The number of children being diagnosed with Autistic Spectrum Disorders (ASD) is on the rise. Currently, statistics show that 1 in 110 children (1 in 70 boys) will be diagnosed with ASD. These children will require intervention for social, emotional, or behavioral differences. Early identification and treatment for these children is crucial to achieving long-term goals and success in life. Therapy For Success can provide professional advice and therapy including parent education and/or individual speech therapy. Early signs of Autism include:
Often a child may exhibit one of the above signs, but it is the combination of more than one sign that warrants a referral.
An articulation disorder involves difficulties making speech sounds, resulting in speech that is sometimes difficult to understand or noticeably in error. Sounds can be substituted, deleted, added or changed.
Young children often make speech errors. For instance, many young children sound like they are making a "w" sound for an "l" sound (e.g., "wamp" for "lamp") or may leave sounds out of words, such as "nana" for "banana." The child may have an articulation disorder if these errors continue past age-expected norms.
The following is a general guide for when sounds should be developed:
By the age of 2, a child should be able to combine these simple consonant sounds into 2-word phrases, such as 'mama go'. A two year old should be at least 50-75% intelligible.
m, n, p, h, w, b, t, d
By the age of 3, a child should be able to combine the previous simple consonants and following complex consonant sounds into 3-word phrases such as, 'I see dog'. A three year old should be 75-100% intelligible.
k, g, f , y, ng
By the age of 4, a child should be able to articulate the following sounds and combine 4-word sentences. He or she should be 100% intelligible. If your child continues to have sound errors by the age of four, a speech evaluation is likely warranted.
sh, ch, y, j, s, z, v
Between the ages of 5-6 a child should begin to acquire later developing sounds which include.
l, r, th, v, r-blends, s-blends, l-blends
Individuals with Auditory Processing Disorder (APD) may exhibit a variety of listening difficulties such as following oral directions and discriminating similar-sounding speech sounds. Sometimes they may seem as if a hearing loss is present, often asking for repetition or clarification. Children with APD may have difficulty with spelling, reading, and understanding information presented verbally in the classroom. They perform signifcantly better in classes that don't rely heavily on listening and are able to complete a task independently once they know what is expected of them. However, these same types of symptoms may be apparent in children who do not exhibit APD. Therefore, keep in mind that not all language and learning problems are due to APD and only careful diagnostics can determine the underlying cause. The actual diagnosis of APD must be made by an audiologist, however symptoms of APD may be treated by a speech language pathologist.
Therapy For Success specializes in working with children with Childhood Apraxia of Speech (CAS). Children with CAS have difficulty planning and coordinating the complex movements of the tongue, lips, jaw and palate that are needed to produce clear speech. These children may make inconsistent errors on consonants and vowels in repeated productions and have difficulty producing multi-syllable words accurately. Children with CAS have early and persistent problems in speech which often leads to difficulty with expressive language and the phonological foundations for literacy. Intensive and individualized treatment of CAS focusing on repetitive planning, programming, and production practice has been shown to improve intelligibility and communication functioning. The primary goal is to improve the motoric aspects of the child's speech production, and this has been proven to be best accomplished through individual, one-on-one therapy.
A general rule of speech development to consider is:
Listed below are the average ages of some important language and comprehension milestones as developed by the American Speech-Language-Hearing Association (ASHA). It is important to note that this list is a general guideline for development. Not all children will acquire these skills in the same order or timeline.
Birth to 3 months:
4 months to 6 months:
7 months to 1 year:
1 year to 2 years:
2 years to 3 years:
3 years to 4 years:
4 years to 5 years:
If you have concerns about your child's development, it is recommended that you speak with his/her pediatrician as early as possible about a possible referral for therapy services. Early intervention can have a drastic impact on how your child develops speech and/or language.
Children may be considered picky eaters or difficulty feeder if one or more of the following symptoms are present: (fix bold, underline and spacing)
Therapy For Success therapists are experienced in treating developmental delays associated with many genetic disorders including, but not limited to: Down Syndrome, Fragile X, Williams Syndrome, Rett Syndrome, and any other chromosome deletions causing speech and language issues.
