How We Talk

Do you ever wonder how much is truly involved in communicating our feelings, our thoughts, our needs and desires? Do you ever kick yourself for saying something in the heat of the moment you didn't mean? I do. I kick myself for writing messages in the heat of the moment. As we grow older, we learn to control what comes out of our mouths. When we're young, all is fair game. We're more focused on expressing a thought correctly than the influence it will have on those who hear it.

Speaking begins with a person's thoughts; the brain formulates the thought and breaks it down into words, then into sentences, and finally, meaning. The act of speaking occurs by air coming up from the lungs, through the vocal folds, and out the mouth. We shape these sounds using our tongue (the tip, blade, front and back), upper and lower lips, upper and lower teeth, and the roof of the mouth in order to produce specific sounds and words. Speech sounds can differ by voice, place (where sounds are made in the mouth) and manner (the type of sound) (Stuckey 1).

How Do We Produce Different Types of Speech Sounds

Several different parts of the body, in fact, are used in the production of speech; not just our mouths. Our stomach muscles, lungs, voice box, tongue, teeth, lips, and even our nose are all used in the production of speech sounds. So, the thought originates in the brain. But where does the sound originate. Believe it or not, it originates in the stomach, with the diaphragm (the upper part of the stomach which controls the lungs). The diaphragm pushes air from the lungs into the voice box, which contains inside it numerous vocal cords that vibrate to produce your particular and distinct voice. Then, the lips, tongue, and teeth form the sounds to make speech, such as phonemes and words. For example, the tip of the tongue touches the roof of the mouth to produce the "d" sound while air is pushed out. When the tongue moves, the sounds the comes out changes. Over development, our minds create patterns for bodily movements to create specific words, or even phrases, to the point where it becomes second nature. It's quite phenomenal. So, your nose, eh? Don't believe me? Oh it's involved. Are people surrounding you? No? Good. Make the "mmmmmm" sound. You'll feel your throat and mouth vibrating. Now, pinch your nose, and try to make that sound again. Not so easy now, is it? 

What If My Child Has Difficulty Saying Speech Sounds?

Many children experience difficulty when attempting to create intelligible, clear and understandable speech. This can make it difficult for listeners to understand what they are saying. Speech sound production occurs on a developmental basis according to a child's age. By age 2, a child should be able to produce sounds such as p, d m, w, h, and n. By age 3: t, b, k, and g. By age 4-5: f, v, y. By age 5-7: s, z, j, l, r, sh, ch, th, blends (Stuckey 1). If you notice that your child is having trouble producing these sort of speech sounds around these ages, and if you recognize that they are having trouble speaking, as well as their listeners listening, it may be time to consult a speech therapist for a screening/evaluation of your child's speech production. Difficulty with producing intelligible speech is best tackled early on, and only becomes more difficult to treat as the mind tends to stick with its vocal patterns through development. 

Stuckey, Kevin. M.Ed., CCC-SLP. Super Duper Publications © 2009: How Do We Talk?

"Site Words" and their Importance in the Development of Reading Skills

"Site words" are written words that children associate strongest with their site. "Cat" is an example of a site word. A child may see a cat very often, and so it is easier for them to recall and say the word "cat" than it is to say the word "lion." They are simply words that a child sees over and over again, to the point where it becomes it's own entity. It becomes a whole word rather than letters pieced together, and the child spends less and less spelling out site words and instead, they just come out. These site words are a crucial beginning for the development of reading skills (Daymut 1). Not only are site words crucial in building a base for vocabulary skills, they also help children to read fluently. As a child develops fluency skills, his/her attention on figuring out what each word means turns into an attempt to comprehend a sentences meaning.

So now that you understand the importance of site words, here are some ways you can help your little one learn more and more of 'em.

