Therapy

All therapy was one-on-one so the child’s individualized needs could be met better. Liz’s approach capitalized on active involvement of the parents; she provided parents with specific instruction and materials for home practice so the child could progress faster. In therapy, she used game activities incorporating teaching and practice of specific skills. Liz used a “phonological” approach for more severe cases of articulation disorders, where several sounds sharing common characteristics may be treated at one time. For children who displayed articulation and/or tongue-thrust problems, fun oral-motor exercises were often incorporated into treatment. Language therapy was usually patterned after normal developmental milestones, Games for skill practice

using techniques such as self-talk, modeling, and response expansion. Treatment with the very young child often consisted of “play” for general language stimulation. Preschoolers who stuttered were taught “easy talk” to increase fluency. With school-aged children, schoolwork was incorporated, as it related to therapy goals (e.g., written expression, note-taking, vocabulary building, etc.). When children also received therapy at school, Liz coordinated goals and methods with the school therapists; this coordinated approach helped the child progress more rapidly in the speech and language skills necessary for social and educational development.

Therapy approach:

One-on-one
Active involvement of parents
Home practice
Games for skill practice
Incorporation of schoolwork, as appropriate
Coordination with school therapists

Techniques:

Phonological approach for severe articulation problems
Oral-motor exercises for tongue thrust & articulation
Self-talk, modeling, response expansion for language
“Easy talk” for stuttering

If you schedule an evaluation for your child, you will be required to fill our history forms similar to the ones listed below. Each may be downloaded in pdf format for printing.