Therapy can address a change or modification in one's speech pattern. Accent modification is chosen by some clients to increase their intelligibility in business and/or social settings. Accents are marked by variations in speech sound production, prosody (rhythm), rate, and fluency due to regional or dialectic differences.
Articulation & Phonological Disorders
An articulation disorder is characterized by a child having difficulty producing specific types of sounds, and as a result produces sound substitutions, omissions, or distortions. Depending on the severity of the articulation disorder, the child's speech intelligibility may be significantly reduced.
A phonological disorder is related to the linguistic aspects of language - a group of sounds with similar patterns (leaving out word endings or a sequence of consonants).
A child may have both articulation and phonological difficulties.
A language disorder caused by injury to the brain, often by a stroke, in which one's ability to comprehend or speak is impaired to varying degrees, depending on the severity and location of the injury.
Auditory Processing Disorders
Auditory Processing Disorder is a disability that affects how the brain processes spoken language. This results in children having difficulty interpreting and storing information, despite having normal hearing acuity. Areas of training will be in some or all of the following: auditory memory, auditory discrimination, auditory sequencing, and phonological awareness skills (the ability to identify the sounds in words). These are the underpinnings of reading, writing, listening comprehension and reading comprehension.
Cochlear Implant & Hearing Disorders
Auditory rehabilitation following a cochlear implant, ( a device that stimulates the auditory nerve, enabling those with moderate to severe hearing loss to perceive sound), is focused on maximizing the effects of the implant, and teaches the patient how to understand and produce speech with the implant.
A speech disorder resulting from decreased muscular control and weakness of the speech mechanism; may be the result of a stroke or other central nervous system injury.
Dyslexia is a language-based learning disorder with a range of symptoms. It is of a neurological and genetic origin. Students with dyslexia frequently experience difficulties with both oral and written language skills, such as reading, writing, and speech production. Students with dyslexia may having difficulty with verbal expression - expressing thoughts clearly. They learn most optimally through programs that are systematic, structured, explicit, and multi-sensory. Most importantly, the earlier instruction is started, the more effective it can be throughout their schooling.
A child is diagnosed with a language delay when difficulties in learning to comprehend and/or produce language is observed. A delay implies that the child will catch up to their peers in their language development, over time.
A language disorder implies that language difficulties will persist. These children may lack skills necessary to meet social and academic demands.
A learning disability is a persistent difficulty in reading, writing, arithmetic, or mathematical reasoning skills. Children may demonstrate slow or effortful reading and spelling, written expression characterized by extreme challenges transferring their ideas from "brain to hand," and difficulty with rote math facts (multiplication tables).
Written Language - Reading, Writing, Spelling skills
Students may demonstrate concurrent challenges in the areas of dysgraphia (letter formation), decreased phonological awareness skills , poor executive function skills (planning, organization of information), short-term and working memory skills, and difficulties processing, recalling, and/or applying conventions of reading and spelling rules.