WHERE TO BEGIN
ARTICULATION/PHONOLOGICAL
An articulation disorder is a speech sound disorder where the individual speech sound is in error. For example, the child might have difficulty producing the specific sound for /k/, but all other sounds have developed typically. A phonological disorder is another type of speech sound disorder where a group of sounds are in error. These groups of sounds are predictable and rule-based. For example, the child might have difficulty with fronting all of their back sounds, so /k/ and /g/ become /t/ and /d/ instead. It can be difficult to differentiate between articulation and phonological disorders, so the umbrella term speech sound disorder is often used to refer to these types of disorders. Overall, a speech sound disorder refers to difficulty with perception, motor production, or phonological representation of speech sounds and segments.
EXPRESSIVE LANGUAGE
An expressive language disorder is when there is difficulty sharing thoughts, ideas, and feelings orally or in writing.
RECEPTIVE LANGUAGE
A receptive language disorder is when there is difficulty understanding spoken or written language.
PRAGMATIC LANGUAGE
A pragmatic language disorder (also known as a social communication disorder) is when there is difficulty with use of verbal and nonverbal language for social purposes. Difficulties may be one or a combination of the following: social interaction, social understanding, pragmatics, language processing. Social communication behaviors include eye contact, facial expressions, and body language—all of which are influenced by sociocultural and individual factors.
FLUENCY
Fluency refers to continuity, smoothness, rate, and effort in the production of speech. All speakers are disfluent at times and use “typical disfluencies” where they may hesitate to speak, use fillers in conversation (e.g., “um”), or repeat a word or phrase. A fluency disorder (also known as stuttering) is an interruption in the flow of speaking characterized by atypical rate, rhythm, and disfluencies. This can include one or more of the following primary fluency behaviors: repetitions of sounds, syllables, words, and phrases; sound prolongations; and blocks. Secondary behaviors may include one or more of the following: excessive tension, speaking avoidance, and struggle behaviors.
PARENT INFORMATION SESSION
Parent information sessions are meetings scheduled for various purposes and is a time for parents to ask any questions on their mind about speech therapy. During this time we can review goals. learn about speech therapy, and ways you can work on speech therapy at home with your child. These can be scheduled at any time.
GROUP INFORMATION SESSION
Group information sessions are similar to parent information sessions, but done in a group setting. In group information sessions we discuss all aspects of what speech therapy is, what to do if you are concerned your child needs speech therapy, and ways we can incorporate a speech enriched environment at home. These sessions can be booked at any time.