Grammatical Intervention for Elementary Students (and beyond) with Persistent Grammatical Deficits Abstract: A child’s proficiency at generating grammatical utterances to convey his/her thoughts and ideas is an essential skill for academic success (e.g., Common Core standards). The IEPs of preschool children often include grammatical goals and the evidence-base for preschool grammatical intervention is extensive. What about school-age children? The needs are great, but validated interventions specific to school-age children are scarce. In this session we’ll delineate the scope of intervention to address the grammatical deficits (needs) of school-age children and plan treatment. Presenter(s): C. Melanie Schuele, PhD, CCC-SLP is an associate professor at Vanderbilt University in the Department of Hearing and Speech Sciences. She teaches classes in child language disorders and speech sound disorders. Her research focuses on language and literacy acquisition with a focus on phonological awareness and complex syntax. Melanie research is funded by the US Department of Education, Institute of Education Sciences, and National Institutes of Health. She is a frequent provider of professional development at the local, state, and national levels. Melanie is the coauthor of the intervention program, Intensive Phonological Awareness Program (Brookes Publishing).