Speech Assessment & Therapy
Our speech-language pathologists provide diagnostic assessment, consultation, and treatment of various speech and/or language issues for all ages.*
During a speech and language assessment, a speech-language pathologist evaluates the child to determine the speech and language skills he or she needs to target in therapy. The therapist will determine a child’s specific strengths and needs to establish an organized plan of treatment intervention. Speech-language pathologists also work closely with the family and caregivers of the child or client.
- Case History Form
- Review of Prior Test/Reports
- Parent/Caregiver Interview
- Child Observation
- Motor Speech Production/Articulation Assessment, which may include examination of oral motor structure, voice, resonance, and fluency.
- Comprehensive Language Assessment, including vocabulary, comprehension, fluency, syntax, reading, and/or writing.
- Informal Assessment, which may include checklists, language sample, speech sample, and surveys.
- Diagnosis and Description of Findings
- Consultation and Recommendations
During Assessment and Therapy
A comprehensive case history will be conducted along with assessment in order to get a detailed profile of your child’s communicative strengths and needs. Assessment is through observations and testing, using a range of formal and informal assessments, as appropriate. It will include observing your child in play and interacting with you; responding to questions and instructions etc.
Assessment is commenced as part of the ‘Initial consultation’ session and is often continued in subsequent sessions depending on the complexity of your child’s case. Children with more complex profiles or those requiring assessment for an ‘Education, Health and Education plan’ will often require 3 sessions to conduct an in-depth assessment. This usually includes observations of the child in school and liaison with teaching staff.
If it is felt appropriate for your child to have ‘therapy’, sessions will be offered to meet your child’s needs, usually twice or thrice a week. Therapy sessions last 30 – 45 minutes – and will be conducted through fun and engaging activities, targeting your child’s specific needs.
Common Referral Concerns Include
An articulation disorder is a speech disorder where a person has difficulties with the way sounds are formed and strung together, usually characterized by substituting one sound for another (wabbit for rabbit), omitting a sound (ca- for cat), or distorting a sound (shlip for sip).
Hearing Loss / Deafness
When a person cannot hear as well as others. It can be present at birth (congenital), or become evident later in life (acquired). Children with hearing loss may have difficulty achieving speech and language milestones without early intervention.
Oral Motor Dysfunction
The ability to use the oral mechanism for functional speech or feeding, including chewing, swallowing, or making specific sounds.
A language disorder is when a child has trouble understanding others (receptive language), and/or sharing thoughts, ideas, and feelings completely (expressive language).
A person has a fluency disorder when speech is disrupted by involuntary repetitions and prolongations of sounds, syllables, words or phrases, and involuntary silent pauses or blocks, in which the stutterer is unable to produce sounds.
A person with a voice disorder has problems involving abnormal pitch, loudness, or quality of the sounds produced by the larynx (the voice box). For example: Hoarseness / Puberphonia.
A phonological disorder is a language-based speech disorder. A child with a phonological disorder demonstrates difficulty in learning and organizing sounds needed for speech production, or misrepresents sounds needed for spelling and reading.
The quality of the voice that is determined by sound vibrating in the oral, nasal, and pharyngeal areas during speech. Abnormal resonance can occur if there is obstruction in one of these areas.