However, testing the expressive & receptive speech must be done carefully knowing the child has high verbal abilities. For YEARS, we've had SLPs do the CELF, see ceiling scores, and stop, dust off their hands, and declare "no problem here" (and roll their eyes none-too-subtly at me for even having asked). CELF meta-language subtests are administered separately (CELF-Meta). DS didn't even look all that unusual there, but there were enough oddities in the scores to have the SLP look further. The bottom fell out on the Social Language Development Test in a manner consistent with the CELF-Meta oddities. Looking at just his VIQ scores or the basic CELF test (no subtests in either below 98%ile), no one would have had any idea.
On the EF and expressive language skills, we're finding that teaching the expressive speech skills and social skills are helping immensely with the EF. I suspect we're giving him the tools to infer what is important to other people as well as picking up on implied speech. A lot of our apparent EF gaps were missing implied meaning in directions given.
Thank you geo. I have inquired at the university SLP program if anyone there can administer the SLDT, since you mentioned it earlier to me.
What you say about expressive language/social skills helping with EF resonates. I don't think DS has the tools he needs to get his own needs met.
