 | Speech Therapy |
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Speech-language pathologists, sometimes called speech therapists, assess, diagnose, treat, and help to prevent disorders related to speech, language, cognitive-communication, voice, swallowing, and fluency. They work with people who cannot produce speech sounds or cannot produce them clearly; those with speech rhythm and fluency problems, such as stuttering; people with voice disorders, such as inappropriate pitch or harsh voice; those with problems understanding and producing language; those who wish to improve their communication skills by modifying an accent; and those with cognitive communication impairments, such as attention, memory, and problem-solving disorders. They also work with people who have swallowing difficulties. Speech-language pathologists develop an individualized plan of care, tailored to each patient's needs.
Speech Sound Production
Resonance (need evaluation from ENT specialist)
Voice (need evaluation from ENT specialist to provide causation and need for therapy)
Fluency
Stuttering, repeating sounds, syllables, words, phrases or showing prolongations or blocks of straining to get words out
Language-Receptive and Expressive
Understanding by hearing and producing by speaking, using signs/alternative communication
Cognitive Aspects of Communication
Attention, memory, and problem solving skills
Other
TERRIOKIDS caters to special needs children, including children with Autism, ADHD, CP, Down's Syndrome and offers 5 distinct programs for children in the realm of pediatric therapy:
Speech Sound Production
| • | Articulation: 1-3 sounds in error |
| • | Phonological Processes: manner/place of multiple sound errors (Ex: fronting sounds or difficulty with syllables) |
| • | Dysarthria: oral/motor difficulties in making a sound (Ex: rounding the lips to make a /p/). |
| • | Apraxia: oral/motor mechanisms show difficulties putting syllables together. A breakdown of sounds as multi-syllabic words are used and placed into sentences. There is a lack of rhythm to words, phrases, and sentences. |
| • | Ataxia: gross lack of coordination of muscles as seen with Fragile X, MS, and stroke |
| • | Dyskinesia: involuntary movements as associated with Huntington's Disease and Parkinson's Disease |
| • | Orofacial myology swallowing for tongue trusting (collaboration with dentist and orthodontist) |
Resonance (need evaluation from ENT specialist)
| • | Hypernasality: excessive sound resonating through the nose as a result from velopharyngeal incompetence associated with adenoids/tonsils and cleft palate. |
| • | Nasal Emissions: abnormal air that passes through a palatal cleft or other velopharyngeal incompetence; associated with hypernasality |
| • | Hyponasality: lack of resonating air in the nasal cavity; sounds like a person has a cold. |
| • | Cul-de-sac Resonance: resonation of sounds is in the throat or nose that could result from blockage |
| • | Mixed Resonance: combinations of hypernasality, hyponasality, and cul-de-sac resonance. |
Voice (need evaluation from ENT specialist to provide causation and need for therapy)
| • | phonation quality |
| • | pitch |
| • | loudness |
| • | resonance |
Fluency
Stuttering, repeating sounds, syllables, words, phrases or showing prolongations or blocks of straining to get words out
Language-Receptive and Expressive
Understanding by hearing and producing by speaking, using signs/alternative communication
| • | Morphology |
| • | Syntax: understanding the grammatical rules in a sentence (Ex of Incorrect syntax: "She ain't got none of that.") |
| • | Semantics: meaning of words (Ex: A sock has a hole. The socks have holes. Adding an /s/ can change the meaning from singular to plural) |
| • | Pragmatics: social aspects of language (turn-taking rules, repairing conversation, initiating, eye contact, etc). |
| • | Prelinguistic Communication: first precursors to learning language; understanding gestures, body language, vocalizations, and intention to these (Ex: a smile means joy, happiness) |
| • | Paralinguistic Communication: how one uses words with voice (intonation, stresses, inflection, loudness, pitch, intensity) to communicate |
| • | Phonological Awareness: understanding/discriminating and manipulating sounds, rhymes, and phonemes (Ex: ran vs man). Having oral communication is a precursor for reading readiness. |
Cognitive Aspects of Communication
Attention, memory, and problem solving skills
Other
| • | Establish Augmentative and Alternative Communication Techniques by collaboratively working with Bakersfield's Assistive Technologies to develop, select, and prescribe devices that assist people in communicating. |
| • | Providing services for individuals with hearing loss and cochlear implants |
| • | Pure-tone screenings for the purpose of ENT/Audiology referrals to have hearing further checked. |
| • | Parent training and counseling individuals and families on strategies to improve communication and decreasing aggressive behaviors. |
| • | Recognizing cultural differences and true language/articulation deficits through diagnostic and treatment accuracies. |
| • | Collaborative multidisciplinary approach with on-site occupational therapist and physical therapist specialist and school-based services for home schooled children |
| • | Collaborative efforts with Lindamood Bell to support carryover of skills in summer program |
TERRIOKIDS caters to special needs children, including children with Autism, ADHD, CP, Down's Syndrome and offers 5 distinct programs for children in the realm of pediatric therapy:
| • | Traditional Physical Therapy, Occupational Therapy, and Speech Therapy |
| • | Physical Therapy, Occupational Therapy, Speech Therapy, and Aquatic Therapy for special needs children |
| • | Occupational Therapy in the school setting |
| • | Nutritional, Weight Management, and Obesity programs |
| • | Developmental Life Skills for kids who no longer covered by insurance |
