On-Site Services

  1. Articulation
    Most children make some mistakes as they learn to say new words. A speech sound disorder occurs when mistakes continue past a certain age. Pre-K students should be 85-90% intelligible and kindergartners should be 90-95% intelligible to unfamiliar listeners. Children in First grade and above should be 100% intelligible. Seek the expertise of a Speech-Language Pathologist (SLP) when a child is hard to understand (especially by strangers), appears to have multiple sound errors, deletes sounds, has a “slushy” sound to his/her speech, or places the tongue between the teeth instead of inside closed teeth (lisp). The SLP can determine if a child's speech sound errors are age-appropriate.
  2. Language
    Speech Language-Pathologists diagnose and treat children who have delayed or disordered receptive and/or expressive language skills. These children might have difficulty understanding others (receptive) or expressing themselves with words (expressive). Refer a child who has difficulty with the following receptive skills: following directions, understanding what others are saying, or understanding stories read aloud. Difficulties with the following expressive skills also warrant a referral: initiating and participating in conversation, answering questions with sufficient details, putting sentences together with the right words in the right order, or telling how to do something in the correct sequence.
  3. Reading
    Although a diagnosis of dyslexia is made by a Psychologist, a Speech-Language Pathologist (SLP) evaluates and treats skills such as Phonemic Awareness, Phonics, Fluency, Rate, Accuracy and Comprehension. Once a Psychologist diagnoses a child with dyslexia, he or she recommends treatment by a reading specialist, such as an SLP. Some children without dyslexia demonstrate weaknesses in these areas. Refer when a child has difficulty learning the difference between letter pairs (i.e. b-d, p-q, m-n), saying sounds of multisyllabic words in the right order (i.e. spaghetti, escalator, consonant), discriminating and producing rhyming words (i.e. Do ‘sip’ and ‘dip’ rhyme? or Tell me a word that rhymes with big.), or memorizing the alphabet.
  4. Auditory Processing
    Auditory Processing Disorder (APD) is diagnosed by an audiologist and treated by a Speech-Language Pathologist. Children with auditory processing deficits have difficulty distinguishing and discriminating speech sounds. Refer to a Speech-Language Pathologist if a child has difficulty following directions, poor listening skills, academic difficulties, difficulty hearing in background noise, distractibility, or inattentiveness.
  5. Pragmatic Language (Social Skills)
    Some children have difficulty using verbal and nonverbal language properly in social contexts. Therapy sessions might focus on using language for different purposes, changing language according to the needs of a listener or situation, or following rules for conversation and storytelling. Make a referral for a child who has little interest in social interactions, frequently goes off-topic or monopolizes conversations, has difficulty understanding things that are implied, does not give background information when speaking to an unfamiliar person, or has trouble understanding nonverbal communication, such as facial expressions and body language.
  6. Written Expression
    Organizing thoughts and ideas when attempting to write them down can be problematic for some children. They might have difficulty with skills such as spelling, punctuation, sentence structure and/or vocabulary. Delays in expressive language contribute to writing disorders. Refer a child who writes painstakingly slowly, is easily overwhelmed by writing assignments, or has trouble putting thoughts on paper despite being able to say what he or she wants to write.
  7. Fluency (Stuttering)
    Stuttering affects the fluency or flow of speech. The disorder is characterized by disruptions in the production of speech sounds, called "dysfluencies." Language delays can contribute to dysfluencies. Speech-Language Pathologists assist children with fluency difficulties by teaching strategies to overcome them and/or addressing any contributing language difficulties. Refer if a child demonstrates: involuntary repetitions, hesitations, prolongations, blocks or disruptions during speech, tension during speech or abnormal movements such as jerking or forceful eye blinking, refusal to talk to strangers due to a fear of stuttering, or frustration during speaking.
  8. Voice
    Assessing a child’s voice includes evaluating quality, resonance, pitch and volume. Some children are referred to an Ear, Nose and Throat (ENT) doctor to rule out vocal pathology. ENTs often recommend therapy to help children learn to use their best voices. Refer to a Speech-Language Pathologist when a child exhibits a chronically hoarse, harsh, breathy or raspy voice quality, an inappropriate vocal pitch for the child’s age or gender, frequent pitch breaks (voice cracks), or a voice that is consistently too soft.
  9. Academic Team
    The Speech Language-Pathologist participates in meetings with other educational professionals including teachers, therapists and doctors. The team evaluates and reviews student progress and makes recommendations for appropriate academic goals. Together, the academic team helps each child use his or her strengths to overcome any weakness and achieve academic success.

Contact Rachel Guidry today to inquire about on-site services for your child.