Speech-Language Services for Children

We integrate a variety of multi-sensory techniques including increased auditory stimuli, visual stimuli, tactile cues, and motor movements during the sessions.  Metacognitive skills and cognitive-linguistic skills are taught to preschool through adolescent students throughout the course of therapy.

Each child receives a thorough evaluation and has an individualized therapy program developed with measurable goals to document progress.  A home program is provided for carry-over of the skills learned during therapy and to increase the speed of progress.  Referrals are made as necessary to additional health professionals or educational professionals in order to provide the most comprehensive care.

A multidisciplinary approach benefits each child. We frequently collaborate with parents, teachers, tutors, pediatricians, ENTs, psychologists, neuropsychologists, neurologists, occupational therapists, physical therapists, ABA therapists, dentists, and orthodontists. We have an orofacial myologist who consults with us during therapy sessions as needed.

We provide evaluations and therapy for the following:

  • Apraxia/Dysarthria
    Increase oral-motor coordination, strength, and function. This improves articulation/word formation and feeding skills. The Kaufman Kit, Moving Across Syllables, integral stimulation (Dr. Edith Strand), choral speaking, prosodic cueing (contrastive stress), and PROMPT methods are used.

  • Articulation/Speech Production
    Evaluation and treatment are offered to remediate sound distortion, substitutions, or omissions. Articulation disorders and phonological disorders are treated using visual, auditory, and tactile cues. PROMPT techniques are also utilized.

  • Auditory Processing/Language Processing
    Specific perceptual difficulties are identified that interfere with learning and language comprehension (due to ADD, ADHD, hearing loss, head injury, processing disorders). Areas of need may include following directions, attention to task, thought/language organization, short term and sequential memory.  Therapeutic techniques such as Lindamood Bell programs, Expanding Expression Tool Kit, teaching metacognitive skills, compensatory strategies (chunking, mnemonics, sub-vocal rehearsal, visualization), computer software (Hear Builders, Auditory Memory for Quick Stories), and many more methods are used during therapy sessions.  Referrals are made to an audiologist for an “official” auditory processing disorder diagnosis when a child presents with symptoms.

  • Augmentative/Alternative Communication
    During therapy, appropriate augmentative devices and alternative strategies are utilized to enhance communication. Examples include sign language, Picture Exchange Communication System (PECS), iPad, and iPod applications such as Proloquo2go.

  • Aural Rehabilitation
    Speech, language, and auditory training are provided for clients with hearing aids/cochlear implants. An auditory-oral approach is used.

  • Fluency/Stuttering

  • Dysphagia/Feeding Problems
    Evaluations and therapy are provided for children with dysphagia (chewing/swallowing disorders), picky eaters, problem eaters, and children with sensory processing difficulties. The Food Chaining, Beckman Techniques, and Talk Tools approaches are utilized.  Applied behavioral analysis (ABA) methodologies and consultations with ABA therapists are commonly utilized during therapy.

  • Language Delays/Disorders
    Through standardized testing, interview, and observation, the language comprehension and expressive language abilities of the clients are evaluated.  Individualized treatment is provided.  Intensive early intervention is critical to improving a child’s skills. The Hannen Programs are utilized during therapy sessions and for parent training. Strategies such as sabotage, communicative temptations, self-talk, parallel talk, expansion are utilized.  The therapists usually follow the child’s lead, offer choices, and get creative in order to motivate children to attend and learn.

  • Late Talkers

  • Pre-Reading and Reading
    Phonological awareness, reading, and writing skills are evaluated. Therapy is provided for language based learning disabilities. Multi-sensory tutors/learning specialists are recommended to further improve the child’s reading skills.

  • Social Language/Pragmatics

  • Voice Therapy
    Individualized therapy for those who have an impaired ability to use their voice (e.g., vocal nodules/polyps resulting in a “hoarse voice”).

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