At home:

• Label common objects around the house with sticky notes. 
• Write site words on the house chalkboard (if you have one) or during sidewalk chalking, or encourage your child to write what you draw
• Put magnets with site words on the refrigerator
• Read story books that say words over and over again (Brown Bear, Brown Bear, What Do You See? or Goodnight Moon)
• Make grocery lists and read the common words with your child, especially those items he/she indulges in

At school:

• Create a wall with site words and add new ones to it every week
• Have children practice reading site words
• Have students read newspapers, magazines, journals, animal books, and highlight all the site words they can find (that are on your wall)

Resources
Daymut, Julie A. M.A., CCC-SLP, Super Duper Handy Handouts (2009):  Site Words

P.R.O.M.P.T. Therapy: Who, What, & Why?

PROMPT stands for Prompts for Restructuring Oral-Muscular Phonetic Targets. The technique utilizes tactile-kinesthetic (a fancy word for "learning through doing") articulatory cues on one's jaw, face, and under the chin to develop OR restructure speech production.
Many therapists at Suffolk Center for Speech are trained in PROMPT therapy, versed in manually guiding children in articulating specific sounds or words. PROMPT, for many children, can be boring and unengaging. But we know how to make it fun. Our therapeutic platform for children is heavily focused on motivating and rewarding. Many parents of patients tell us their children "can't wait for speech."

During PROMPT, a clinician will use their hands to cue and stimulate articulatory movement in the patient's mouth area, and simultaneously, discourage unnecassary movements to eliminate them. This type of therapy addresses cognitive, social, pragmatic, behavioral, sensory motor and physical domains. Each individual is evaluated for his/her strengths and weaknesses. Strengths are utilized to improve the clients communication skills with a focus on dimishing weaknesses. PROMPT therapy may be different for individual patients in terms of how a clinican helps the patient improve motor control, cognitive skills, and social interactions. At Suffolk Center for Speech, our main objective in PROMPT therapy is to improve functional, interactive, and verbal communication of young ones. PROMPT therapy is not for everybody.

Who Can Benefit?

Children and adults who suffer from Apraxia of Speech, Developmental Delays, Dysarthria, Phonological Disorders, Autism Spectrum Disorders, and Hearing Impairments can all benefit from PROMPT therapy.



What Does A PROMPT Session With A Child Involve?

A therapist will initially evaluate a child's degree of focus during the communication process. If a child is having difficulty paying attention to the therapist, maintaining eye contact, and/or generally focusing, a therapist will implement strategies to help the child "be present". The therapist may attempt to slow down the child's rate of speech, and prompt the child to use vowel sounds. Once the child begins to imitate or initiate vowel sounds for the purpose of communication, Parameter PROMPTS (processes that facilitate jaw/facial control and a degree of articulatory movements) are provided. These will shape speech production for a child in need. It won't happen overnight, but PROMPT is an extremely effective approach to teaching a child to proper communication skills(physically and verbally). Therapy structure will shift from focus and attention to functional speech exercises.
 

Can Parents Carryover PROMPT Therapy Goals At Home? 

They sure can. In fact, parental involvement is critical to the success of PROMPT therapy. Parents are NOT encouraged to attempt to imitate PROMPT training. PROMPT therapy is a specialty that requires in-depth training, and incorrect emulation can interfere with PROMPT therapy goals. Parents are encouraged to talk with their children about what he/she did during therapy: to ask them questions about it. This will help the child remember what he/she has learned during therapy (how to articulate certain sounds or vowels, or how not to). Parents are also encouraged to read stories that contains words that force out the articulators the child is finding difficulty with in a fun and engaging environment (particular to the child). If the child is still pronouncing sounds wrongly, inform them subtly. Make it fun for the child to learn correct pronunciations by playing games that include well rehearsed words or phrases. A fun and natural environment is important for the child to rehearse pronunciation; otherwise, they may not bring what they've learned at Speech Therapy home or to school. It's extremely important that parents acquire a solid rapport with their child's speech-language pathologist, so that strengths and weaknesses can be discussed as well as ways to foster successful therapy (homework, if you will). A skilled therapist will give ideas to a parent regarding situations and scenarios where a child may experience most effective practice.
 