Language disorders are described as a difficulty with the ability to understand and/or use language. Children with impaired language skills often have difficulty expressing their wants and needs and may be frustrated with their ability to communicate unless efforts are made to improve their language skills. Very often, a language disorder will manifest itself in many aspects at school which can have a negative "snowball effect" in a child's ability to learn in a classroom.
Language treatment addresses functional communication skills, thereby improving the quality of life for the child, by enhancing social, academic, and vocational situations. Children who struggle in multiple areas of language can learn targeted language skills in those specific areas.
Therapy For Success therapists target reading skills in preschoolers and school-aged children and specialize in important phonological awareness skills children may miss in a regular school setting. These include: rhyming, segmenting/blending sounds, isolating/deleting sounds, and decoding.
All children go through normal patterns of sound development as they transition from infancy towards adult speech. A phonological process disorder involves patterns of sound errors that continue past an appropriate age range. For example, it is appropriate for a one year old to say "bah" for "ball", but by the age of three, a child should not leave the final consonant off of words.
The following is a list of phonological processes and when they should no longer be present in your child's speech:
By the age of 3, the following should discontinue:
By the age of 3 ½, the following should discontinue:
By the age of 4, the following should discontinue:
By the age of 5, the following should discontinue:
Many parents worry about dysfluent speech and whether or not their child is "stuttering". Often, children younger than five years of age will show "normal dysfluencies" that are characterized by sound, word, or phrase repetitions or sound prolongations. While many children will extinguish these behaviors without any formal intervention, there are often three key factors that may indicate that stuttering will persist. If the patient exhibits any two of the three following warning signs, a referral is warranted at any age:
Further, if you notice your child avoiding saying certain sounds or words or making eye contact or acting embarrassed during a stuttering moment, a referral is recommended.
Therapy For Success therapists are experienced with treating voice disorder symptoms associated with hoarse, harsh or breathy vocal quality. Problems with voice include, but are not limited to, vocal nodules, polyps, vocal cord dysfunction, paralyzed vocal cords, velopharyngeal dysfunction, dysphonia, aphonia, and chronic hoarseness. A referral to an ENT must be made prior to any treatment to rule out any structural deviations and aid in appropriate treatment planning. Other symptoms include:
The number of children being diagnosed with Autistic Spectrum Disorders (ASD) is on the rise. Currently, statistics show that 1 in 110 children (1 in 70 boys) will be diagnosed with ASD. These children will require intervention for social, emotional, or behavioral differences. Early identification and treatment for these children is crucial to achieving long-term goals and success in life. Therapy For Success can provide professional advice and therapy including parent education and/or individual speech therapy. Early signs of Autism include:
Often a child may exhibit one of the above signs, but it is the combination of more than one sign that warrants a referral.
An articulation disorder involves difficulties making speech sounds, resulting in speech that is sometimes difficult to understand or noticeably in error. Sounds can be substituted, deleted, added or changed.
Young children often make speech errors. For instance, many young children sound like they are making a "w" sound for an "l" sound (e.g., "wamp" for "lamp") or may leave sounds out of words, such as "nana" for "banana." The child may have an articulation disorder if these errors continue past age-expected norms.
The following is a general guide for when sounds should be developed:
By the age of 2, a child should be able to combine these simple consonant sounds into 2-word phrases, such as 'mama go'. A two year old should be at least 50-75% intelligible.
m, n, p, h, w, b, t, d
By the age of 3, a child should be able to combine the previous simple consonants and following complex consonant sounds into 3-word phrases such as, 'I see dog'. A three year old should be 75-100% intelligible.
k, g, f , y, ng
By the age of 4, a child should be able to articulate the following sounds and combine 4-word sentences. He or she should be 100% intelligible. If your child continues to have sound errors by the age of four, a speech evaluation is likely warranted.
sh, ch, y, j, s, z, v
Between the ages of 5-6 a child should begin to acquire later developing sounds which include.
l, r, th, v, r-blends, s-blends, l-blends
Individuals with Auditory Processing Disorder (APD) may exhibit a variety of listening difficulties such as following oral directions and discriminating similar-sounding speech sounds. Sometimes they may seem as if a hearing loss is present, often asking for repetition or clarification. Children with APD may have difficulty with spelling, reading, and understanding information presented verbally in the classroom. They perform signifcantly better in classes that don't rely heavily on listening and are able to complete a task independently once they know what is expected of them. However, these same types of symptoms may be apparent in children who do not exhibit APD. Therefore, keep in mind that not all language and learning problems are due to APD and only careful diagnostics can determine the underlying cause. The actual diagnosis of APD must be made by an audiologist, however symptoms of APD may be treated by a speech language pathologist.
