Related Services - Speech-Language Therapy

Speech-Language Therapy At Newmark

Speech-Language Services are provided by highly qualified and certified Speech and Language Specialists. Therapy takes place in small intimate groups to facilitate and support receptive and expressive communication skills within the academic environment.

 

 

 

 

Speech-Language Specialists Evaluate and Treat Children in Four Main Areas of Communication:

ARTICULATION/PHONOLOGY 

Are children difficult to understand when compared to other children their age? They may: 

  • Substitute certain sounds for others
  • Omit, distort or add sounds
  • Sound unclear and may not be understood
  • Display weak/uncoordinated oral-motor movements 
     

FLUENCY 

Do children have difficulty speaking with ease? They may: 

  • Seem tense or get “stuck” when speaking
  • Speak too quickly or slowly
  • Hesitate, prolong or repeat sounds, syllables, words or phrases
  • Make unexpected facial expressions or gestures when speaking 

VOICE 

Are children’s voices unexpected for their age, gender or stature? They may frequently:

  • Speak in too high or low a pitch
  • Speak too loudly or softly
  • Sound hypernasal (excessively nasal) 
  • Run out of air when speaking 

LANGUAGE

Do children show signs of a language disorder? They may have: 

  • Unexpected or ineffective social communication skills 
  • Difficulty following directions 
  • Difficulty understanding lengthier information
  • Difficulty understanding and using nonliteral language
  • Trouble expressing their ideas when speaking or in writing  
  • Limited vocabulary
  • Limited critical thinking skills

The Speech-Language team also treats/supports the following cognitive areas:

  • Attention
  • Memory
  • Problem Solving
  • Executive Functioning

Resources 

Speech-Language Therapy: Building Communication Skills

This fall season, we would like to share with you some thoughts on enhancing your child’s communication skills outside of the school setting!   Are you tired of getting one-word answers when you ask about your child’s day? Do you feel like you have to play 20 questions to get any information from them? 

Asking children questions can add a layer of anxiety especially if these questions are rapid and/or in succession. Additionally, children may not have the language to fully explain what they are thinking. Using statements rather than questions along with providing options can help students start to formulate their responses.   Some examples: 

Instead of “What did you do today?” you could say “Tell me two things you did at school today.” 

  • Use of ‘I wonder’ statements, such as “I wonder what the men are building on the side of the road” 
  • Instead of saying “What do you want for a snack?” Say, “Do you want pretzels or apples for a snack?”  

Many students with language needs benefit from additional time to think about your statement/question and to formulate their response. So, whether you ask a question or make a statement, make sure that you provide ample time for your child to think of an answer and respond.