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Assessment, Therapy, and Consultation

*FSCD contracts accepted

Speech Sound Disorders

Speech sound disorders includes any difficulty with the production, perception, or representation of speech sounds and sound patterns. This includes phonological processing errors, articulation errors, and motor speech disorders such as Childhood Apraxia of Speech (CAS)​.

For more information at what age your child is expected to have acquired  various speech sounds, click here.

Literacy - Reading and Spelling

Literacy is the ability to read and write. Children with strong literacy skills have good sound awareness, vocabulary, and grammar. If your child is struggling with reading and spelling they may need support with their phonological awareness and phonemic awareness skills which provide the foundations for reading and spelling. These skills focus on identifying and manipulating units of sounds (e.g. syllables, rhymes) and individual sounds (i.e. letters) to create words and recognize patterns in words to support both reading and spelling.


People who stutter may repeat parts of a word (repetitions), say a sound longer than expected (prolongations), or get stuck on a word (block). People who stutter may also exhibit tension in the voice and bodies, attempt to avoid certain speaking situations, and have negative feelings about talking.

For more information about stuttering, click here

Alternative and Augmentative Communication (AAC)

AAC is all the ways we share our ideas without talking. It includes the facial expressions we make, gestures such as pointing, or notes or emails we send to others. People with severe speech and language disorders may need to use various types of AAC to help them communicate some or all of the time. Types of AAC to can range from low-tech options such as sign and picture boards to high-tech options such as apps and specialized speech generating communication devices

Click here for more information on AAC

Communication Bill of Rights

Social Communication 

Social communication refers to the rules we follow when we talk to other people. It includes three major skills: Using language for different reasons; changing language based on the listener or the situations; and following the rules for conversation. A person with social communication difficulties may say things or act in an unexpected way when talking to others that may make others feel uncomfortable. They may also use language in limited or unexpected ways (e.g. laughing when someone gets hurt) and struggle to understand both verbal and non-verbal communication cues. For example, not understanding when someone says, "Wow, it's getting late," as a cue they want to leave the conversation.

Receptive and Expressive Language

Language is the words we use and how we use them. Receptive language refers to our understanding of language we hear (and read). Children with receptive language difficulties may have trouble following directions, understanding and sequencing stories or conversations, and understanding the meaning of words.

Expressive language refers to how we use language. Children with expressive language difficulties may have limited use of vocabulary, struggle to define and describe items and create sentences, have poor grammar skills, or have trouble telling stories.

Click here for more information about preschool age language

Click here for more information about school age language




“You’re off to Great Places! Today is your day! Your mountain is waiting, so…get on your way!”

Dr. Seuss - Oh, The Places You'll Go

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