Many children with past feeding challenges continue to have speech and language delays despite achieving improved or functional eating skills. And frequently children with speech and language delays also present with some level of oral feeding difficulties. This is because feeding and speech-language development are manifestations of shared, underlying neural and muscular preprocesses in a child. In addition, feeding and speech-language developments are interactive, communicative, and social in nature! Children experience the world intensively via eating, drinking, and interacting with others. Any disruption in physiological, neurological, and muscular processes involved can create hindrance in typical feeding, and speech-language development.
Below are listed the Services for Speech and Language that we offer:
- Comprehensive Speech-Language Evaluation
- Individualized Speech and Language Therapy
Certified treatment modalities:
- › PROMPT (Prompt for Restructuring Oral Motor Phonemic Targets) approach
- › Relationship Development Intervention (RDI)
- › Lee Silverman Voice Treatment (LSVT)
- › Beckman Oral Motor
- › Neuromuscular Electrical Stimulation (NMES)
- › Therapeutic Taping
Frequently Asked Questions
There are multiple reasons why a child may find talking difficult. These may include reduced vision and/or hearing, structural abnormality, poor muscle tone (particularly those control the movements of the face, lips and voice), difficulty coordinating fine muscle movements (which talking involves all fine muscles), and unable to attend consistently to people and the words spoken to.
The basis of language is human interaction. For a child who struggles with staying engaged with another adult, particularly in an interaction that is not dictated by the child, has interaction difficulties and frequently will face challenges with more abstract and unpredictable part of communication. The child may produce beautifully long sentences with rare vocabulary, and yet completely off the topic, and /or obsessive over a topic of his/her interest. This is known as pragmatic language disosrder.
The common reasons why a child suffers from language disorders are neurologically based: sensory difficulty (such as auditory processing), attention deficits, and inability to retain and integrate information received.
Children with Verbal Apraxia often have associated other neurological difficulties such as reduced attention, sensory dysfunction (sometimes formally diagnosed with Sensory Processing Disorder), and dyslexia when older. Many of the children with Verbal Apraxia demonstrate otherwise age-appropriate understanding and interaction skills while others may struggle with social situation. Despite the absence of Autism diagnosis, they may be extremely shy, refuse to talk at all outside home or to strangers, and may have difficulty transition between activities.
While some children have documented and/or suspected causes for their Verbal Apraxia, many remained unknown. Currently there is no available biological imaging that can pinpoint what caused Verbal Apraxia.
Children with moderate neurological and muscular involvement do not progress and develop adequate speech and language without help. Speech, language and communication are intrinsic to how a child learn, grow and interact with the people and environment around them. Speech and language difficulties frustrate and hinder their development.