• Speech/Articulation

    Speech encompasses the motor aspect of producing, pronouncing and articulating sounds in isolation, or within words, phrases, sentences or conversation.

    Error in speech production can be articulation or phonologically based, or it could be Apraxia of Speech.

    Phonological processes have different age of mastery therefore impacting what articulation sounds/phonological processes may/may not be targeted during your child’s speech therapy sessions.

    For example; a child may produce a phonological process of gliding if they are producing words like “rabbit” as “wabbit” or “lake” as “wake”.

  • Expressive Language

    Expressive language is the ability to communicate your ideas, wants and needs. It is the act of communicating thoughts and ideas to others. Whether that is via verbal expression, signing, AAC device, PECs etc.

    • Naming Objects

    • Asking/answering questions

    • Combining words to speak full sentences

    • Using gestures, signs, vocalizations

  • Receptive Language

    Receptive language is the ability to understand information. It is the act of comprehending language concepts.

    • Understanding basic concepts (i.e. nouns, verbs, prepositions, adjectives, plurals, pronouns, etc.)

    • Following single to multistep directions

    • Pointing to named items

    • Responding to their name, basic commands

    • Engaging in joint attention (i.e. playing with shared objects, gazing at shared object)

  • Social Skills/Pragmatic Language

    This is how and why we use language to interact with other people.

    • pretend play/collaborative play

    • using words/phrases to identify feelings and emotions

    • greetings/closings

    • Maintaining topics of conversations

    • Turn-taking verbally and with activities

    • using/using gestures and body language

    • understanding sarcasm/figurative language

  • Fluency/Stuttering

    An interruption in the flow of speaking characterized by specific types of disfluencies, including:

    • repetitions of sounds, syllables, and monosyllabic words (e.g., “Look at the b-b-baby,” “Let’s go out-out-out”);

    • prolongations of consonants when it isn’t for emphasis (e.g., “Ssssssssometimes we stay home”); and

    • blocks (i.e., inaudible or silent fixation or inability to initiate sounds).

    • These disfluencies can affect the rate and rhythm of speech.

  • Speech and/or Language Therapy

    All therapy sessions are individualized based on your child’s specific area(s) of need.

    Sessions are 30-minutes unless otherwise recommended.

  • Speech/Language Screenings

    Speech and language screenings are used to address concerns that parents/guardians have about their child’s development. Screenings materials will include observations, developmental guidelines and parent report.

    The screening will take no longer than 25-30 minutes.

    Recommendations for evaluations are made following the results from the screening.

  • Comprehensive Speech/Language Evaluations

    Comprehensive speech and language evaluations allow the Speech-Language Pathologist to assess your child across speech, language, feeding, social skills, and play abilities.

    Evaluations are necessary for new patients who have not already received an evaluation and at 1-year intervals for reevaluations to determine and document progress.

    Previous evaluations can be accepted on case by case basis.

    The evaluation session will be a 1-hour time block. Following the evaluation the therapist will create an evaluation report and send that document to the client for review. This may take 1-2 weeks to complete.

    If therapy is warranted, the therapist will reach out to discuss scheduling therapy sessions.