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Articulation/Phonological- 

Many children will produce speech sounds erroneously as they learn to say new words. A speech sound disorder occurs when mistakes continue past a certain age. Every sound has a specific age range that it should be produced correctly. Speech sound disorders include problems with articulation (making sounds) and phonological processes (sound patterns). 

Language- 

Individuals with a language disorder can have trouble understanding spoken and/or written language (receptive language disorders) or trouble using language to communicate their ideas and questions (expressive language disorders). Some individuals have trouble with both receptive and expressive language.

Fluency- 

A fluency disorder occurs when the natural flow of speech is affected. Someone with a fluency disorder may stutter or stammer when they speak. Developmentally, children may stutter for a period of time as part of normal growth before the age of 5. However, if the problem has occurred for six months or longer, the individual should seen by a speech-language pathologist. 

Autism Spectrum and Social Communication / Pragmatics- 

Autism is developmental. People with autism, also known as autism spectrum disorder or ASD, have social, communication (pragmatic), and language differences. They can also have restricted and repetitive patterns of behavior, interests, or activities, such as flipping objects, echolalia, or excessive smelling or touching of objects. Autism may be mild or severe. Individuals with autism won’t necessarily have the same behaviors.

Reading- 

I offer Take Flight: A Comprehensive Intervention for Students with Dyslexia. It is a two-year curriculum written by the staff of the Luke Waites Center for Dyslexia and Learning Disorders at Texas Scottish Rite Hospital for Children. 

This program is for individuals identified with dyslexia or reading disabilities. Take Flight contains the five components (phonemic awareness, phonics, vocabulary, fluency and comprehension) of effective reading instruction supported by the National Reading Panel research meta-analysis and mandated by the No Child Left Behind Act and is a Tier III intervention.

• Phonemic Awareness-  Systematic learning of the the relationships between speech-sound production and spelling-sound patterns, integrates decoding and spelling. 

• Phonics- Teaching how letters and syllables correspond to sounds,  students learn 96 grapheme-phoneme correspondences.

• Vocabulary- Features multiple word learning strategies by developing morphological knowledge, word relationships, figurative language, syntax and semantics by direct instruction with application in the text. Students learn 87 affixes with an emphasis on English morphology.  Students learn Latin roots and Greek combining forms.

• Fluency- Instruction incorporates research-proven guided and timed reading of words, phrases and connected text to help students read more fluently. Home practice is also an important element of fluency training.  

• Reading Comprehension- Students are explicitly taught a combination of techniques for narrative and expository text, including comprehension monitoring, question generation, story structure, summarizing and inferencing. 

Take Flight is designed for individual or small group instruction. It is recommended that the lessons be taught for 60 minutes each day for four days a week. Speech Therapy and More requires each student to be enrolled in at least two therapy sessions per week to ensure forward movement in the program. Take Flight includes 132 lessons requiring a minimum of 260 hours of direct instruction for completion. Total number of hours of direct instruction required however will vary according to the specific needs of the child. 

Click the link to read a Technical Report on Treatment Efficacy of Take Flight: https://scottishritehospital.org/TSRHC/media/Media-Files/PDFS/Take-Flight-Tech-Report-RevNov2017.pdf 

Writing- 

Barebones Grammar for Reading and Writing provides an engaging, systematic, sequential, and explicit multisensory method for teaching sentence analysis and basic sentence and paragraph writing skills. Students learn to analyze and diagram sentences to determine the function of words, and to generate new sentences and paragraphs using the patterns they've discovered.  This program can also be included with the Take Flight instruction.  

Brain Injury: TBI, Aphasia, Dysarthria, Cognitive and Social Communication Problems,  Apraxia of Speech- 

Speech goals for TBI patients who may have completed a post-acute or neurobehavioral rehabilitation program can include: Speech Therapy Exercises, Language Therapy, Oral Reading, Scripting, Response Training, Cognitive Communication Skills, Social Communication, Maintaining Attention, Problem Solving, and Improving Memory. They will focus on remaining strengths and teaching compensatory strategies to overcome the speech and/or communication deficits caused by the injury.