Speech and Language Screenings:
A screening identifies individuals who are in need of further evaluation.
A basic evaluation looks at an individual’s speech and language skills using standardized measures. This evaluation typically takes one hour, and is followed by a conference the same day to discuss results.
An extended evaluation not only looks at speech and language skills, but it also assesses for language based learning disorders. This evaluation is individualized depending on concerns reported by the parent or referrals source. (i.e. school, psychologist, audiologist)
Auditory Processing Evaluation:
This is a two-part evaluation. The assessment of language processing is conducted by a speech-language pathologist, while the assessment of central auditory processing is conducted by an audiologist. The ASHA position statement is as follows:
It is the position of the American Speech-Language-Hearing Association (ASHA) that the quality and quantity of scientific evidence is sufficient to support the existence of (central) auditory processing disorder [(C)APD] as a diagnostic entity, to guide diagnosis and assessment of the disorder, and to inform the development of more customized, deficit-focused treatment and management plans. (C)APD is an auditory deficit; therefore, it continues to be the position of ASHA that the audiologist is the professional who diagnoses (C)APD. Consistent with the ASHA Scope of Practice in Speech-Language Pathology, speech-language pathologists (and other professionals) collaborate with the audiologist in the overall screening and assessment process, differential diagnosis, and development and implementation of intervention plans where there is evidence of speech-language and/or cognitive-communicative disorders. Specifically, speech-language pathologists are uniquely qualified to delineate the cognitive-communicative and/or language factors that may be associated with (C)APD. Full understanding of the ramifications of (C)APD for the individual requires a multidisciplinary assessment to determine the functional impact of the disorder and to guide treatment and management of the condition and associated deficits. Finally, it is the position of ASHA that the knowledge base required for understanding, diagnosing, and treating/managing individuals with (C)APD is extensive and may require additional training and education beyond that obtained in a typical professional preparation program.
AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION. (2005). (CENTRAL) AUDITORY PROCESSING DISORDERS—THE ROLE OF THE AUDIOLOGIST [POSITION STATEMENT]. AVAILABLE FROM WWW.ASHA.ORG/POLICY.
© COPYRIGHT 2005 AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION. ALL RIGHTS RESERVED.
We strongly adhere to the position statement of the American Speech Language Hearing Association. This type of evaluation may be recommended if a child is having trouble in school, especially with following directions, understanding and remembering information presented orally, and/or focusing in a classroom environment. FOR MORE INFO on auditory processing please see our FAQ page!
Assessment of Language Based Learning Disorders:
This evaluation consists of a basic speech-language evaluation plus additional testing to identify specific deficit areas. This evaluation usually involves assessment of reading and writing skills. It may also include testing to examine problem solving skills, memory, phonological awareness skills and reading comprehension skills. This type of evaluation may be recommended when a child is having difficulties in school, specifically with regard to reading, spelling and/or writing skills.
This involves but is not limited to assessment of vocal quality, vocal range and breath support. A physician referral is required for completion of a voice evaluation.
Possible Areas to Assess and Treat:
- Receptive Language
- Expressive Language
- Pragmatic Language
- Cognitive Linguistics: memory, attention, problem solving, and reasoning
- Phonological Awareness
- Reading Comprehension
- Auditory / Language Processing
- Word Finding
- Written Language
- Oral Motor
- Tongue Thrust
- Feeding Disorders
Therapy services are designed from the therapist’s interpretation of any of the evaluations. We offer individual and limited small group sessions on a case by case basis. Therapy is designed to meet each client’s individual needs. Our services may include enhancement of phonological awareness skills, strategies for improving reading comprehension, strategies for improving reading fluency, remediation of articulation errors and/or phonological processes, language stimulation, development of expressive language skills, strategies for increasing auditory memory, enhancing receptive language skills, etc. Our therapy programs also involve client specific home programs to further enhance and maximize the therapy process.
- PROMPT Therapy
- Hear Builder Programs
- SoundSmart (BrainTrain)
- Ellar Programs
- SPELL/SPELL Links
- SQ Write
- Interactive Metronome
- Lindamood-Bell Techniques
- SRA Specific Skills Series
- Compton P-ESL
- Linguisystems Publications