PROMPT Trained and PROMPT Certified:
What's the Difference? 

A PROMPT-trained therapist is allowed to practice PROMPT therapy on patients in need, and are completely qualified as well. The only difference between a PROMPT-trained therapist and a PROMPT-certified therapist is a video project, which is extremely costly to the therapist. Other than that, there is no difference.

Autism: Do You Know the Truth?

Let's talk about autism. It's time that somebody debunks all those myths and preconceived ideas regarding autism that mass media has implemented (Mercury Rising, What's Eating Gilbert Grape, etc.). A lot of us are uneducated on the truths behind this complex disorder, and given its prevalence, I think it deserves some clarification. Don't you? If you have a child with autism, than you're well aware of how complicated diagnostics can be and that there is a broad spectrum of comorbid symptoms that children with autism experience. There's so much unknown about the disorder, primarily because it's difficult for children with autism to express their thoughts or emotions in terminology others will comprehend. Fully understanding autism is a work in progress.

Let me digress for a moment and tell you about my first encounter with the word "autism". Every New Years Eve, my immediately family and I drive out to the Port Jefferson area to visit my father's side of the family. My cousin Tammy owns this beautiful home by the water. We usually meet at some fancy restaurant for dinner and then move on to Tammy's house to eat a plethora of delicious desserts and watch football until we pass out.

Every year, my father drives the same route. I remember when Tammy first bought the house, we were so excited to see it. We drove through her neighborhood and passed this little house with the most outlandish lawn I've ever seen. There was barely any visible grass: mostly sand. Every adjacent house had perfectly mowed lawns and long curvy driveways. This house, on the other hand, was an eye sore (according to local residents, at least). The entire lawn was riddled with giant plastic statues of one-eyed Pirates with fake swords and fake green parrots clawing their shoulders. It looked like all where in the midst of bloody battle by sword. My father slowly drove past so we could gander and ponder what in the world that homeowner was thinking. It clearly drove down the costs of neighboring houses, being the residential "blemish" it was. I thought it was cool.

Finally, we asked Tammy. Why the pirates? Turns out, the homeowners had an only child with autism. He hadn't spoken a word his whole life; that is, until the day they brought him to the Pirates of the Caribbean display at Disney World. He absolutely LOVED the setup, and it was the first time his parents ever heard him speak. Unfortunately, after they left, the child became nonverbal again. So, praying it could encourage their child to speak again, they devoted their lawn to a Pirates of the Caribbean theme. Now that's a tear jerker. Neighbors, even aware of the circumstances, petitioned to have the family remove the display they most likely spent thousands on. This was about a decade ago. It's still there.

That was the first time I had ever heard about autism. When I went to school at SUNY Buffalo, I learned a lot about autism as a Psychology major. I'm dedicating this post to that autistic child who would much rather be a pirate. This if for you.

Autism: Myth VS Reality

Myth: All children with autism are nonverbal, will never talk, or could talk if they wanted to.

Reality: A lot of children do actually improve their verbal skills through speech therapy. But talking is really only one way of communicating. At an early age, children with autism can learn to compensate their trouble with spoken word by using other forms of communication to express themselves, such as sign language, computers, alternative/augmentative communication devices, etc.

Myth: All children with autism have mental retardation.

Reality: Some children with autism may have some degree of mental retardation, but according to the Diagnostic and Statistical Manual of Mental Disorders, mental retardation is characterized "by significantly subaverage intellectual functioning (IQ of about 70 or below). Diagnostic criteria for autism, on the other hand, lists 6 or more items in impairment, including difficulty in speech, social interaction, and lack of emotion. There is no specific reference to IQ in the diagnostic criteria for autism, so to think that all individuals with autism have mental retardation is a misled generalization.

Myth: All children with autism are "geniuses," have a gift or talent, or are intelligent.

