Our Services

  • Children whispering to each other

    Apraxia of Speech

    Apraxia is a motor speech disorder that makes it hard to speak. When a child has apraxia of speech, the messages do not get through correctly. The child might not be able to move their lips or tongue in the right ways, even though their muscles are not weak. Sometimes, the child might not be able to say much at all.

    A child with Apraxia knows what they want to say. The problem is not how the child thinks but how the brain tells the mouth muscles to move.

    The Speech-Language Pathologist (SLP) will:

    1. Check how well your child says speech sounds alone and combined in syllables or words.

    2. Assess how well others can understand what your child says.

    3. Create goals for treatment to help your child say sounds, words, and sentences more clearly. These goals includes touch, visual, and listening cues.

    4. Provide treatment 3–5 times per week. As speech improves, treatment may be less often. Individual or group therapy may be appropriate at different stages of treatment.

  • Child reading book during speech therapy session

    Articulation and Intelligiblity

    Children can have trouble saying sounds clearly. It may be hard to understand what they say.

    Children may say some sounds the wrong way as they learn to talk. They learn some sounds earlier, like /p/, /m/, or /w/. Other sounds take longer to learn, like /z/, /v/, or “th”. Most children can say almost all speech sounds correctly by 4 years old. A child who does not say sounds by the expected ages may have a speech sound disorder that affects articulation and intelligibility.

    The Speech-Language Pathologist (SLP) will:

    1. Look at how your child moves his lips, jaw, and tongue.

    2. Create goals for treatment to help your child learn the correct way to make sounds, to identify when sounds are right or wrong, provide drill opportunities to practice sounds in different words, and in longer sentences.

  • Child listening to speech therapy lesson on headphones.

    Auditory Processing

    Children with Auditory Processing may exhibit a variety of listening and related complaints. For example, they may have difficulty understanding speech in noisy environments, following directions, and discriminating (or telling the difference between) similar-sounding speech sounds. Sometimes they may behave as if a hearing loss is present, often asking for repetition or clarification.




    The Speech-Language Pathologist (SLP) will:

    1. Consult an Audiologist to fully assess and understand the cluster of problems exhibited by children with Auditory Processing.

    2. Work with multidisciplinary team to determine the type of auditory deficit a given child exhibits so that individualized management and treatment activities may be recommended that address his or her specific areas of difficulty.

    3. Create a treatment plan with a multidisciplinary team that focuses on three primary areas: changing the learning or communication environment, recruiting higher-order skills to help compensate for the disorder, and remediation of the auditory deficit itself.

  • Child smiles at camera whilst listening to speech and language therapy lessons.

    Expressive & Receptive Language Disorders

    When a child has difficulty understanding what others are saying, they have problems with their receptive language or auditory comprehension. When a child has difficulty expressing themselves, they have problems with their expressive language. Some children have difficulty with both areas of spoken language which can be frustrating to themselves and the people with whom they communicate.


    The Speech-Language Pathologist (SLP) will:

    1. Provide assessment, diagnosis, and intervention for children with language delay or disorder.

    2. Identifies areas of strength and need and creates a treatment plan that helps the child develop the listening and speaking skills that allow him or her to communicate more effectively.

    3. Provide consultation to the important people in a child’s life, help them support the child’s communication in all environments, and lay the foundations for reading and writing skills through the development of oral language.

  • Smiling child learning to play, behave, move and speak.

    Developmental Delay

    Developmental delays are considered impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime.

    Children reach milestones in how they play, learn, behave, move, and speak (for example, cooing and babbling).

    The Speech-Language Pathologist (SLP) will:

    1. Assess your child’s speech, language, oral-motor, and social abilities.

    2. Develop intervention goals and strategies which support the child’s development of these skills.

    3. Work with other professionals to develop treatment recommendations.

    4. Model strategies to help the child learn language and use sounds, words, phrases or sentences throughout the day. Parent education is key to ensuring that a child has appropriate and frequent language input in the home which promotes language learning.

  • Kids playing together learning social and communication skills.

    Pragmatic Skills & Social skills

    Social communication skills include the ability to vary speech style, take the perspective of others, understand and appropriately use the rules for verbal and nonverbal communication, and use the structural aspects of language (e.g., vocabulary, syntax, and phonology) to accomplish these goals.


    The Speech-Language Pathologist (SLP) will:

    1. Complete a comprehensive assessment of social cognition, social interaction, pragmatics, and language processing for the purpose of communication.

    2. Consult and collaborate with families, individuals with social communication disorder, other professionals, support personnel, peers, and other invested parties to identify priorities and build consensus on an intervention plan focused on functional outcomes.

    3. Create goals for treatment to help your child that focuses on functional outcomes; and tailors goals to address your childs specific needs in a variety of natural environments.