Featured

23 Aug 2017
ORAL SENSORY INTEGRATION

ORAL SENSORY INTEGRATION

Senses include touch, smell, taste, vision, and hearing. If your child has oral hypersensitivity or hyposensitivity, he/she may have either a highly aroused nervous system (which may not recognize common sensations as non-threatening), or under aroused nervous system (which may need increased input as a prerequisite to initiate chewing and/or speaking). Since sensory is a prerequisite to movement, it is important to look at your child’s sensory system to address oral difficulties, and/or refer to an occupational therapist for the treatment options available for sensory disorders.

Signs that your child may have either a hyper- or hypo- oral sensory environment:
  • resists trying new foods
  • has a limited range of “safe” foods to eat
  • has a hyper-active gag reflex
  • hates brushing teeth
  • Overstuffs his/her mouth with food
  • Teeth Grinding
  • Chews on fingers
  • dislikes it when somebody tries to wipe his/her nose

 

Need Advice

16 Aug 2013
RECEPTIVE/EXPRESSIVE LANGUAGE DISORDER
RECEPTIVE/EXPRESSIVE LANGUAGE DISORDER

Both receptive and expressive are essential components to effective communication.  Receptive language refers to understanding spoken or written language, and expressive language refers to the ability to communicate thoughts and feelings with words and/or written language.

Signs of a receptive/expressive language disorder may be that a child has trouble:
  • understanding what gestures mean
  • following directions
  • taking turns when talking with others
  • answering questions
  • asking questions
  • naming objects and/or actions
  • putting words together to make a grammatical sentence
  • Using correct pronouns
  • Social language difficulties

 

Need Advice

15 Aug 2013
Articulation/ Phonological Delay
ARTICULATION/PHONOLOGICAL DELAY

Most children make some mistakes along the way as they’re learning to say new words.  Every sound has a different range of ages of when a child should be saying a particular sound (articulation) , or sound patterns (phonology).  An articulation/phonological delay occurs when mistakes occur past a certain age. Please see our Guidelines for Speech/Language Referral to help you determine if your child is would benefit from seeing one of our specialists.

What are some signs of an articulation/phonological delay?
  • Sounds substituted, left off, added, or changed
  • Syllables left off of words (i.e., “nana” for “banana”) past the expected age of development
  • Others have a difficult time understanding your child
  • Leaving off the ends of words (i.e., “to” for “top”) past the expected age of development
  • Leaving off parts of words (i.e., “tar” for “star”) past the expected age of development
  • Limited variety of speech sounds

 

Please note that not all sound substitutions and omissions are speech errors. Instead, they may be related to a particular accent or dialect. For example, native Japanese Speakers who speak English may be using a sound that sounds closer to an “r” than to an “l’. This is not a speech disorder, but rather a phonological feature of this dialect.

Need Advice

14 Aug 2013
Pediatric Speech Language Pathology

PEDIATRIC SPEECH-LANGUAGE PATHOLOGY

As speech pathologists, we become responsible for the evaluation and treatment of expressive/receptive spoken or written communication developmental disorders and/or delays. The needs of patients who have difficulty communicating effectively due to speech, language, voice, or oral-motor disorders are addressed. We also provide therapy to improve cognitive reorganization for functional activities of daily living.

Assessment:

An initial assessment is required for new clients and for returning clients every twelve months.

Previous test results will be taken into account when the individual therapy plans are created. The results of the assessments will be explained to you in detail. After answering any questions you might have, therapy sessions will be designed to meet his/her specific needs.

Intervention:

Treatment sessions are individualized to meet the needs of a particular client.

Many times, the causes for why a child has difficulty expressing and understanding the world around them is a multi-faceted problem.  Typically, a child may have difficulty with more than one aspect of communication, whether that means expressive/receptive language, auditory processing, attention, processing speed, apraxia, low muscle tone, tongue thrusting, etc.  Speech Solutions is here to help find a solution for your child, with a unique and individualized program plan based on his/her needs.   Please see our Guidelines for Speech/Language Referral to help you determine if your child is would benefit from seeing one of our specialists.

Need Advice