K12 Consulting and Therapy Services
K12 Consulting and Therapy Services was founded in 2017 by Stacy Cates with two areas of focus for schools - remote speech and language services, also known as teletherapy, and dyslexia consultation. With the rapid advancement of technology and mounting clinical evidence of positive outcomes, Stacy and K12 are thankful and excited about the tremendous opportunity to help children by connecting high quality speech language pathologists with underserved communities and districts. Stacy also has a passion for helping schools improve their ability to recognize, understand and serve students with dyslexia. Her personal experience with dyslexia diagnostics started at the University of Kansas under the guidance of many leading researchers. She then continued building her knowledge while conducting comprehensive evaluations diagnosing dyslexia in the Hearing and Speech Department at Children’s Mercy Hospital and later at Kansas City Speech Professionals, a private practice Stacy cofounded in 2014. To further strengthen her knowledge in dyslexia diagnostics and treatment, Stacy is actively working towards a clinical doctorate at the University of Kansas Medical Center.
Therapy, diagnostics, consulting and professional development.
Therapeutic Areas Serviced:
Speech and Language Therapy
Teletherapy allows harder to reach rural communities with high quality, consistent speech language therapy services. Our therapists connect online via a secure, live, video session to deliver face-to-face therapy via a web-based platform.
Areas serviced: Articulation/Phonology, Receptive/Expressive Language, Fluency, Voice, Pragmatics, Reading/Dyslexia
One common area of focus is interpreting the results from tools commonly used to assess reading difficulties in children pre-school through high school. We help review, interpret and most importantly teach educators and specialists how to navigate their way through formal testing completed by school psychologists and outside providers. Commonly seen measures include:
Clinical Evaluation of Language Fundamentals-5 (CELF-5)
Comprehensive Test of Phonological Processing- 2nd Edition (CTOPP-2)
Test of Word Reading Efficiency- 2nd Edition (TOWRE-2)
Word Identification and Spelling Test (WIST)
Gray Oral Reading Test-5th Edition (GORT-5)
Test of Non-Verbal Intelligence-4 (TONI-4)
Feifer Assessment of Reading (FAR)
Components of Intelligence Testing and their relevance
Our most popular lecture will introduce teachers to the signs and symptoms of dyslexia as well as its impact on oral language, reading, and writing. Teachers will also learn knowledge of common dyslexia misconceptions, as they relate to the classroom, and how to incorporate effective classroom accommodations for students with dyslexia. The lecture will take teacher reports combined with examination of data to identify struggling readers as early as preschool/kindergarten all the way through high school.
This is one of several professional development offerings already developed and we are happy to tailor the education to suit your time frame, audience and educational needs.
Dyslexia is the most common cause of reading/spelling/writing difficulties. Of people with poor reading skills, 70-80% are likely dyslexic. One in five (20%) of the population has dyslexia affecting nearly the same percentage of males/females. About 3/4 of children showing early difficulties with basic reading skills can overcome these difficulties with early identification and effective intervention.
What is dyslexia?
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD). Many state education codes, including New Jersey, Ohio and Utah, have adopted this definition. Learn more about how consensus was reached on this definition: Definition Consensus Project.
Who is at risk?
One of the largest risk factors is a family history of dyslexia. In addition there are many other early indicators that a child may be at risk including:
Late talker (2.5+) when receptive language is normal
Significant speech/language delays
Chronic ear infections
Difficulty learning to tie shoes
Directionality confusion (right/left)
Difficulty telling time
Mixed hand dominance/lack of hand dominance by 4 years
What challenges are associated with dyslexia?
Difficulties experienced by people with dyslexia may include the following:
Learning to speak
Learning letters and sounds
Learning letter-sound correspondence
Learning nursery rhymes, shapes and colors
Learning and remembering the alphabet
Learning names of letters, letters in own name
Reversals of letters/numbers through 2nd grade
Organizing written and spoken language
Persistent mixing of sounds in multi-syllabic words
Slow, choppy inaccurate reading - guesses
Reading quickly enough to comprehend
Comprehending longer reading assignments
Learning a foreign language
Correctly doing math operations
Difficulty with math – memorization
Memorizing number facts
May not enjoy looking at or following print when books are read aloud
Dreads going to school
Why are speech-language pathologists involved in reading problems?