Therapy For Success specializes in working with children with Childhood Apraxia of Speech (CAS). Children with CAS have difficulty planning and coordinating the complex movements of the tongue, lips, jaw and palate that are needed to produce clear speech. These children may make inconsistent errors on consonants and vowels in repeated productions and have difficulty producing multi-syllable words accurately. Children with CAS have early and persistent problems in speech which often leads to difficulty with expressive language and the phonological foundations for literacy. Intensive and individualized treatment of CAS focusing on repetitive planning, programming, and production practice has been shown to improve intelligibility and communication functioning. The primary goal is to improve the motoric aspects of the child's speech production, and this has been proven to be best accomplished through individual, one-on-one therapy.
A general rule of speech development to consider is:
Listed below are the average ages of some important language and comprehension milestones as developed by the American Speech-Language-Hearing Association (ASHA). It is important to note that this list is a general guideline for development. Not all children will acquire these skills in the same order or timeline.
Birth to 3 months:
4 months to 6 months:
7 months to 1 year:
1 year to 2 years:
2 years to 3 years:
3 years to 4 years:
4 years to 5 years:
If you have concerns about your child's development, it is recommended that you speak with his/her pediatrician as early as possible about a possible referral for therapy services. Early intervention can have a drastic impact on how your child develops speech and/or language.
Children may be considered picky eaters or difficulty feeder if one or more of the following symptoms are present: (fix bold, underline and spacing)
Therapy For Success therapists are experienced in treating developmental delays associated with many genetic disorders including, but not limited to: Down Syndrome, Fragile X, Williams Syndrome, Rett Syndrome, and any other chromosome deletions causing speech and language issues.
Language disorders are described as a difficulty with the ability to understand and/or use language. Children with impaired language skills often have difficulty expressing their wants and needs and may be frustrated with their ability to communicate unless efforts are made to improve their language skills. Very often, a language disorder will manifest itself in many aspects at school which can have a negative "snowball effect" in a child's ability to learn in a classroom.
Language treatment addresses functional communication skills, thereby improving the quality of life for the child, by enhancing social, academic, and vocational situations. Children who struggle in multiple areas of language can learn targeted language skills in those specific areas.
Therapy For Success therapists target reading skills in preschoolers and school-aged children and specialize in important phonological awareness skills children may miss in a regular school setting. These include: rhyming, segmenting/blending sounds, isolating/deleting sounds, and decoding.
All children go through normal patterns of sound development as they transition from infancy towards adult speech. A phonological process disorder involves patterns of sound errors that continue past an appropriate age range. For example, it is appropriate for a one year old to say "bah" for "ball", but by the age of three, a child should not leave the final consonant off of words.
The following is a list of phonological processes and when they should no longer be present in your child's speech:
By the age of 3, the following should discontinue:
By the age of 3 ½, the following should discontinue:
By the age of 4, the following should discontinue:
By the age of 5, the following should discontinue:
Many parents worry about dysfluent speech and whether or not their child is "stuttering". Often, children younger than five years of age will show "normal dysfluencies" that are characterized by sound, word, or phrase repetitions or sound prolongations. While many children will extinguish these behaviors without any formal intervention, there are often three key factors that may indicate that stuttering will persist. If the patient exhibits any two of the three following warning signs, a referral is warranted at any age:
Further, if you notice your child avoiding saying certain sounds or words or making eye contact or acting embarrassed during a stuttering moment, a referral is recommended.
Therapy For Success therapists are experienced with treating voice disorder symptoms associated with hoarse, harsh or breathy vocal quality. Problems with voice include, but are not limited to, vocal nodules, polyps, vocal cord dysfunction, paralyzed vocal cords, velopharyngeal dysfunction, dysphonia, aphonia, and chronic hoarseness. A referral to an ENT must be made prior to any treatment to rule out any structural deviations and aid in appropriate treatment planning. Other symptoms include:
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