Individual therapy is a one-on-one session with a licensed Speech Pathologist to work on meeting the individual’s goals. Each session is specifically tailored to capitalize on the client’s learning strengths and maximize progress rates.
Group therapy is often advantageous to clients who are requiring “carry over” skills or who need more reinforcement of therapeutic targets and/or social skills. Groups may consist of 2-5 children who are working on similar targets. Each child continues to work toward his or her individual goals, which are addressed in a small group setting.
Auditory Processing – An individual with Auditory Processing Disorder (APD) does not have difficulty hearing, but has difficulty processing what they have heard in order to communicate and learn. Clients with APD, do not recognize the subtle differences between words and sounds, even though the sounds are heard loud and clearly. Auditory Processing Disorder is also known as an auditory perception problem, auditory comprehension deficit, and central auditory dysfunction. This issue can exhibit itself in many different ways and requires an appropriate diagnosis so that teams of specialists are able to offer remediation. At ALLS, we believe in the power of a trans-disciplinary model and addressing complex issues like auditory processing. This may include an occupational or an educational specialist working in conjunction with a speech and language pathologist.
For more information please visit: www.kidshealth.com or www.nidcd.nih.gov/health/voice/pages/auditory.aspx
Apraxia – Apraxia is a neurologically based motor/speech disorder. This may also be referred to as verbal apraxia, developmental apraxia of speech, or verbal dyspraxia. It presents in children as great difficulty planning, sequencing, and coordinating the movements involved in speech production. This disorder is not associated with weakness, slowness or incoordination of these muscles during voluntary speech. Although there are many different methodologies to treat apraxia, we at ALLS will help you determine which treatment method works best for you.
For more information please visit : www.apraxia-kids.org
PROMPT – PROMPT is a methodology that involves the systematic manipulation of tactual-kinesthetic-proprioceptive input to oral-motor structures for changing speech targets. The therapist provides tactile and kinesthetic cues to help the clients produce sounds that are the sequential and developmental building blocks of fluent and connected speech. Many of our clinicians at ALLS have been PROMPT trained and have seen wonderful results. Please contact us for a consultation.
For more information please visit: www.promptinstitute.com
- Language Processing
- Auditory Processing
Articulation refers to the making of specific speech sounds. Each word is made up of a mix of sounds that create the word (sh+ee+p = sheep). Some sounds are developed a little later (e.g., /l/ and /r/) while others emerge early on in speech development (e.g., b, m, t, d). Some errors are developmentally expected, such as “wabbit” for “rabbit”, early on. Concerns with articulation come when sound substitutions, dropping of sounds, and productions in error negatively affect the ability to understand what is trying to be communicated. When a child cannot make themselves understood, speech therapy can help establish the correct production patterns of sounds in words.
A phonological disorder refers to a child’s difficulty in understanding the sound system and speech rules of our language. For example, a child might decrease the number of syllables in words (e.g., “elephant” becomes “e-pant”), simplify the grouping of sound clusters (e.g., “stop” becomes “top” and “snack” becomes “nack”), or changing how sounds are made (e.g., sounds that require longer pushes of air like /f/, /sh/), are produced with stopping of air like “tire” for “fire” or “too” for “shoe”. It is when these errors continue and hinder a child from being understood that an evaluation and speech therapy can help. In therapy we teach them the patterns that other children just seem to learn naturally, and empower them to communicate successfully.
Please click here to view developmental charts for sound acquisition.
- Kaufman Program
- SOS Program
Educational Therapy assesses a child’s underlying deficits in processing through assessments and intervention. With this information, we are able to design a treatment program with specific evidence-based methodologies to address issues with phonemic awareness, reading comprehension, spelling, writing, and math.
Here are some of the strategies we employ:
- Making Math Real
- Assistive Technology
- First Focus Reading