Common diagnoses of children who may receive speech-language services:
Speech-language and communication assessment and intervention services are provided for children in the following areas:
Child is non-verbal or speech is severely limited. Non-speech communication methods are needed for effective communication at this time.
Developing successful communication through a variety or modes, while enhancing verbal skills to the highest level possible.
The Augmentative and Alternative Communication Support Group offers tips for alternative ways to communicate.
Speaking, listening, communicating, reading or writing, which impacts a child’s learning and daily social interactions.
Improving language skills for more effective communication and learning.
Speech sounds are unclear and hard for others to understand.
Facilitating clear speech development for effective communication.
Frequent disruptions in the forward flow of speech, such as repetitions of words or parts of words, prolongations of sounds, or complete blockages of sounds. Speech disruptions may be accompanied by physical tension or struggle.
Rapid and/or irregular speaking rate, excessive disfluencies, and often other symptoms such as language or phonological errors and attention deficits.
Genetically-influenced conditions involving different neurological development in childhood.
Teaching the child to change speech movements and to participate with confidence and success in speaking situations, and eventually to advocate for themselves.
Teaching parents and teachers to provide support and acceptance at home and at school.
Children stuttering for more than six months should be referred for assessment.
Disturbances in vocal quality resulting in the production of voice characterized by harshness, hoarseness, nasality or other faulty patterns. Respiratory disorders related to laryngeal functioning.
Improving voice quality and function through direct intervention and environmental changes.