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Is Speech Therapy Right For My Child?
By Melanie Austin, MS, CCC-SLP
A misconception exists that a Speech and Language Pathologist (SLP) works only children who have difficulty with producing specific sounds or who stutter. Although these are definite skills that are addressed, SLPs also assess and treat a large range of speech and language related diagnoses. These disorders include but are not limited to speech and phonology, language, executive function, voice, fluency, and social language. The following is a short description of each area.
Speech or phonological disorders are present when a child experiences difficulty with the physical production of sounds. A child with a speech impairment is not making sounds at a level expected of his or her age group due to structural anomalies, neurological problems, or developmental delays.
Language-based disorders may exist in the area of receptive (language one understands) or expressive (language output) language. A child with a language disorder may have difficulty identifying or labeling items, following varying levels of directions, producing sentences of appropriate length, using adequate grammar, or sequencing and retelling stories and daily experiences. In addition, a child with a receptive language disorder may be mislabeled as having attention or behavioral difficulties due to delays in the processing of spoken information.
Executive function disorders manifest in higher-level cognitive abilities such as working memory, problem-solving, making inferences and predictions, organization of thoughts/activities, suppressing impulses, and monitoring or changing behavior. It is extremely important that a child’s executive functions be adequate in order for them to successfully adapt and perform within their daily environment. Delayed executive functioning may be present in children who demonstrate poor social abilities.
Children with voice disorders produce uncommon vocal qualities including hoarseness, noisy breathing, reduced or increased volume, hypernasality (excessive air through the nose), hyponasality (lack of air through the nose), or complete loss of voice. Some of these problems may require surgical intervention while others can be treated with a combination of vocal hygiene and direct therapy techniques. It is important that a consultation be schedule with an Ear, Nose and Throat Specialist before seeking treatment with an SLP.
A fluency disorder is more commonly known as a stutter, although any disruption in the natural pacing or smoothness of a child’s speech is considered a fluency problem. Particularly during the preschool period it is common that children demonstrate normal dysfluencies such as repetition of whole words (“We we we want to play a game”). However, if a child is older than preschool age or if the dysfluencies have been present for more than 6 months, he may be truly stuttering.
Pragmatic/Social Language disorders are difficulties in the ability to use language appropriately (e.g. greeting, requesting, providing information), vary language based on social setting (e.g. talking differently on the playground than in the library), or follow the rules of conversation (e.g. taking turns, making eye contact, staying on topic). These disorders often coincide with other language disorders and may negatively the ability to form peer relationships.
What to Do If You Suspect Your Child Has a Speech or Language Problem
If your child is exhibiting difficulty with any of the skills mentioned above, you are strongly encouraged to call South Shore Therapies (SST) and schedule an intake. An intake is a free 30 minute phone call with one of our SLPs. That therapist will walk you through questions in each of these areas and collect medical and treatment histories. Based on this information, an evaluation may be recommended.
SST offers both standard and comprehensive evaluations. The standard assessment is 60 minutes long and serves the purpose of obtaining enough information to write clinic-based goals and get the child in quickly for treatment. A comprehensive evaluation would be suggested for a child that has extensive concerns with language and learning. It is a lengthier assessment that is designed to obtain more thorough information for program planning. During the intake the therapist will explain your options in further detail and help you choose the most appropriate evaluation for your child.
Melanie Austin, MS, CCC-SLP
Melanie Austin, MS, CCC-SLP is the director of speech and language services for South Shore Therapies. She has worked in outpatient pediatric treatment settings since 2000, and her clinical experience includes assessing and treating children with autism, apraxia, cleft palate, auditory and language processing disorders, and various other disabilities. Melanie frequently lectures on various speech and language topics for local pre-school programs and daycares, PAC and SEPAC organizations, and other health professionals. Most recently she started teaching as a visiting lecturer in the Communication Disorders department at Bridgewater State University.
For further information or to schedule an intake:
please call (781)335-6663 or
visit our website at www.southshoretherapies.com
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