The American Speech-Language-Hearing Association’s (ASHA) position statement (2001) on literacy states that speech-language pathologists play a critical role in the development of literacy for children and adolescents with communication disorders. Research tells us that children with speech and language deficits are four to five times more likely to have reading problems than children without speech and language disorders (R.Lyon). Language disorders are typically diagnosed before learning disabilities and often affect the child's academic performance. Once academic struggles with reading and writing arise, a learning disability label may be used, even though the underlying issue is a language disorder (Sun & Wallach, 2014). Many of the children currently on speech/language caseloads are at great risk for difficulties with learning to read and write. Therefore, as speech pathologists, we have an important role in helping to increase future reading success in children by incorporating literacy training into our practice. SLP’s have a unique knowledge about language subsystems (i.e., phonology, morphology, syntax, semantics, and pragmatics). SLP’s also provide knowledge in spoken language which is the foundation for reading and writing development. Spoken and written language have a reciprocal relationship, adding another layer of support from the SLP.
According to the American Speech-Language-Hearing Association’s position statement (2001) the role of the SLP can fall in to one or more of the following areas:
Prevention – incorporate instruction of core literacy skills into therapy
Identification– of those at risk
Intervention – make goals for treatment
Documentation – taking data and reporting outcomes
Education – share knowledge with other professionals and parents
What type of reading instruction is scientifically based and effective?
Effective reading instruction uses:
Simultaneous Multisensory Teaching
(VAKT=Visual Auditory Kinesthetic Tactile)
Systematic and Cumulative Curriculum
Direct Instruction (Explicit)
Synthetic and Analytic Instruction
and teaches the following:
Phonology and Phonological Awareness
Where can I learn more?
International Dyslexia Association: www.eida.org
Kansas/Missouri branch of the
International Dyslexia Association: http://ksmo.dyslexiaida.org/
Kansas State Department of Education KSDE Dyslexia Resources
The Yale Center for Dyslexia & Creativity: https://dyslexia.yale.edu
Five minute video, “What is Dyslexia?” may be helpful for children, parents, and teachers to view and understand how the dyslexic brain reads. It can be found at https://www.youtube.com/watch?v=zafiGBrFkRM
An HBO documentary (2012) “The Big Picture: Rethinking Dyslexia” may be helpful. It includes personal stories from students of all ages with dyslexia, their parents, successful adults with dyslexia, experts currently researching dyslexia.
Telehealth is a term commonly used in the fields of speech-language pathology and audiology to refer to a service delivery model in which assessment and intervention services are provided over a telecommunications network (ASHA, 2005).
Grogan-Johnson, Alvares, Rowan & Creaghead (2010) reported that school-age children (N=34) with articulation, language, and/or fluency impairments made similar progress via either telehealth or traditional side-by-side speech language intervention.
Proponents of computer assisted technology claim that it increases student motivation and engagement, and thus improves student learning (Van Dusen & Worthen, 1995).
Grogan-Johnson and colleagues further reported that, according to exit surveys, parents and students who participated in the telepractice group were overwhelmingly pleased with the services (Gabel, Grogan-Johnson, Alvares, Bechstein, & Taylor, 2013).
The development of oral language abilities lays the foundation for successful acquisition of reading and writing competence (Snow, Burns, & Griffin, 1998; Lipson & Wixson, 2013)
Literacy Experiences that have been associated with early success is reading and writing include the following (Landry & Smith, 2006; Lipson & Wixson, 2013; Ollila & Mayfield, 1992; Vasilyeva & Waterfall, 2011; Wasik & Hendrickson, 2004, 2006)
Families provide a variety of writing materials.
Parents or others read to children
Children observe others reading and writing
Children are encouraged to experiment in writing
Parent read aloud to their children
Parents or others answer questions about reading and writing
There are books in the home and/or children are taken to the library
Adults interact with children- talking, singing, and playing rhyming games
Professional development helps guide teachers through correct administration and interpretation of commonly used screening measures to best help identify and support struggling readers.
Focus will be predominantly on DIBELS assessment (Good & Kaminski, 2003) as well as Curriculum-Based Measures (AIMSweb).
Lipson & Wixson (2013) stated, educators do not need to be experts on the technical or psychometric properties of formal tests, but they can and should be careful consumers of test information.