Specialties 

Articulation Disorders

Phonological Disorders

Accent Reduction/Acquisition

Language Disorders

Motor Speech Disorders

Voice Disorders

Fluency (Stuttering) Disorders

Pragmatic/Social Language Disorders

Autism Spectrum Disorder

Developmental Disorders (Down Syndrome)

Early Intervention (children 0-3 years old)

Augmentative Alternative Communication

Brain Injury/Stroke Recovery
 

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Articulation is the way we move our tongue, lips, cheeks, palate to produce meaningful speech sounds. Treatment of articulation disorders is dependent upon several factors, such as the individuals age, types of errors produced, the severity of the problem, and whether the problem is due to organic or functional causes. Each articulation treatment plan is individualized, and specifically tailored to suit each client's functional needs. A person with an articulation disorder will consistently error on the same sounds, such as the classic examples of /r/ and /s/, frequently errored sounds. The person may distort or substitute a sound, or approximate the target sounds (e.g., rabbit as wabbit; circle as "thircle."

Phonology is the underlying rule system that governs sounds and sound combinations in language. All languages have their own standard phonological rules, or rules that govern sounds. A disorder in phonology is a dysfunction of that rule system or a display of non-standard rule systems. As children learn their language’s phonology, they may learn a rule incorrectly or create a non-standard phonological pattern. An example of a non-standard phonological pattern would be final consonant deletion (e.g., dog as “do_”; cat as “ca_”), or stopping (e.g., fish as “pish”).

Many second language learners present with an “accent” which is really the phonological rules and grammatical rules of the primary language interfering with the rules of the second language. However, accents are not considered disorders, but rather language differences. SpeakEasy offers accent acquisition/reduction classes as a cosmetic treatment to those who wish to modify their accent or dialect (e.g., business, acting, pleasure).

Language is how words are sequenced to form sentences, and the meanings that are associated to those words by the users of any specific language. Language can be separated into two categories, receptive and expressive. Receptive language is our ability to understand spoken and written language. Expressive language is the ability to adequately express our thoughts, ideas, wants, and feelings through speaking or writing. Language can be broken down further into content, form, and use.

Language content, or semantics, includes vocabulary, and word meanings. A person with difficulties in this area may have present with a limited expressive vocabulary and difficulty with vocabulary comprehension, and word retrieval (e.g., "the circle thing that bounces"; "I don’t know"; "um that thing")

Language form, or structure, can be described as the grammatical rule systems that govern how sounds and words combine. Language form includes: syntax (e.g., how words are combined into meaningful phrases) and morphology (e.g., word endings that change meaning: plural –s, third person singular,  present progressive –ing). A person who has difficulty with language form has difficulty combining words into phrases, may have short bursts of speech that lacks word endings, have difficulty understanding directions, stories, or conversations (e.g., my brother has two dogs as “brother.. two dog_”).

Language use, or pragmatic/social language, is how we use language with other individuals in different contexts, including eye contact, topic maintenance, and conversational rules. Many people with Autism Spectrum Disorder (ASD) or brain injury develop difficulties with language use. A person who has difficulty with language use may exhibit difficulties maintaining adequate eye-contact, initiating and maintaining appropriate conversations, or appear socially inappropriate.   

Augmentative and alternative communication (AAC) is the use of multiple modes of communication (e.g.,  words, vocalizations, pictures, sign language, computer devices) to support, enhance, or supplement the communication of individuals who are not able to verbally communicate their own thoughts, ideas, needs, and desires adequately. Users of AAC vary in age and abilities, and may include individuals with autism, cerebral palsy, or brain injury, including toddlers or the elderly.

Oral-motor abilities coordinate and sequence movements and functions of the lips, tongue, cheeks, and other various supporting muscles of the mouth involved in speech production. Many people with cerebral palsy, brain injury, or stroke experience oral-motor deficiency (e.g., apraxia; dysarthria), as the pathway between the brain and oral musculature has been damaged.

Apraxia is a disorder of the planning, coordination, and sequencing of muscle movements. Characteristics of apraxia include grouping movements (mouth, lips, tongue appear to float around the mouth searching for appropriate destination), and an inability to perform tasks on demand (lift your tongue; produce a /p/ sound)

Dysarthria is a motor-speech disorder that impairs the muscles of the mouth face and respiratory system may appear weak, stiff, move slowly, or not move at all. Many people with cerebral palsy, brain injury, stroke, and Parkinson’s disease develop dysarthria. A person who exhibits dysarthria may have “slurred speech,” a soft or breathy voice, limited range of motion of oral structures, or hoarseness.

**Please note that an examination by a licensed and certified Ear-Nose-and-Throat (ENT) doctor is highly recommended prior to initiation of speech therapy for voice disorders since voice disorders are often a product of several conditions surrounding the vocal cords including ulcers, blisters, pappillomas, and cancer.

A voice disorder is a deviation in voice pitch, loudness, or quality that interferes with a person’s quality of life. Individuals with a voice disorder may sound "hoarse" or "froggy", may clear his or her throat excessively, have "squeaky" voice breaks while speaking, have difficulty being heard from across a room, or sound to “nasally” or “stuffy.” Often structural abnormalities are the cause of such symptoms.

Fluency is the smoothness, rhythm, and continuity with which sounds, words, and phrases are put together verbally. Fluent speech maintains a smooth continuous sound and breath while in conversation. Conversely, people who stutter exhibit disturbances in the flow of speech, hesitations, long pauses ( I want a [long pause) DS for Christmas), repetitions (e.g., t-t-t-toy; I-I-I- want some), prolongations (e.g mmmm mommy), and blocks. People who stutter may exhibit secondary physical symptoms such as excessive eye blinking, head movements, or facial grimace.