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Speech Therapy

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A common assumption about pediatric speech therapy is that ST only helps children learn how to talk. In reality, pediatric ST has a wide scope of practice. Therapists are trained to help children acquire a variety of skills related to communication, feeding, and swallowing/respiration. Below are specific areas of speech therapy that can enhance children’s overall quality of life from birth to adolescence: 

 

  • Articulation

  • Social-emotional Communication

  • Voice 

  • Expressive Language 

  • Receptive Language 

  • Fluency 

  • Feeding 

  • Swallowing 

What does ST look like at Foundations? 

Our speech therapists are trained in the DIR®/Floortime™ methodology. DIR®/Floortime™ is a research-based approach that includes getting on each individual’s developmental level. This means therapists provide the “just right” amount of support to ensure that each child feels successful and confident during each session. 

 

If ST sessions look like “just playing” on the surface, then therapists are doing their job correctly! DIR®/Floortime™ therapists are trained to follow the children’s lead, promote their interests, and insert therapeutic strategies within motivating activities– i.e., play.  

 

DIR®/Floortime™ is considered a family-centered approach. Therapists encourage parent/caregiver participation as much as possible. Sessions often include parent/caregiver training with tailored home programs. The overarching goal is to help children achieve their goals and progress outside of the therapeutic environment. We respond to the unique needs of each family dynamic! 

What are some Red Flags that your child may need ST?

Below is a general list of potential red flags that indicate need for further assessment. Take advantage of our free 30-minute phone or virtual consultation if you have specific questions or concerns. 

Birth to 9 Months

  • Does not giggle and laugh

  • Does not calm down when you smile or talk to them

  • Does not look at you when you call their name

  • Babble strings of sounds (mamamamama, upupup, etc.)

  • Does not push away unwanted objects

Methodologies & Protocols We Use

ALL therapeutic activities are guided by research

Oromyofacial Therapy

Oromyofacial therapy addresses tongue thrust in children, which impacts intelligibility and feeding. Intervention also includes techniques to improve breathing and develop oral-motor skills required for safe and efficient chewing/swallowing. 

beckman oral motor

An evidence-based protocol involving exercises to increase functional response to pressure and movement, range, strength, variety, and control of movement for the lips, cheeks, jaw, and tongue.

Augmentative and Alternative Communication (AAC)

Supplements or compensates for impairments in speech-language production or comprehension. AAC can be as simple as gestures, signs, or picture boards, or as advanced as speech-generating devices. Our goal is to give every child the tools they need to share their thoughts, needs, and ideas with confidence.

Pragmatic Language Evaluation and Intervention

Builds social communication skills to help children connect, make friends, and succeed in daily interactions. Tools include Carol Gray Social Stories to help children better understand, identify social cues, and facilitate social inferencing skills.

Early Language Intervention

The primary focus of early intervention includes parent education. We use a family-centered approach and encourage caregivers' participation as much as possible. We aim to figure out every parent's learning style in order to share strategies that facilitate early communication skills. 

Articulation Intervention

We treat articulation and phonological disorders by first conducting a thorough evaluation. Treatment plans are then carefully created for each client based on his/her specific sensory processing, language, and individual differences. 

literacy

A whole language approach to literacy emphasizes comprehension. It is a "bottom-up" approach because the focus is on understanding and making meaning of the text first, as opposed to decoding phonemes. Research suggests that decoding is only one of the four cueing systems our brains use to help us comprehend written language. 

fluency

Fluency refers to the forward flow of speech. To assess stuttering, thorough evaluations take place. Intervention includes both pre-school and school-age children, and highly individualized treatment plans based on their needs.

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