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Speech Therapy

speech-therapy-1Successful communication involves the ability to hear a message, process the information, formulate a response, initiate and motor plan a response verbally in a socially appropriate manner. Breakdowns can occur in any of these areas.

Our licensed speech and language pathologists are highly trained to work with children of all abilities. Our specialties include children with Autism, Apraxia of speech, Down Syndrome, Cerebral Palsy, food aversions, g-tubes and feeding problems. We perform thorough evaluations and develop individualized treatment plans to address the child’s specific needs.

Areas of Treatment

Language

  • Expressive language - the ability to use language to communicate
  • Receptive language - the ability to comprehend and process language
  • Pragmatic language - the use of social skills and ability to interpret nonverbal cues

Augmentative/Alternative Communication - The use of alternative devices to facilitate communication. These may include pictures, PECS, switches, ipads and other communication devices.

Oral Motor - Strength and function of oral structures and motor plans for coordinating movements for production of speech.

Articulation - Precise production of sounds for intelligible speech.

Feeding/Swallowing - Specifically the oral phase of swallow including size, texture, temperature, and taste of bolus, drooling and gagging, sensory issues, bolus management, and muscle functions during swallow. 

Cognition - Attention, focus, memory, problem solving and executive function

Phonology - Understanding sound symbol relationships

Literacy - Reading, writing and understanding printed language

Aural Rehabilitation

speech-therapy-2The speech pathologists at Fun Kids Clinic have training, experience and hold certifications in a variety of treatment approaches.

The Functional Kids speech pathologists at Points of Stillness have training, experience, and hold certifications in a variety of treatment approaches.

2705 Enloe Street
Hudson, WI 54106
(715) 690-2600

Aural Rehabilitation

Procedures used with hearing-impaired persons to improve the effectiveness of their overall communication ability.  Communication techniques may be aural, visual, written, or oral.  Included in the treatment is the development and integration of existing receptive and expressive modalities such as auditory, visual, tactile, and an awareness of structures, and muscle position and movement for speech.

Beckman Oral Motor Protocol

This is a program designed to prepare a muscle area for movement; speech production and/or feeding.  The Beckman Oral Motor Protocol uses assisted movement and stretch reflexes to quantify response to pressure and movement, range, strength, variety and control of movement for the lips, cheek, jaw, tongue and soft palate.  Oral motor stimulation techniques such as brushing, icing, quick stretch, vibration, or irregular movement are used to increase oral awareness.

Oral motor skills are critical to basic functions such as swallowing, saliva management, and maintaining alignment for oral structures. Oral motor acuity impact basic survival skills such as sucking and swallowing in gestation, and continue on through the development of the feeding process.  These same muscles and structures that are used in feeding, also impact communication (articululation and intelligibility) as more complex sounds are being learned and used.  

The Beckman Oral Motor Protocol can be used in therapy in clinical setting as well as in home programming.

Fast ForWord

A series of online programs that are designed to help improve language processing and reading skills.  This program is purchased out-of-pocket or through waivered funds and is done at home.  Your therapist can check your progress online and incorporate activities into therapy sessions that will help with specific skill sets.  This program can also be done in-clinic in conjunction with speech-language therapy.

Greenspan Floortime

Dr. Stanley Greenspan developed Floortime as a developmental intervention involving meeting a child at his/her current developmental level, and challenging their skills to move up the hierarchy of milestones.  Floortime is child-focused; the parent or therapist playfully follows the child's lead while tuning in to the child's interests.  Once rapport is established specific techniques are used to challenge and entice the child to move up the developmental ladder.

Hanen

Hanen Programs are designed to empower parents and caregivers to foster the early language and social communication development of young children. “Train the trainer” thru workshops and evidence based resources to help providers in their work with families and child care providers. Programs include:

  • Learning Language and Loving It
  • It Takes Two to Talk
  • More than Words

Lindamood-Bell

Instructional programs designed to strengthen reading, comprehension, and math skills by developing the sensory-cognitive functions that form the foundation of learning. Some of the Lindamood-Bell programs that our therapists have been trained ininclude: Seeing Stars and Visualizing and Verbalizing. 

