LANGUAGE DISORDERS

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• Receptive Language Disorder

A receptive language disorder occurs when a child has trouble understanding or processing the language they hear. Depending on the child's age, some examples of a receptive disorder or delay may include being unable to understand directions and routines, having difficulty identifying common objects, and understanding more elaborated and complex sentences. The focus of receptive language therapy is to provide strategies to assist language/vocabulary development, comprehension/processing strategies, and the foundational skills needed to assist a child in comprehending oral and written information. 

 

• Expressive Language Disorder

An expressive language disorder or delay occurs when a child has difficulty using words, signs, and gestures to communicate wants, needs, and ideas effectively or to meet immediate needs. Expressive language therapy focuses on increasing language development and expansion and providing the foundational skills needed to assist a child in communicating effectively. 

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• Mixed Expressive-Receptive Language Disorder

A mixed receptive-expressive disorder is when a child exhibits both language disorders simultaneously. Therapy focuses on improving both areas of concern.

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• Pragmatic/Social Delay

A pragmatic language disorder is when someone has trouble understanding the social concepts in language. This means that the child may have trouble initiating a conversation or play, picking up on social cues (i.e., body language/facial expressions), initiating or maintaining a conversation for several conversational turns, understanding figurative language (i.e., sarcasm, idioms, etc.), responding appropriately when in various social settings, manipulating language to adapt to various social situations/settings, picking up on intonations, facial expressions or other tiny nuances and much more. The focus of pragmatic language therapy addresses all of these areas, typically through but not limited to strategies, the use of social stories, role-playing, and much more.

 

               SPEECH DISORDERS

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• Articulation/Phonological Disorder

An articulation/phonological disorder occurs when the child has difficulty producing specific sounds in words, which may affect the child's overall intelligibility when communicating with others. This disorder is not due to limited language skills but because the child does not yet understand how to produce certain sounds motorically. Speech therapy focuses on producing target sounds (articulation), reducing phonological processes, and increasing speech intelligibility.

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• Fluency Disorders

A fluency disorder occurs when there is a disruption in the flow of speech (e.g., stuttering, cluttering). These disruptions may appear as part or whole-word repetitions, phrase repetitions, prolongations, and/or silent blocking. Therapy focuses on providing strategies to increase fluency.

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• Apraxia of Speech

Childhood Apraxia of speech (AOS) is a motor- speech coordination disorder that makes it difficult for a child to coordinate the oral musculature to create words. This can make it difficult for a child to speak. Signs of AOS include Inconsistent productions of words, Incorrect stress patterns on syllables, Distortions of sounds, and difficulty with longer or multi-syllabic words. This type of therapy uses a team approach to increase speech intelligibility through drilling, practicing consonant-vowel (CV) combinations, and building from there.

 

 

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