When we are evaluating a dual language student, we know we need a language sample. What we struggle with sometimes is knowing what we are looking for in that language sample and knowing whether the sample is typical or not.

We asked Dr. Casey Taliancich-Klinger to talk to us about linguistic disfluencies, or mazes, as we call them, and, and how we know whether those are problematic or not, whether they are indicative of a language disorder, or whether they are typical.

Watch these quick highlights from our interview and then click below to join us for the whole conversation and earn CEUs!

What is the difference between stuttering and linguistic disfluencies or mazes?

What is the difference between non-stuttering like disfluencies and mazes?

What should SLPs look for in a language sample when a child is bilingual?

All children use revisions and linguistic disfluencies (mazes). How do we tell what is typical or atypical?

Want to hear the full story and earn CEUs?

Check out this course: How to Tell if a Language Sample is Atypical and What to Address in Therapy

SLPs know that language samples are a critical part of an evaluation. Yet, making diagnostic decisions through language sample analysis is something we all struggle with from time to time. When we see linguistic disfluencies in a language sample, it’s not always clear whether it’s due to a language disorder or just a typical disfluency that all speakers experience at times.

Join Dr. Casey Taliancich-Klinger, Project Director for Western Psychological Service and associate professor at Our Lady of the Lake University in San Antonio, Texas as she sheds light on how to identify when linguistic disfluencies contribute to a communication disorder, and how to set goals in speech therapy when a disorder is present.