AT PLAY WORKS, THE GOAL OF OUR OUR SPEECH-LANGUAGE PATHOLOGISTS IS TO FACILITATE AND TEACH THE FOLLOWING SKILLS FOR ADOLESCENTS AND TEENAGERS:
- Increased child involvement to foster collaboration and responsibility for developing and achieving therapy goals
- Self-advocacy skills
- Metalinguistic skills (i.e., ability of a person to reflect on and consciously ponder about oral and written language and how it is used)
- Metacognitive skills (i.e., higher order thinking: ability of a person to reflect on his/her own thinking and problem solving skills)
We provide speech-language therapy services for children having:
Residual Speech Errors
The speech errors which persist in children past the age of 9 years are often classified as residual speech errors. These may include children with a history of speech delay, or those whose speech was developing normally but failed to achieve correct production of one or a few sounds. Residual speech errors typically involve distortion/substitution errors on "late-8" sounds "r, l, s, z, sh, ch, j, th" If the child has a history of CAS, we may see occasional vowel or sequencing errors. We may also see consonant omissions and more errors on multisyllabic words. Provided appropriate and intensive treatment, our therapists are skilled at remediation of residual speech sound errors.
School-Aged Language Disorders
According to the American Speech-Language-Hearing Association, as students enter their adolescent years, language demands increase. Children with language disabilities may have difficulty meeting these increased demands. Although basic language skills are still taught, it may not be possible to close the gap between skill level and age level. At this point, interventions tend to focus on teaching ways to compensate for language deficits.
School- Aged Social Skills
SLPs play a central role in the screening, assessment, diagnosis, and treatment of social communication disorders in children. Social communication challenges can result in far-reaching problems, including difficulties with shared enjoyment, social reciprocity in verbal and nonverbal interactions, play, peer interactions, comprehension of others' intentions, emotional regulation, spoken and written narratives, and literacy skills (American Speech-Language Hearing Association, 2016). Using the work of award-winning programs; such as Thinking About You Thinking About Me by Michelle Garcia-Winner, our therapists tailor social skill training specifically for your child.
Sarah McDonnell, MA CCC-SLP