Reality: This is a myth that mass media has definitely perpetuated. Mercury Rising is one of my favorite movies, but it definitely perpetuates this false myth. In reality, all children with autism have their strengths and weaknesses. But, not ALL children with autism have a special gift. But, some do, which is pretty incredible: an anomaly of nature to truly be dwelled on and studied if you ask me.

Myth: Autistic children cannot learn.

Reality: Children with autism experience a much different learning process than individuals without. Some are visual learners, others learn through listening, and some through physical performance. This myth isn't true. Children with autism, when given an appropriate teaching style adherent to their learning process, can easily learn.

Myth: Children with autism cannot make eye contact.

Reality: Actually, many children with autism do make eye contact. It may me less frequent and more a visual gesture than a way of communicating.

Myth: Children who often demonstrate disruptive behaviors, like throwing temper tantrums, hitting, and destroying things, most likely have autism.

Reality: These symptoms are more tied to an antisocial personality disorder than autism. These criteria alone cannot bring a professional even close to diagnosing a child with autism.

Myth: Children will "outgrow" autism.

Reality: Unfortunately, this myth is far from the truth. Autism is not something an individual can simply outgrow. But, an individual, especially one who engages in early treatment, can progress, diminish symptoms, and improve their overeall ability to lead a normal life and follow a daily routine.

Myth: Children with autism cannot show affection.

Reality: Children with autism don't always show affection the way children without autism do. But, many can show affection; it's up to their caregiver to understand the ways in which their autistic child displays these acts of affection.

Myth: All children with autism have sensory issues.

Reality: Many children with autism DO have sensory issues, but it is not alone a criteria to diagnose autism. Several children without autism have sensory issues as well.

Myth: Autism can be cured with special diets.

Reality: There is no conclusive data supporting this hypothesis. However, many professionals and parents who place children with autism on special diets (ie. gluten free) claim to have seen significant progress.

I hope this clears up some of the misconceptions about autism. God bless all the parents and caregivers out there who devote their lives to caring for, loving and guiding children with autism, down syndrome, cerebral paulsy, etc. Love and praise from Suffolk Center for Speech.

Written by: Tim Strampfer

Myths and Realities taken from Super Duper Handy Handouts article:

Autism: It May Not Be What You Think





ADHD vs. CAPD: Know The Difference

At Suffolk Center for Speech, we believe it's so important to know the difference between ADHD (Attention Deficit Hyperactivity Disorder) and CAPD (Central Auditory Processing Disorder). The two share similar symptoms, and so CAPD is many times misdiagnosed as ADHD. ADHD is a well recognized disorder among psychologists and physicians and the quick fix is medication regiments such Ritalin or Adderal. Parents who suspect their children may have ADHD bring them to their regular doctors who most likely are more aware of ADHD and its symptoms rather than CAPD. Therefore, many children are misdiagnosed with ADHD, and their CAPD goes untreated. There have been implications that stimulant-like medicines may help children with CAPD, but they are not the treatment a child with CAPD fully needs to overcome or live with this disorder. The information in this post should help parents decide whether or not to bring their child for an evaluation at their regular pediatrician office and/or a Speech Pathologist office.

Central Auditory Processing Disorder involves a child with normal hearing (a child that does not require a hearing aid) who finds difficulty in processing or understanding what he/she hears. Our ears take in the information, the information travels to two seperate sections of the brain: one to simply be absorbed (heard) and one to be processed (understood). Treating this problem at an early age is best, as it becomes more and more difficult as a child grows and his/her brain continues to develop.

Symptoms of CAPD may include:

• Academic and/or behavior problems
• Frequent distraction from tasks, especially in a noisy environment
• A need for increased time and/or multiple cueing to answer questions
• Difficulty recognizing and/or discriminating between acoustically similar sounds

You can see how a child with CAPD can easily be misdiagnosed with ADHD...

