OVCT offers comprehensive speech and language evaluations, personalized speech and/or language therapy, caregiver coaching, and community consultations for children with communication delays and disorders. Therapy may include but is not limited to the following areas:
Early intervention refers to therapy services for children age birth to three. Current research indicates that what happens in this crucial age range often predicts a child's later academic and social success. It is never too early to start intervention if you have concerns about your child's communication, social, or play skills. Please note that the focus of early intervention is on communication and play- not necessarily using words. Our therapists have advanced training in evaluating young children's communication attempts (e.g., cooing, triadic eye gazes, gestures) who are not yet saying words and determining their current stage of communication (e.g., does your child lack intentional communication [through eye gaze or cooing, etc.] or does your child have intentional communication skills, but lack verbal skills/words, etc.). Contact us to learn about our approach to early intervention.
- Please note that there are early intervention centers in our area. Typically, a child must have a significant delay to qualify for such services. We can also provide you with additional information regarding early intervention services and options in our area.
Play skills are a vital precursor to your child's speech, language, and social development. Activities like using stuffed animals or playing dress-up provide children with opportunities to work on their speaking and listening skills, while music and finger-play routines encourage reciprocal interactions, listening skills, and receptive/expressive language development. Play therapy is also motivating for kids and helps them master and generalize new skills. Play is an integral part of the OVCT approach.
Articulation or Speech Therapy:
Articulation therapy will help your child produce and shape speech sounds accurately. Children may substitute, omit, add, or change various speech sounds or entire speech sound patterns. For example, your child may produce "_ot" instead of “hot,” or substitute sounds such that your child may say "dough" instead of "go." Or your child might produce a lateral lisp that sounds "slushy" or "wet" when saying words with the /s/ sound. Our therapists have extensive training in correcting speech/articulation delays as well as motor speech disorders and Childhood Apraxia of Speech.
- Check out this great article to find out when you can expect a child to master a sound.
- Alternately, these sound patterns are atypical, warrant immediate attention, and it is unlikely that your child will "grow out" of these patterns or develop the correct sound production on their own.
Language is often thought of in terms of receptive language (i.e., what the child understands) and expressive language (i.e., what the child "says" -- can be through words, sign language, augmentative and alternative communication, etc.).
- Therapy for receptive language may address skills such as the ability to follow directions, demonstrate comprehension of vocabulary/sentences/questions/stories, group items within categories, and retain or "hold on to" other receptive language concepts, etc.
- Therapy for expressive language may target your child’s ability to "say" [in whatever modality appropriate for your child] words, expand vocabulary, lengthen sentences, produce grammatically and syntactically correct sentences, retell stories, and discuss personal experiences.
- Often, expressive language skills overlap with social skills. For example, sharing personal experiences helps connect children with their peers and family members but the child needs to be able to describe the experience in a cohesive manner with appropriate vocabulary and grammar in order to get his/her point across and communicate effectively.
Our Family Training program is perfect for all parents that are interested in learning evidence-based strategies that can stimulate children’s speech, language, and play development. Best of all, most of these strategies can be easily implemented throughout daily routines and during playtime.
In addition, we also offer the following community resources:
- In-services for preschools, daycare centers, and daycare providers
- Contract for ASHA CFY supervision
- Contract for private/charter schools, montessori schools, and preschools
- Social skills groups (depending on availability)