Pediatric Speech Therapy

Pediatric Speech Therapy

Babies, Toddlers, School-Aged Students

Speech sound errors are commonly observed in developing children. These errors can manifest as substituting, omitting, adding, or changing sounds, leading to difficulties in clear communication. These errors may occur frequently and consistently, causing frustration and behavioral changes in the child. 

To address this issue, seeking assistance from a Speech Language Pathologist is recommended. Treatment may involve learning the proper way to produce sounds, distinguishing between different sounds, identifying correct and incorrect sounds, practicing sounds in various words, and incorporating them into longer sentences and conversations.

A language delay refers to a slower acquisition of language skills compared to peers of the same age and cognitive abilities. It may involve a delayed onset, slower progression, or a different sequence of language skill acquisition. 

Receptive language disorder pertains to difficulties in understanding language, while expressive language disorder relates to challenges in verbal fluency and skillful language use. 

Early intervention is crucial and can involve indirect treatment through activities for parents and caregivers, as well as direct intervention techniques like expansions, recasts, and build-ups and breakdowns. Intervention for a language disorder is tailored to the child’s specific needs, considering their current language abilities, strengths/weaknesses, and functioning in related areas. The ultimate goal is to stimulate language development, enhance communication skills, and facilitate access to academic content.

Communication devices provide a means of communication for individuals who are unable to speak. These devices empower individuals to express their desires and requirements independently, reducing their reliance on others for assistance. 

Augmentative communication devices are also known as assistive communication devices. With consistent practice and training, many individuals can effectively communicate their needs and opinions using these devices. Our therapists possess specialized skills in assessing and customizing communication needs, whether through low-tech or high-tech devices.

We have expertise in various communication software and speech-generating device vendors. Some commonly preferred software and brands by our pediatric clients include: Proloquo2go, Tobii Dynavox, Compass Software, PRC, Accent Eye Gaze Technology, and SVO Power Application.

Autism spectrum disorder (ASD) encompasses various developmental disorders, such as Autistic disorder, Asperger’s, and Pervasive development disorder, with a wide range of symptoms and levels of impairment. Speech Therapy aims to optimize communication for children with ASD by focusing on verbal communication, utilizing visual vocabulary-based alternative/augmentative communication methods, or a combination of both. 

Specialized language and communication training can benefit children with ASD who exhibit non-verbal yet receptive language skills, echolalia, limited vocabulary, apraxia of speech, poor eye contact, rigid thinking, trouble with turn-taking and staying on topic, and potential with communication devices. 

Speech-Language Pathologists specialize in the care of children with feeding and swallowing difficulties, aiming to enhance nutrition and hydration while minimizing the risks of aspiration pneumonia, underdevelopment, and malnutrition. 

When feeding therapy is advised, intervention may concentrate on strengthening mouth muscles, enhancing tongue movement, improving chewing abilities, promoting acceptance of various foods and liquids (e.g., for picky eaters or those with aversions), enhancing sucking and drinking skills, coordinating the suck-swallow-breath pattern in infants, and adjusting food textures and liquid thickness to ensure safe swallowing. 

Executive function can be likened to the CEO of the brain, responsible for overseeing tasks from initial planning to final completion. When children experience difficulties with executive functioning, activities that involve planning, organization, memory, time management, and flexible thinking become challenging. These difficulties can manifest in various ways, such as struggling to keep track of time, create plans, meet deadlines, multitask, apply previously learned information, analyze ideas, seek help or additional information when needed. 

Speech Language Pathologists (SLPs) offer cognitive retraining for individuals of all ages to enhance executive function, enabling children to thrive academically. This training improves productivity not only in academic settings but also at home, in extracurricular activities, and in their future employment.

This condition is often misdiagnosed and overlooked as it mimics asthma, allergies, and severe upper airway obstruction. During moments when the airway should be open, the vocal folds instead close, causing airway obstruction.

For instance, athletes may experience a sudden tightening of the airway during a run, leading to panic. This condition affects both men and women, and its exact cause is unknown. However, certain triggers have been identified, including co-existing asthma, GERD reflux, high-intensity exercise, inhaled allergens, post-nasal drip, and stress/anxiety. 

Differentiating between an asthma attack and PVFM is crucial for individuals who have both conditions, as it helps determine when to use a rescue inhaler or employ breathing recovery exercises taught by a Speech-Language Pathologist.

Children are taught to observe and consider their own thoughts and feelings, as well as those of others. They also learn about the relationship between thoughts, feelings, and behaviors. If a child is struggling with social skills, individual and group sessions are available to enhance social and emotional awareness and behaviors. 

Symptoms that may indicate a need for intervention include challenges with perspective taking, maintaining eye contact, interpreting facial expressions and tone of voice, frequent intrusiveness or interruptions, dominating conversations, rigid thinking, difficulties with appropriate greetings and responses, understanding sarcasm, idioms, hypothetical situations, and figurative language, poor joint attention, and trouble empathizing with others.