Symptoms of ADHD may include:

• Frequent and easy distraction
• Impulsivity (acting without planning for consequence)
• Inability to focus
• Difficulty following directions, poor organizational skills, and tendency to forget things
• Stubborness, temper, defiance, or a diagnosis of a specific language disorder*

What if your child is misdiagnosed? It really can depend on who evaluates a child with these similar symptoms first. ALWAYS get a second opionion. A child with CAPD who is misdiagnosed with ADHD can experience major trouble in his/her academic life, social life, and even career life in the future. Therapy for CAPD should start early in life, but the child must be motivated in therapy. Here at Suffolk Center for Speech, motivation is our middle name. We've got a whole room filled with gizmos and gadgets, dolls and figurines that children can win and take home after successful sessions. Our therapist are highly qualified and experienced, our establishment is a ball of fun (with a serious cause) and children enjoy coming here. It's not a trip to the dentist, or a checkup at the doctor. We make Speech Therapy a fun, engaging happening. We're a party with a purpose.

So, if you believe your child is displaying symptoms of either of these disorders, we implore you to explore both evaluations: one from a Psychologist/Physician and one from an Audiologist/Speech Pathologist. It's so important that children with these disorders tackle them early in life, before they become harder to treat, and cause problems in teenage and adult life.

Written by: Tim Strampfer

Making Speech Treatment Successful: At Home Tips

We at Suffolk Center for Speech Pathology believe that speech therapy should not stop after you and your child leave our facility. Successful treatment of speech impairments can also be tackled from home. If you're a parent with a child whose speech is impaired, for reasons known or unknown, believe us when we say that YOU can help. A child must be motivated for treatment to be successful.

The therapists at Suffolk Center for Speech Pathology have mastered the art of engaging children with motivational and fun treatment. But it's important that some form of treatment continues at home, and here are some tips to make your at-home treatment fun, engaging and successful...

First and foremost, talk with your child. Talk a lot. What does your child enjoy? Does he/she have a favorite show? Ask them questions about the show. Make sure they are open-ended questions that can't simply be answered with a "yes" or "no". Open-ended questions prompt your child to think about who, what, why, how, where and when. This is a good at-home practice in the treatment of memory & auditory processing. But, be engaging as can be. Can't stand SpongeBob's yelpy voice, or the show in general. Well, start acting like you do. A child can sometimes sense when a parent is truly interested in what they have to say, and displaying an authentic interest in their words will inspire them to actually process your question and their response. Engaging conversations daily are a wonderful practice that will help the child succeed in overcoming their troubles with processing and speaking (coupled with the quality therapy offered at Suffolk Center for Speech Pathology).

Secondly, sing. Not just to them...sing with them. Nursery rhymes are a great start. Teach them how to sing your favorite nursery rhyme. This will help your child develop a fluency which is important during development; not just in the treatment of stuttering. Singing a nursery rhyme with your son or daughter each night before bed is a great at-home practice and is simple, fun, and engaging for your child.

Thirdly, read with your child. Reading time is a great opportunity to teach your child new vocabulary, even if they haven't mastered the skill of reading novels yet. If they do know how to read, then read with them! Children love making their parents proud when it comes to learning how to read. Always praise their efforts. Positive reward can truly motivate your child to be successful in speech therapy. Go to the library with your child, trot on over to the children's section, and let him/her pick a book. Don't read them your favorite book, read with them their new favorite book. If it's their favorite book, they'll be engaged, and reading (even right before bed) will help your child better their auditory and memory processing. We can't stress how important it is in speech therapy to read with your child. We suggest reading a particular book over and over again until your child can read it on their own (if plausible). This will help them understand syntax (we don't recommend teaching them what the word means, but we do recommend teaching them how sentences flow in regards to subjects, adjectives and verbs). It's important for educational purposes regardless, but it's also a wonderful at-home practice to help your child succeed in their speech therapy.

