PEDIATRIC SERVICES

SPEECH THERAPY

Our Pediatric Speech 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.

OCCUPATIONAL THERAPY

Treatment/therapy sessions are designed by the licensed occupational therapist and are based on the results of the occupational therapy evaluation and family conference. Our OT treatment team is comprised of licensed occupational therapists and certified occupational therapy assistants. Therapy sessions are typically individual in nature. Group sessions are also offered during the summer that addresses a specific area of development. Treatment sessions focus on a child’s “occupations”, or daily activities, and include activities that support learning, socializing, and most importantly play. These services may be provided at our clinic in Germantown and at educational institutions such as preschools, daycares, and private schools. Our administrative and therapy teams will determine the appropriate setting to work with your family. Our team works with children ages infant through elementary/middle school.

SCOPE OF SERVICES

Speech and Language Screenings

A screening identifies individuals who are in need of further evaluation.
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Occupational Therapy Screenings

An occupational therapy screening identifies children who would benefit from further evaluation in fine motor skills, strength, balance & coordination, and sensory processing skills.
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Basic 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.
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Extended Evaluation

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)
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Occupational Therapy Evaluations

An occupational therapy evaluation is performed by a licensed occupational therapist who uses standardized testing and non-standardized methods to evaluate your child’s functional performance in daily activities. These areas may include fine motor skills, gross motor skills, strength, balance & coordination, visual motor/perceptual skills, feeding/self-care skills, and sensory processing skills. This evaluation typically lasts one hour, and is followed by a conference a few days later to discuss results and recommended treatment plan (if needed).
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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.
Read ASHA Position Statement
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.
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Voice Evaluations

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.
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THERAPY SERVICES

PROMPT Therapy
Cogmed
Hear Builder Programs
SPELL/SPELL Links
SQ Write
Interactive Metronome
Lindamood-Bell Techniques
SRA Specific Skills Series
Linguisystems Publications
Handwriting Without Tears
Zones of Regulation
The Alert Program
Social Thinking Methodology® as developed by Michelle Garcia Winner This program, including its teacher or leader, is not affiliated with, nor has it been reviewed, approved, or endorsed by Michelle Garcia Winner and Think Social Publishing, Inc.
aota.org (American Occupational Therapy Association)
www.therapro.com (therapy resources/catalog)
www.funandfunction.com (therapy resources/catalog)
www.therapyshoppe.com (therapy resources/catalog)
www.yourtherapysource.com (online resources for special education, pediatric therapy)
www.theottoolbox.com (parent resources for OT activities and tips)
www.therapyfunzone.net (pediatric OT blog)
www.toolstogrowot.com (pediatric OT blog)
www.growinghandsonkids.com (pediatric OT blog)

ASSESSMENT AREAS

Receptive Language
Expressive Language
Pragmatic Language
Cognitive Linguistics: memory, attention, problem solving, and reasoning
Vocabulary
Phonological Awareness
Reading Comprehension
Auditory / Language Processing
Word Finding
Written Language
Articulation
Oral Motor
Tongue Thrust
Feeding Disorders
Fluency
Voice

ASHA POSITION STATEMENT

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.

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!

PEDIATRIC SERVICES

SPEECH THERAPY

OCCUPATIONAL THERAPY

SCOPE OF SERVICES

Speech and Language Screenings

Occupational Therapy Screenings

Basic Evaluation

Extended Evaluation

Occupational Therapy Evaluations

Auditory Processing Evaluation

Assessment of Language Based Learning Disorders

Voice Evaluations

THERAPY SERVICES

ASSESSMENT AREAS

ASHA POSITION STATEMENT

Business Hours

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