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Individualized and family-centered Speech and Language Therapy
Provided by licensed Speech Language Pathologist, Ashley Tibbs, M.S. CCC-SLP
In partnership with Simpli Speech
speech clarity & articulation
Articulation refers to a person’s ability to accurately produce speech sounds with their lips, tongue and teeth. Some have difficulty with articulation due to global weakness (for example, low muscle tone secondary to Downs Syndrome). Others have difficulty with articulation of certain speech sounds (for example, a frontal/lateral lisp when producing /s/ and /z/, or using an open vowel in place of producing a distinct /r/ sound). Articulation errors often impact one’s ability to be understood by others. Consistent practice for accurate articulation can eliminate errors and improve speaking confidence.
Deaf/Hard of Hearing communication
Individuals who are Deaf or hard of hearing (those who do not hear, and/or have amplification devices) may benefit from speech and language support related to auditory training (e.g., listening skill development) and/or visual cueing to target speech perception, functional listening skills, and understanding of speech and language. They may also benefit from cognitive-communication skills and strategies training to target social interaction, self-advocacy skills, executive functioning, and conversational strategies. Speech and/or language development for D/hh individuals can target articulation, voice, expressive and receptive language, and/or literacy skills across applicable languages and communication modalities (e.g., spoken, signed, written).
gestalt language processing
Gestalt language processors (GLPs) begin learning language with longer chunks of language or intonationally defined strings of language (gestalts or scripts) rather than starting with single words. Some GLPs need support to move through stages of language development to reach self-generated, original, and flexible language. *Most* autistic children develop language this way and some neurotypical children do as well.
Phonological development
Phonological disorders are a type of speech sound disorder in which a child uses developmental patterns for simplified speech production (e.g., fronting, stopping, final consonant deletion). These children may omit, substitute, or simplify speech sounds. It is developmentally appropriate for children to use specific phonological processes in the early years, however, these error patterns are expected to disappear at certain ages. Often, prolonged use of these sound error patterns will make it difficult for these children to be understood and they may need support to learn the linguistic rules for accurate speech sound use.
narrative language
Having difficulty with narrative language skills impact a persons ability to sequence information and provide relevant details to share or understand experiences of the self and others. Working on language skills within the context of storytelling is highly effective and motivating medium. Not only is it academically relevant, it builds confidence, aids social interactions, helps facilitate perspective taking, making inferences and problem solving skills.
early language development
Early language skills are foundational skills for play and social interactions. Parent-coaching is often implemented to encourage carryover of skills in the home and outside the therapy room. Some areas that are targeted include: turn-taking, joint attention, imitation of sounds, understanding words and instructions, using gestures, saying words, making choices, etc.
Self-advocacy and pragmatic language
Individuals on the Autism Spectrum *often* experience difficulty reading facial expressions, interpreting sarcasm and non-literal language, making inferences about other perspectives, and maintaining small talk conversations. Navigating pragmatic social interactions, especially ones that heavily rely on neurotypical styles of communication, can feel overwhelming and many individuals end up “masking” their true communication styles to fit into traditional social environments. While it’s helpful to support pragmatic inferencing skills mentioned above, it is also vital to explicitly teach self advocacy techniques that are relevant to their experiences- encouraging genuine connections and increasing confidence in individuality.
augmentative and alternative communication
Augmentative and Alternative Communication (AAC) is a tool used to supplement and support spoken communication. Some individuals have difficulty coordinating motor movements to form accurate speech sounds. Some individuals have difficulty understanding and using new vocabulary (especially in new or overstimulating environments). An AAC device uses visual picture cues for its user to access a robust vocabulary in real time, whether expressing needs or making social connections.
CHILDHOOD APRAXIA OF SPEECH
Childhood apraxia of speech (CAS) is a motor speech disorder in which a child's brain has difficulty coordinating the fine-motor movements required for speech. Getting messages from the brain to the mouth is difficult and they may not be able to move their lips or tongue in the right ways consistently, even though the muscles are not weak. Using a therapy approach that includes principles of motor-learning is vital to the success of supporting CAS.
