Articulation Treatment:
Articulation refers to the pronunciation of sounds. Disordered articulation includes substitution of sounds, omissions and distortions. Articulation development follows a pattern that therapists can identify. Children who fall outside that general pattern may be candidates for treatment.
Children who are learning to read need to be able to make most speech sounds. If they do not have these skills, it is very difficult to 'sound out words' utilizing a phonics approach to reading. The late emerging sounds in the English language are 'th', 'R', and occassionally the 'L' sound as well as consonant clusters. Most sounds should be produced correctly by age 7. But even these sounds are usually present in the kindergarten year.
Our approach involves following a developmental sequence of sound acquisition, addressing speech targets in the clinic setting and providing appropriate materials and instruction for home practice and carryover. Some children and their parents come to our clinic to supplement treatment that is offered through a school district. This additional therapy can be coordinated with district therapists at the parent's request and often helps the child progress rapidly through the speech skills needed for educational and social development at school.
Severe cases often involve a treatment approach that is 'phonological' i.e., addressing sound processes. In this approach, multiple sounds sharing common characteristics may be treated at one time. Work may involve auditory training in which children learn to 'listen' to sounds more carefully. This often has a positive influence on academic and reading skills. We use evidence-based, proven computer program(s) that address auditory processing, pre-literacy skills critical to the development of reading skills.
Specializing in the treatment of the 'r' sound:
One of the most frequently misarticulated sounds is the 'R' sound. Children who are age seven and older who still struggle with the 'R' sound often require speech intervention.
Our unique therapy approach to the successful treatment of the 'R' sound usually involves the analysis of the child's lip, tongue, and jaw movements that may be impacting and inhibiting the child's ability to successfully produce a mature speech pattern which is expected of him/her from the age of seven and older. We have successfully treated children with disordered 'R' sounds from ages 7-14, and adults in some cases.
Children who are learning to read need to be able to make most speech sounds. If they do not have these skills, it is very difficult to 'sound out words' utilizing a phonics approach to reading. The late emerging sounds in the English language are 'th', 'R', and occassionally the 'L' sound as well as consonant clusters. Most sounds should be produced correctly by age 7. But even these sounds are usually present in the kindergarten year.
Our approach involves following a developmental sequence of sound acquisition, addressing speech targets in the clinic setting and providing appropriate materials and instruction for home practice and carryover. Some children and their parents come to our clinic to supplement treatment that is offered through a school district. This additional therapy can be coordinated with district therapists at the parent's request and often helps the child progress rapidly through the speech skills needed for educational and social development at school.
Severe cases often involve a treatment approach that is 'phonological' i.e., addressing sound processes. In this approach, multiple sounds sharing common characteristics may be treated at one time. Work may involve auditory training in which children learn to 'listen' to sounds more carefully. This often has a positive influence on academic and reading skills. We use evidence-based, proven computer program(s) that address auditory processing, pre-literacy skills critical to the development of reading skills.
Specializing in the treatment of the 'r' sound:
One of the most frequently misarticulated sounds is the 'R' sound. Children who are age seven and older who still struggle with the 'R' sound often require speech intervention.
Our unique therapy approach to the successful treatment of the 'R' sound usually involves the analysis of the child's lip, tongue, and jaw movements that may be impacting and inhibiting the child's ability to successfully produce a mature speech pattern which is expected of him/her from the age of seven and older. We have successfully treated children with disordered 'R' sounds from ages 7-14, and adults in some cases.