Fourthly, play games. Not just any old game. Shoots and ladders, although the best game ever, isn't what I'm referring to. Play word games, such as scrabble, boggle, hangman etc. Maybe even make up your own word game. This is a great opportunity to teach your child new vocabulary and focus on his/her speech. They'll come to therapy with a new word every week! This is both educational and motivating. Most children have an innate desire to learn (especially new words) to impress their elders. If you see this in your child, take advantage of it!

These are four simple ways you can help your child succeed in their speech therapy. Adding these into your daily routine might seem difficult at first, but you'll get the hang of it.

 
Written by: Tim Strampfer

New to Motherhood? Read along, and get along...

This is for all the young Moms and Dads out there, stay-at-home or hard-working, whose main goal in life is to do everything in their power to make their child happy and healthy.
We praise you.

Raising a child can be difficult, confusing, sometimes frustrating, but never less than a dream come true. I know a lot of young mothers whose lives changed the moment they laid eyes on their newborn. What else in the world is more gratifying than creating life?

It all starts with expectations. Maybe he'll be a doctor! Maybe she'll be a dancer! Maybe he'll be a straight-A student! What if she becomes famous?!

These grand expectations seem to diminish as your child ages, learns to communicate, learns to make others smile, and you realize that your child, no matter where they end up, is the most important part of your life. And that's all that matters. You look into their eyes and you see yourself. You realize your child is a fragment of you, multiplying as the years pass, becoming more and more like you. They laugh like you, smile like you, argue like you...just when you thought the mind boggling was over. Nope. Each and every day, your child continues to amaze you.

At first, it's your job to keep your child out of the harsh reality that this world can sometimes prove to be. You try your hardest to shelter them, wanting nothing more than to simply keep them safe. Then, you realize, the only way to foster them is to reel them out into the world (but you keep a tight rope). The best way to diminish this worry is to make sure your child knows that YOU are their confidant. If they do something wrong, don't simply punish them. A depth of psychological research highly suggests that punishment has a weak affect on children in comparison to reward. Only extreme circumstances should call for punishment. The more you punish your child, the more they will look to you as their authoritative figure as opposed to their confidant. Think about it. What will happen when they grow up, and the world throws them into treacherous waters over their head. Wouldn't you want them to come to you for advice, as opposed to fearing your response?

So, reward your young cherub. And when they are disobedient, it's probably because they're learning not to be (unless it's a recurring act, in which case, perhaps take away a "reward" of theirs). Tell them exactly why you shun their disobedience. It's best to establish a healthy rapport with your child, at an early age, that displays you as both a confidant and an authoritative figure. Your child will need your guidance throughout life. They'll graduate college and still need your seasoned advice (sorry for dropping the C word). So, you want them to be able to come to you, so YOU can protect them, even when you've lost grip of that tight rope.

Take your life experience, and apply it to theirs. They will experience similar emotional rollercoasters throughout life. Just remember the way you took on your youth. Were you successful? Evaluate your own strengths and weaknesses, and slowly but surely, learn to highlight your child's strengths and minimize their weaknesses. And remember, raising children, although the most rewarding feeling in the world, can be extremely difficult. There is no shame in asking others for help. There is also no shame whatsoever in seeking professional help in raising your little one. You want the best for them, right?

So, what's the motif for this particular post. Be your child's friend, not just their parent. You'll find that later in their lives, they turn to you for guidance, and that's exactly what you'll want. Be the mother you want to be, and don't let them or your stressful dayjob stray you in any other way.

Suffolk Speech applauds all the young mothers and fathers out there. You've got the hardest, most rewarding job in the world, and it will always be that way. You're molding the future, and that's a hefty job.

Written by: Tim Strampfer

Early Detection of Language Disorders: Pay Attention To These Signs

Approximately 1 out of 20 children display symptoms of a Language Disorder. We at Suffolk Center for Speech believe it's important for parents to know these symptoms, to detect them as early as possible and, if need be, bring them to a Speech Pathologist for an evaluation.