LSVT-LOUD

The Lee Silverman Voice Treatment – LOUD is a clinically proven method for improving voice and speech in individuals with Parkinson Disease and other neurological diseases.  LSVT LOUD improves vocal loudness by stimulating the muscles of the voice box (larynx) and speech mechanism through a systematic hierarchy of exercises. Focused on a single goal “speak LOUD!” – the treatment improves respiratory, laryngeal and articulatory function to maximize speech intelligibility. The treatment does not train people for shouting or yelling; rather, LSVT LOUD uses loudness training to bring the voice to an improved, healthy vocal loudness with no strain.  Research is being done with children with down syndrome, cerebral palsy and other neurological disease, who also can present with low vocal intensity and resulting decreased intelligibility.  The research is showing promising results in the intelligibility, respiratory support and articulatory function.  

M.O.R.E.

M.O.R.E. is an acronym for Motor components, Oral organization, Respiratory demands, and Eye contact and control, and focuses on the Suck-Swallow-Breathe synchrony.  Elements of toys and items can be used to facilitate integration of the mouth with sensory and postural development, as well as self-regulation and attention.  Use of the M.O.R.E. techniques can be used in the treatment of both sensorimotor and speech-language problems. 

Oralfacial Myofuntional Therapy/Reverse Swallow

Oralfacial Myofuntional Therapy/Reverse Swallow (also commonly known as “Tongue Thrust”) addresses improper function of the tongue and facial muscles used at rest, during chewing, and for swallowing.  The therapy is designed to retrain muscle function patterns and maintain them by retraining neural memory patterns in the brain.   During the day we swallow 500-1000 times, so it is easy to see how an improper swallow can cause multiple problems for example: Disrupting dentition eruption patterns and teeth alignment, causing a frontal lisp in speech production, and create TMJ problems/headaches.  Children as young as 8 years can follow the directives to correct a tongue thrust.   Younger children (as young as 4 years) can be evaluated and preventative exercises may be in order.  Therapy is short-term of approximately three months with follow-up visits as needed.  Some typical behaviors associated with tongue thrust are habitual chewing on pencils, clothing, fingernails; sucking thumbs, fingers, tongue or lower lip; drinking large amounts of liquid with meals to wash down the food; frequent mouth wiping as food and liquid are pushed forward; and chronic mouth breathing. 

Picture Exchange Communication System (PECS)

It is commonly used as an aid of communication; it is a form of augmentative and alternative communication (AAC) for children with autism and other special needs.  It can be used with the very young (preschoolers) to adults who have communicative, cognitive, and physical difficulties.  Picture symbols are used in a many settings such as home, school, and community with the focus on functional communication and initial spontaneity.  Research has shown that many preschoolers using PECS also begin developing speech.  It was developed in 1985 by Lori Frost, M.S., CCC-SLP and Andy Bondy, Ph.D.

Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT)

PROMPT was founded by Deborah Hayden over 30 years ago.  PROMPT  addresses communication breakdown across multiple domains such as: cognitive, social, pragmatic, behavioral, sensory-motor and physical (philosophy). This technique provides a systematic way to investigate various modalities such as: auditory, visual and tactile (approach). PROMPT helps plan and organize the direction and treatment needed for the specific speech delay (system). PROMPT uses 4 levels of tactile cues to provide feedback to the speech system (technique). PROMPT has been used with phonological, developmentally delayed, dysarthric, dyspraxic, hearing-impaired, autistic spectrum and fluency disorders. 

Sara Rosenfeld-Johnson's Oral Placement Therapy/Talk Tools

TALK TOOLS®  was founded by Sara Rosenfeld-Johnson to expand the sharing of expertise among practitioners treating those with speech, oral, and feeding disorders.  The agency fosters programs, tools, and training to assist therapists in offering better care for their clients with innovative products and techniques.  Sara’s hierarchal, muscle based and tactile-sensory approaches developed with years of experience utilize oral motor therapy tools to train and transition muscle movements for speech production and feeding.

Sequential Oral Sensory (SOS)

The Sequential Oral Sensory (SOS) Approach to Feeding program is a program used to address problematic feeding and difficult feeding behaviors in children and/or adolescents. 
SOS is used to increase a child’s comfort levels with foods by exploring and learning about food properties in a playful, non-stressful way.  The child can slowly learn to tolerate foods in a step-by-step approach until they are eventually tasting and eating a variety of non-preferred foods.  

The SOS Approach to Feeding is typically appropriate for children and/or adolescents that:
  • Have a decreased variety of foods they will eat
  • Are known to “burn out” on certain foods they once preferred eating
  • Can cry or “fall-apart” when new foods are presented to them
  • Do not tolerate a variety of food textures or colors, etc.
  • Have sensory aversions

Sign Language

Manual communication method in which hand gestures function as letters, numbers, and words.  This method of communication can be used as a bridge to verbal communication.

Additional Speech Therapy Resources