Speech Language Therapy

We believe strongly in early intervention and prevention; therefore, we seldom take a “wait and see” approach. At the same time, we do not recommend therapy if we believe that it is not warranted.

Our areas of expertise include:

• Language Disorders

• Phonological/Articulation Disorders

• Reading/Spelling

• Executive Function Skills

• Down Syndrome

• Autism

• Social/Pragmatic Language Disorders

• Language-Based Learning Disabilities

• Cochlear Implant/Aural Rehabilitation

• Fluency Disorders/Stuttering

• Augmentative Communication

Information About the Areas of Speech and Language

What is speech?

Speech skills include a child’s ability to say/produce speech sounds.   Typically, all English-language speech sounds are mastered by six years of age.  This area of speech-language also includes lisping, stuttering, and voice quality (e.g., hoarseness).  Sound changes (e.g., saying “tar” for ‘star’ or “baf” for ‘bath’) are sometimes observed in typical development but are then suppressed/outgrown by different ages depending on the sound (e.g., by age 3 children should be saying “star” not ‘tar’).  By four years of age, unfamiliar listeners usually understand >93% of what children say!

What is expressive language?

Expressive language skills include a child’s ability to use words (e.g., overall vocabulary) and word parts (e.g., past tense –ed, pronouns) to form grammatically accurate sentences that increase in length and complexity as children grow and learn.  This area of speech-language also includes a child’s ability to tell stories and recount personally relevant events.  Children with expressive language problems may demonstrate difficulty communicating wants and needs, which may lead to behavior issues.

What is receptive language?

Receptive language skills include a child’s ability to understand spoken language, and this area of speech-language is also referred to as language comprehension.  Younger children are required to follow one and two-step directions (e.g., “find your shoes and bring me your coat”) in addition to understanding basic concepts (e.g., big/small, more/less).  As children grow, they are required to listen to paragraphs and answer questions related to the information (e.g., who/what/where/when/why).

What is social language?

Social language is the ability to use language with different intentions such as requesting a toy, commenting on a favorite movie, asking a friend to hang out, or protesting about not liking broccoli.  Greetings/leave-takings and the ability to make on-topic comments and ask on-topic questions also falls within this area.  Children learn how to modify their language based upon who they are speaking to (e.g., using baby talk with a baby or toddler, using peer slang among friends, or being more formal when interviewing for a job).  Being able to observe and react to verbal and nonverbal cues, understanding facial cues, maintaining eye contact, and knowing the “just right” personal space are also social language skills!

What is “Social Thinking®”?

“Social Thinking®” is a term coined by Michelle Garcia Winner, CCC-SLP, and it represents a coordinated teaching framework of curricula, vocabulary, teaching tools, and strategies for individuals preschool through adults who demonstrate social language deficits.  The programs include (but are not limited to) “Superflex®: A Superhero Social Thinking Curriculum” and “The Incredible Flexible You™: A Social Thinking Curriculum for the Preschool & Early Elementary School Years.”  Learn more at www.socialthinking.com.  The clinicians at STG have attended “Social Thinking®” conferences and apply the framework during the STG Summer Camps and in weekly individual and small-group sessions when appropriate (please note that Michelle Garcia Winner does not endorse specific programs at STG).  Garcia-Winner, Michelle. “Introduction to Social Thinking.” Social Thinking. Social Thinking, No Date. Web. January 20, 2016. www.socialthinking.com

What is phonological awareness?

Phonological awareness skills are the precursors to successful reading and writing. This area of speech-language relates to a child’s ability to understand that words are made up of sounds and those sounds can be manipulated (e.g., rhyming, segmenting, decoding).  These skills can be assessed and addressed as early as five years of age!

It’s important to remember that speech and language disorders can exist together or by themselves!