Children with a receptive language disorder find difficulty in understanding others. These are some of the symptoms of a child with a receptive language disorder:

• Difficulty comprehending what others say to them
• Difficulty following directions given to them
• Difficulty organizing thoughts

Children with an expressive language disorder experience difficulty in expressing their needs or thoughts. Here are some symptoms of a child with an expressive language disorder:

• Difficulty organizing thoughts and translating them into sensible sentences
• Difficulty finding the correct word, often using placeholders such as "um" or "uh"
• A weak vocabulary relative to others their age
• Leaving words out of sentences
• Using certain phrases over and over again
• Difficulty using tenses (past, present, future) properly (in comparison to others his/her age

But when should you contact a professional? Some children are only behind in their language skills, while others can truly benefit from seeing a speech therapist. It's hard to know, especially for new parents, if it is necassary to bring a child of a particularly low age for an evaluation. The NY Times, in an informative article regarding receptive and expressive language disorders, explains when it is a good time to seek evaluation:

"Call your child's health care provider if you see the following signs that your child does not understand language well:

• At 15 months, does not look or point at 5 to 10 people or objects when they are named by a parent or caregiver
• At 18 months, does not follow simple directions, such as "get your coat"
• At 24 months, is not able to point to a picture or a part of the body when it is named
• At 30 months, does not respond out loud or by nodding or shaking the head and asking questions
• At 36 months, does not follow 2-step directions, and does not understand action words

Also call if you notice these signs that your child does not use or express language well:

• At 15 months, is not using three words
• At 18 months, is not saying, "Mama," "Dada," or other names
• At 24 months, is not using at least 25 words
• At 30 months, is not using two-word phrases, including phrases that include both a noun and a verb
• At 36 months, does not have at least a 200-word vocabulary, is not asking for items by name, exactly repeats questions spoken by others, language has regressed (become worse), or is not using complete sentences
• At 48 months, often uses words incorrectly or uses a similar or related word instead of the correct word"

We hope this helps new parents in detecting potential language disorders. It's imperative that parents stay informed, pay attention, and if need be, seek professional evaluation. It's not difficult, especially at the Suffolk Center for Speech. We take most major health insurance policies, and our staff of therapists are highly trained in the evaluation and treatment of language disorders. Our platform engages children and motivates them to succeed in therapy. Therapy for language disorders is known for becoming more and more difficult as children age without intervention. For your child's sake, we're devoted to keeping Long Island parents informed. So...read, share, like, and know.

Written by: Tim Strampfer

Introduction

At the Long Island Center for Speech, our highly trained therapists specialize in the diagnosis, evalutation and treatment of Language Disorders, Memory & Auditory Processing Difficulties, Fluency, Voice Disorders, Motor Planning Disorders, Deviate Swallowing which Contributes to Orthodontic, Pedodontic and Periodontic Problems, Tongue Thrust, Feeding & Swallowing Problems / Aversions, Thumb & Finger Sucking, Articulation Disorders, & Oral Facial Muscle Weakness.

We treat both children and adults. Our focus is on children mainly because a lot of these disorders can worsten as we age. For example, the Tongue Thrust disorder can cause other physical ailments if not treated at an early age. The same goes for Language Disorders, Memory & Auditory Processing Difficulties, Fluency, & Voice Disorders. If left untreated, these disorders can worsten and become more difficult to treat. Furthermore, they can cause your child problems with socializing and communicating, subsequent depression & anxiety, as well as potential academic difficulty. It is imperative that parents with children even seldomly displaying symptoms of these disorders bring them in for an evaluation. Our therapist are highly trained in the evaluation and diagnoses of these disorders, and our establishment takes most every type of insurance. Call to schedule an appointment or if you have any questions at all regarding our services at (631) 689-6858.

Don't be stigmatic about it. A large percentage of children have these disorders; many are misdiagnosed. Troubles with speech as well as eating is not uncommon whatsoever in childen. Place your child in the hands of qualified, personable therapists who ensure a fun, motivating treatment, at Long Island Center for Speech.

Written by: Tim Strampfer