Is the Attention Scale that you use for cognitive rehabilitation with children and adolescents the same thing as the Understanding Scale that you use?
Answer
That can be different. I use an Understanding Scale as the child's rating of their perception of how well they understood something they have read, something they have heard, and/or something they have studied. It is “how well I get it.” The Attention Scale is “this is how hard I am paying attention.” It is a more active strategy. It is a scale rating; their active ability to pay attention. If you think about it, if you have a higher rating on your Attention Scale, then that should hopefully translate into a higher rating on your Understanding Scale because you are better at focusing. It is a difference in strategy use. One is more for improving the active attention of the child and the other one is to improve their awareness of how well they are or are not getting something. A lot of my children are completely unaware of when they are missing things. We use an understanding scale to improve their awareness of that.
Stephanie Volker is a speech-language pathologist II at Cincinnati Children's Hospital Medical Center and is the Team Leader of CCHMC's Outpatient Neurorehabilitation Team. She has specialized in rehabilitation for children, adolescents, and adults her entire career and has lectured on a variety of topics related to brain injury rehabilitation and compensatory strategy training.
Stephanie Mayer Volker, M.S., CCC-SLP
Stephanie Volker is a speech-language pathologist II at Cincinnati Children's Hospital Medical Center and is the Team Leader of CCHMC's Outpatient Neurorehabilitation Team. She has specialized in rehabilitation for children, adolescents, and adults her entire career and has lectured on a variety of topics related to brain injury rehabilitation and compensatory strategy training.
Related Courses
1https://www.speechpathology.com/slp-ceus/course/20q-cognitive-communication-disorder-overview-1014120Q: Cognitive Communication Disorder - An Overview for SLPsThis course provides an overview of cognitive-communication disorders (CCD) in both the pediatric and adult populations. It addresses causes and symptoms of CCD, service delivery issues across settings, evidence-based recommendations for treatment and intervention, and challenges SLPs may face when serving individuals with this disorder.textual, visual
'I did not have a good understanding of Cognitive Communication Disorders prior to reading this article but feel much more confident in this topic now'Read Reviews
This course provides an overview of cognitive-communication disorders (CCD) in both the pediatric and adult populations. It addresses causes and symptoms of CCD, service delivery issues across settings, evidence-based recommendations for treatment and intervention, and challenges SLPs may face when serving individuals with this disorder.
2https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-foundational-10763Reading Comprehension and the SLP: Foundational UnderstandingThis is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.auditory
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.
3https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-contributions-10764Reading Comprehension and the SLP: Contributions of LanguageThis is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.auditory, textual, visual
This is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.
4https://www.speechpathology.com/slp-ceus/course/20q-dynamics-school-based-speech-1000220Q: Dynamics of School-Based Speech and Language Therapy VariablesThis course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.textual, visual
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.
5https://www.speechpathology.com/slp-ceus/course/20q-english-learners-and-developmental-1026620Q: English Learners and Developmental Language Disorder - ​Strategies to Develop Academic Vocabulary SkillsThis course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.textual, visual
This course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.
