Register HERE.  

All registrants will have an opportunity to earn a Certificate of Attendance upon completion of a knowledge check/request for COA form after viewing the webinar. Please register by April 16 at 11:00 am to receive the link to attend the LIVE webinar. This email will come from Zoom before noon on April 16. 

Attention-Deficit/Hyperactivity Disorder (ADHD) is known for difficulties in focus and impulsivity.  Too often, academic struggles in children with ADHD are attributed solely to attention deficits, while underlying language and literacy challenges go unrecognized, leading to inadequate assessments and ineffective, one-size-fits-all interventions. In this 4th  webinar in the IDA-GA / TRL-GA Spotlight Series, Tatyana Elleseff will highlight how overlooked linguistic and cognitive difficulties contribute to academic and social challenges. Attendees will gain a deeper understanding of why high-quality language and literacy evaluations are essential for accurate diagnosis and individualized support, along with practical, evidence-based strategies to better serve students with ADHD in educational and clinical settings.

Learning Objectives:

By the end of this session, participants will be able to:

1. Discuss how to identify language and literacy deficits in children diagnosed with ADHD
2. Differentiate ADHD-related language challenges from primary language disorders to ensure appropriate interventions and accommodations
3. Advocate for comprehensive language assessments and individualized intervention plans to support students with ADHD.
4. Apply evidence-based strategies to improve language, literacy, and executive functioning skills in students with ADHD in both clinical and educational settings

Tatyana Elleseff, MA, CCC-SLP, is a bilingual speech-language pathologist specializing in complex language and literacy disorders, particularly among at-risk youth with psychiatric impairments. A graduate of NYU with a Bilingual Education Extension Certificate from Columbia, she serves as a clinical instructor at Robert Wood Johnson Medical School and a clinical supervisor at Rutgers Day School. She has published widely and presented internationally on topics including dyslexia, language disorders, social communication, bilingualism, and fetal alcohol spectrum disorders. She provides comprehensive evaluations, therapy, and consultations, emphasizing evidence-based, individualized assessments and interventions.