SAC Webinar: Using Child Language Samples to Inform Narrative Intervention Planning

Melissa Skoczylas, PhD, R.SLP, S-LP(C)
March 4 2020
Speech-Language Pathology
SAC Event: 
CEE Eligible: 
PD Hub Category: 

Click here to register.

Registration deadline is March 4, 2020 – 11:30 a.m. (ET)

March 4, 2020 – 12 p.m. - 1 p.m. (ET)

Time Zone Time
Pacific Time 9:00 a.m. – 10:00 a.m.
Mountain Time 10:00 a.m. – 11:00 a.m.
Central Time 11:00 a.m. – 12:00 p.m.
Eastern Time 12:00 p.m. – 1:00 p.m.
Atlantic Time 1:00 p.m. – 2:00 p.m.
Newfoundland Time 1:30 p.m. – 2:30 p.m.


SAC Members and Associates


*All registered participants must be SAC members/associates


Cancellation Policy: Because we have limited spaces available for participants, if you are unable to attend the webinar you registered for, please contact Bev Cooper at as soon as possible.


Intended audience: Speech-Language Pathologists

This session pertains to: School Aged (5-17)

Level: Intermediate (Assumes that the participant has general familiarity with the literature and professional practice within the areas covered.)


Narrative language provides prime opportunities to target a variety of language goals in a single context. In the school setting, narrative language competence is also key to academic performance. For these reasons, narrative intervention programs are useful to S-LPs working with school-aged children. Structured language samples can be a useful tool for gathering information to plan such programs.

Learning objectives:

  1. Select appropriate narrative tasks to gather targeted information, and identify when narratives may not be the best sampling context.
  2. Describe formal and informal options for analysis of narrative samples.
  3. Explore alternatives for narrative intervention that align with outcome targets.

This webinar is eligible for SAC CEEs (Category A).


Presenter Biography


Melissa Skoczylas, PhD, R.SLP, S-LP(C)

Dr. Melissa Skoczylas is an assistant teaching professor in the department of communication sciences and disorders at the University of Alberta. Her research interests focus on the measurement and characterization of language skills in children with language impairment. Following from her career as a clinician working with school-aged children, she is particularly interested in the development of literacy and narrative skills as well as the clinical implications of research findings in these areas.

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