What We Offer
Articulation
Fluency
Communication Modalities
Social Aspects of Communication
Receptive and Expressive Language
Cognitive Aspects of Communication
Below are a few of the main areas we evaluate and treat. Please click on each area for additional information.
Voice and Resonance
ARTICULATION
Speech refers to the physical ability to accurately and consistently produce sounds (i.e. ‘k’, ‘g’, ‘m’, ‘n’), also known as articulation. Difficulty with perception, motor production, or phonological representation of speech sounds and segments may indicate a speech sound disorder.
FLUENCY
Fluency refers to continuous, smooth speech production. Although most speakers have moments of disfluency such as repeating a word, or even hesitating or using filler words (i.e., ‘uh’, ‘like), significant disfluencies (also known as stuttering) may be a sign of a fluency disorder. Fluency disorders may be characterized by interruption of the flow of speaking, atypical rate of speech or rhythm, and disfluencies such as repetition of sounds or words, sound prolongations, and blocks. These disfluencies may impact how well a person is able to express themselves, and may lead to communication breakdowns.
VOICE AND RESONANCE
Voice refers to a child’s quality, pitch, and loudness in speaking. A voice disorder may be present when one of these characteristics is not considered typical for an individual’s age, gender, or cultural background. Resonance refers to sound produced by the vocal folds through the vocal tract. Typical resonance is achieved through a balance of oral and nasal sound, based on the intended speech sound.
COMMUNICATION MODALITIES
Communication modalities, or augmentative and alternative communication (AAC), is an area of speech pathology that focuses on supplementing or compensating for impairments in speech-language production and/or comprehension. AAC refers to the use of assistive technology, equipment, tools, or strategies to improve functional communication across a wide range of needs. AAC can include some of the following: manual signs, gestures, finger spelling, picture communication boards, speech-generating devices, and more.
Cognitive-communication disorders refer to difficulties with communication that have an underlying cause in a cognitive deficit instead of a primary language or speech deficit. Deficits in these areas may affect a child’s memory, perception and judgment, attention, problem solving, and more.
Cognitive Aspects of Communication
Receptive and Expressive Language
Language refers to the comprehension and/or use of a spoken, written, and/or other communication symbols (i.e., American Sign Language). Language can be broken down into two areas: expressive language and receptive language. Expressive language refers to a child’s ability to convey messages involving their use of vocabulary, grammatical structures, sentence complexity, and social use of language. Receptive language relates to a child’s ability to comprehend language, understand directions, follow conversation, and demonstrate understanding of a variety of features.
Our Process
01.
GET IN TOUCH.
02.
03.
discuss your concerns and schedule an evaluation if you are ready to move forward.
Call or email us to let us know you would like to get started. We will
Evaluation.
your child’s development and communication through the use of formal and/or informal testing, conversation, and play interactions. This will determine whether or not your child will benefit from speech/language services.
Your child’s initial visit will consist of a unique evaluation designed to assess
THERAPY.
individualized treatment plan based on your child's strengths and areas of need. Your child will be scheduled for therapy sessions for the same day and time each week, lasting 45 minutes per session with their speech pathologist. Please note we strive to accommodate your schedule and understand that scheduling may change over time.
Using current research and evidence-based practice, your therapist will create an
Call or email us to let us know you would like to get started. We will discuss your concerns, ask questions, and schedule an evaluation if you are ready to move forward.
Your child’s initial visit will consist of a unique evaluation designed to assess your child’s development and communication through the use of formal and/or informal testing, conversation, and play interactions. This will determine whether or not your child will benefit from speech/language services.
Using current research and evidence-based practice, your therapist will create an individualized treatment plan based on your child's strengths and areas of need. Your child will be scheduled for therapy sessions for the same day and time each week, lasting 45 minutes per session. Please note we strive to accommodate your schedule and understand that scheduling changes may occur.
