What we treat
Speech-language pathologists (SLPs) work to prevent, assess, diagnose, and treat speech, language, cognitive and communication challenges in children. Munroe TeleSpeech Services diagnoses and treats the following conditions and concerns:
Auditory
Processing
Auditory Processing Disorder (APD), also referred to as Central Auditory Processing Disorder (CAPD), is a disorder of the auditory (hearing) system that causes a disruption in the way that an individual’s brain understands what they are hearing. It is not a form of hearing loss, despite showing difficulty with hearing-related tasks. APD is a disorder of the auditory system at the level of the brain, in an area called the auditory cortex. It can only be tested for and diagnosed by an audiologist. However, SLPs are trained to provide treatment of APD which generally focuses on three primary areas: changing the learning or communication environment, recruiting higher-order skills to help compensate for the disorder, and remediation of the auditory deficit itself.
Autism
Spectrum
Autism spectrum is a neurodevelopmental disorder characterized by challenges in communication including understanding, talking, reading, and writing; social communication and interaction showing difficulties relating to others and making friends; and the presence of restricted, repetitive behaviors. SLPs can play an essential role in the development, education and inclusion of individuals with autism across the lifespan and all life activities. They have the necessary knowledge, skills and training to provide support addressing social-communication, behavioral challenges and participation barriers experienced by individuals with autism. SLPs have the knowledge and skills to comprehensively address the core impairments associated with autism including;
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Speech
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Language (understanding and use)
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Social-pragmatic language
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Pre-language and non-verbal communication
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Developing functional communication using Alternative and Augmentative Communication (AAC)
Childhood
Apraxia
of Speech
Childhood apraxia of speech (CAS) is a motor speech disorder that makes it difficult for children to speak. Children with the diagnosis of apraxia of speech generally have a good understanding of language and know what they want to say. However, they have difficulty learning or carrying out the complex sequenced movements that are necessary for intelligible speech. Appropriate speech therapy for childhood apraxia of speech is based on the Principles of Motor Learning.
Cognitive-Communication
Cognitive-communication disorders are problems with communication that have an underlying cause in a cognitive deficit rather than a primary language or speech deficit. A cognitive-communication disorder results from impaired functioning of one or more cognitive processes, including the following: Attention, memory, perception, insight and judgment, organization, orientation, language, processing speed, problem-solving, reasoning, executive functioning and metacognition. These cognitive processes are not isolated abilities. They work together. A problem with one or more cognitive functions can cause difficulty performing activities of daily living safely and efficiently as well as communicating effectively.
Language
There are two main types of language disorders - receptive and expressive. Receptive language is defined as the ability to understand language. A receptive language disorder is an impairment in the comprehension of spoken, written, and gestural language. When a child has a receptive language disorder, they may exhibit trouble following directions or understanding written language. A problem understanding language can affect how the child interacts socially and may impact academic success. Expressive language is defined as the way a child uses words to communicate thoughts or ideas. When a child has an expressive language disorder, they may present with trouble speaking or writing. The child may understand what other people say but cannot access the right words to communicate needs or ideas. Sometimes children with expressive language disorders leave words out of sentences, have difficulty thinking of the right word, mix up word tenses, or put words into sentences in the wrong order. A child with an expressive language disorder may be frustrated or have low confidence. As with receptive language disorders, expressive language disorders can lead to social settings and academic achievement problems.
Executive Functioning
The phrase “executive function” refers to a set of skills that underlie the child's capacity to plan ahead and meet goals, display self-control, follow multiple-step directions even when interrupted, and stay focused despite distractions, among others. Much like an air traffic control system at an airport helps planes on different runways land and take off safely, executive function skills help our brains prioritize tasks, filter distractions, and control impulses. SLPs can help parents to set up the framework for children to learn and practice these skills over time by establishing routines, breaking big tasks into smaller chunks, and encouraging games that promote imagination, role-playing, following rules, and controlling impulses. These techniques are known as “scaffolding.” Just as a scaffold supports workers while a building is being constructed, adults can use these activities to support the emergence of children’s executive function skills until they can perform them on their own.
Literacy
Literacy skills are skills needed to be successful at reading and writing. Children who have difficulties accurately producing speech sounds often times have difficulties associating letters to their sounds which can lead to difficulties sounding out words when reading and writing. Children with a language delay or difference also pose a risk for literacy deficits as they may have difficulties comprehending what was read, writing their thoughts in a logical manner, and/or reading words accurately in a fluent manner. SLPs can aid in the prevention of reading and writing difficulties and identification of children who may be at risk for literacy deficits. Early identification and intervention are very important as reading and writing skills have a big impact on a child’s academic performance.
Fluency
Fluency (stuttering) refers to continuity, smoothness, rate, and effort in speech production. A fluency disorder is an interruption in the flow of speaking characterized by atypical rate, rhythm, and disfluencies (e.g., repetitions of sounds, syllables, words, and phrases; sound prolongations; and blocks), which may also be accompanied by excessive tension, speaking avoidance, struggle behaviors, and secondary mannerisms. Treatment for fluency disorders is highly individualized and based on a thorough assessment of speech fluency, language factors, emotional/attitudinal components, and life impact. The SLP uses linguistically and culturally appropriate stimuli and is sensitive to the unique values and preferences of each individual and their family to create a treatment plan.
Speech Sound Disorders
There are two main types of speech sound disorders: articulation disorders and phonological disorders. Articulation disorders involve problems making sounds. Sounds may be substituted, omitted, added or distorted. This results in speech that is difficult for others to understand. Phonological disorders involve patterns of sound errors. Mistakes are made with entire groups of words; for instance, sounds made in the back of the mouth may be substituted with sounds made in the front of the mouth, e.g. substituting the letter “d” for “g” (“got” for “dot”). People with phonological disorders are often able to hear these errors when others speak, without picking up on their own mistakes. SLPs work with children to help them to learn how to correctly produce speech sounds.
Specialized intervention approaches used:
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Augmentative and Alternative Communication (AAC)
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Core Vocabulary Approach
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DIRFloortime® (Floortime)
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Executive Functioning Training
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Hanen Approach
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Learning Style Profile© (LSP) for Autism
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Natural Language Acquisition Framework
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Phonological Awareness
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PLAY Project™ Parent-Mediated Intervention
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Principles of Motor Learning for Speech
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SCERTS® Model
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Social Stories/Video Modeling
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Social Thinking®: A Developmental Treatment Approach