Speech therapy at home!. We address articulation disorders and phonological disorders in the convenience of your own home. Our training in myofunctional therapy provides us with a unique understanding of the muscles of the jaw, lips, checks, and tongue. This translates into more efficient and effective therapy. We also provide therapy for children with axpraxia of speech and suspected apraxia of speech. For these children, more frequent sessions are recommended. We utilize a variety of programs and methodologies including Kaufman, DTTC, Building Speech and Quantifying Complexities, and PROMPT. B For your convenience, speech therapy is provided in your child’s home or school. A follow-up note and homework is provided to help facilitate your child’s newly learned skills at home.
Orofacial Myofunctional Disorders (OMDs) are disorders of the muscles and functions of the face and mouth. OMDs may affect, directly and/or indirectly, breastfeeding, facial skeletal growth and development, chewing, swallowing, speech, occlusion, temporomandibular joint movement, oral hygiene, stability of orthodontic treatment, facial esthetics, and more. Most OMDs originate with insufficient habitual nasal breathing or with oral breathing. The subsequent adaptation of the muscles and the orofacial functions to a disordered breathing pattern creates many OMDs. Orofacial Myofunctional Disorders may impact treatments by orthodontists, dentists, dental hygienists, speech-language pathologists, and other professionals working in the orofacial area. Correct swallowing depends on a proper relationship between muscles of the face, mouth and throat. The act of swallowing is one function that depends on the body’s vital balance. To swallow properly, muscles and nerves in the tongue, cheeks and throat must work together in harmony. When a person swallows normally, the tip of the tongue presses firmly against the roof of the mouth or hard palate, located slightly behind the front teeth. The tongue acts in concert with all the other muscles involved in swallowing. The hard palate, meanwhile, absorbs the force created by the tongue. Because a person swallows 500-1000 times a day, improper Language Therapy for Toddlers:
Our unique ability to offer in-home therapy provides your family with easy implementation and carry over of language building strategies. We have extensive training working with little ones with language delays and “late talkers.” We also have specific training in parent coaching to make the strategies accessible and easy to use at home. We use fun activities that build on your child’s interest to keep them engaged and learning. In this motivating context, your child while have fun while learning the power or their words and how to be a successful communicator!
Preschool Language Therapy:
Preschoolers may struggle with a variety of aspects of language. These can include vocabulary, grammar (syntatx), phonics, early literacy skills, social skills (pragmatics) and retelling a story (narratives). We use fun and play-based activities to target the area(s) of language your preschooler is having difficulty with. By implementing mult-sensory learning, we make learning engaging and fun! . Interventions such as the Story Grammar Marker, The Storybook Journey, and Lively Letters help further build the foundation for literacy.
Toddler Language Therapy:
We have extensive training and experience in providing speech therapy to young children who are not yet talking. Through meaningful and engaging opportunities, children learn words associated with the world around them. Our therapists are trained in programs specifically for working with “late talkers” such as “Target Word” and “It Takes Two to Talk.” Individualized therapy and specific suggestions for carryover throughout the week are provided following each session. Our compassionate and engaging therapists make therapy fun and meaningful for your little one!
Reading/Written Language Disorders:
During the elementary school years, children develop many more complex skills. They tell stories that follow a sequence of events, demonstrate cause and effect, and indicate the goals of the characters. Children should have a much more developed theory of mind, understanding the beliefs and thoughts of themselves as well as the beliefs and thoughts of others. At this age, parts of the story are not always “spelled out” and children are expected to make inferences based on what they already know about the characters or situation. We use books and stories to help teach these skills to students. Interventions such as the Expanding Expression Tool, SPACE framework, and Visualizing and Verbalizing ™ are utilized to help children develop these skills. The Lindamood-Bell Seeing Stars®: Symbol Imagery for Phonemic Awareness, Sight Words, and Spelling Program (SI) is used to successfully develop symbol imagery for reading and spelling and The Visualizing and Verbalizing® (V/V®) program develops concept imagery—the ability to create an imagined or imaged gestalt from language—as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.
We offer a variety of social skills groups to help children understand the “why” behind social skills. Based on the frameworks of social thinking, we help children to navigate their social world by providing concepts and strategies that allow them to understand social expectations, to explore thoughts and feelings, and to learn how to form connections with their peers.Brooke Andrews. SLP has completed the Social Thinking Clinical Training Program at the Center for Social Thinking in Boston, MA
We also are uniquely qualified to assess a child’s social-cognitive level and executive functioning difficulties. Impairments in these areas are often missed by standard language assessments. Social skills assessments consists of an observation in the child’s natural, environment, parent interview, and direct a assessment.
- School Observations
- Individual /Dyad Therapy
- Co-treatment with OT’s and PT’s
- Parent Coaching
- IEP Consultations
Her gentle and compassionate approach was just the connection my son needed
My son Finnian was diagnosed with autism at age 3 and was non verbal. I remember being so scared and stressed about Finn’s future until I met his team of teachers and therapists. Miss Brooke was my son Finn’s speech therapist in his EC Pre-K classroom. She was amazing with Finn and supportive to me. Her gentle and compassionate approach was just the connection my son needed to feel safe and grow. One of my favorite qualities of Miss Brooke is her genuine enthusiasm when working with my son. I will always be grateful for her twinkling eyes and contagious smile when discussing my son’s progress and growth. Thank you Miss Brooke!
Brooke's heart is in her work, and you can tell she loves what she does
Brooke has been working with my son Colton for about a year now. She is an amazing speech path and has created a great relationship with him during that time. He is always super excited to see her, and sees the time he spends with her as play time. Yet he’s always learning. Colton has an obsession with trains, and so generally wants to show her how his trains are set up every week. Brooke manages to incorporate whatever skill they are working on into this play. Whether it was putting more than one word together, or focusing on certain sounds, or not dropping the endings of words. She also leaves us with suggestions on what to do with him over the next week to help with the goal that we are currently working on.
Brooke’s heart is in her work, and you can tell she loves what she does. If you choose to work with her, you will be happy with the results you see. Colton had had an explosion of vocabulary this year, and I know she contributed greatly to that.
A shy child speaks up loud and clear
At the age of 2, my son’s preschool teacher noticed he was a little behind in his speech, he was muttering in a low tone. It was hard for anyone to understand what he was trying to tell us. When I was told he needed therapy, I was a bit nervous because my son is very shy around people he is not familiar with. I was afraid the speech therapist would get nowhere with him, but boy was I wrong. By the end of his first session with Ms. Brooke my son was comfortable with her; he did not want the session to end. Ms. Brooke took the time to research new ideas and activities that would accommodate my son’s needs to help him open his mouth when speaking. She focused the entire session on making sure he practiced the ability to speak up loud and clear while still having fun and kept him engaged. He only had therapy for 5 short months; Ms. Brooke gave him the confidence he needed to speak up. He continues to ask to see Ms. Brooke, he misses her so much. She left him with such great moments and experiences that I do not think he will ever forget her.