the workplace.
* Red Flag Reading Screening for students in grades 1-12
Many times parents get mixed messages about their child's mastery of reading skills. This is an easy-to-administer, very brief (< 5 min.) screening assessment that can be used to determine objectively if a child (grades 1-8) needs to be referred for a comprehensive reading assessment. The Red Flag guidelines represent minimum standards. This link is to the Web site of SpecialEdAdvocate.org, a group of national experts in Texas.
* RISK FACTORS: Speaking of Health (PDF)
Your patients' health is your primary concern, but DO YOU KNOW which of the following is the strongest predictor of an individual's health status? A) Age B) Income C) Literacy Skills D) Employment Status E) Educational Level F) Racial or Ethnic Group ( from the PARTNERSHIP for CLEAR HEALTH COMMUNICATIONS) Click here for the answer!
* SCHOOL READINESS Screening for 4 Year Olds
GET READY TO READ! Emergent Literacy Screening for 4 Year Olds: Parents and health care providers can use this 10-15 minute on-line tool to screen the early literacy skills of 4 year olds. Get Ready to Read! (GRTR!) is a Web site sponsored by the National Center for Learning Disabilities designed to help parents prepare their preschoolers for developing early literacy skills.
* SPEECH AND LANGUAGE DEVELOPMENT
Guidelines for determining if your patient's speech development is normal: A Web resource based on Caroline Bowen's book, Developmental Phonological Disorders. A practical guide for families and teachers. (1998) Melbourne: ACER Press.
THE "LATE TALKER"—WHEN SILENCE ISN'T GOLDEN Contemporary Pediatrics Nov 1, 2004
* SPEECH-LANGUAGE DISORDERS-REFERRALS
WHEN ADVISING PARENTS, BE AWARE: Recent Longitudinal Research Shows that Waiting Rarely Works. Parents who are concerned about their child's language skills often seek the advice of their child's physician. A decade ago physicians and educators used to advise these parents to give the child 'time to mature.' Recent research does not support a 'wait and see' approach. Three longitudinal studies (Juel, 1988; Francis et al., 1996; Shaywitz et al., 1999) have put the weight of research squarely behind the skill deficit theory and against the developmental lag theory. Thanks to several decades of NIH research we understand that most of these skill deficits are related to neurobiological factors and that skills can be significantly improved through structured intervention designed to provide fun, engaging, daily practice targeting the skills that need to be strengthened. With some professional guidance, parents can be a child's most effective practice partner!
What if parents complain they can't understand their young child? What is normal? By age 3 parents should be able to understand most of what their child says.
This Web site is designed as a guide to parents and care givers who are concerned that a child's tongue might not be able to move freely.
