Speech Therapy

We provide comprehensive speech language evaluations in speech and language development for children of all ages. Our evaluations are performed by Oklahoma Licensed Speech Language Pathologists with certificates of competency from the American Speech-Language Hearing Association.

We utilize a variety of standardized tests and clinical judgment in order to develop treatment plans and goals based on each child’s needs. We provide motivating, fun, and individualized speech-language therapy services for toddlers, preschoolers, and school aged children. Areas of specialty include articulation, fluency, receptive (comprehension) language, expressive language, pragmatic (social) language, augmentative and alternative communication, and feeding/swallowing therapy. Whether you are wanting additional speech therapy to supplement what your child is receiving through schools/Early intervention or you desire a one on one therapeutic experience at our fun and amazing facility OPTC is the place for you.

Here Are Some Ways Our Speech Therapy Team Can Help Your Child:

Feeding & Swallowing disorders

Speech Language Pathologists are the primary providers for swallowing and feeding services. At OPTC, we have several clinicians who are trained to evaluate and treat swallowing and feeding disorders in the pediatric population.

• Eating is a learned behavior. Most of us develop these skills on our own. We may struggle at first, but then over time we learn and become more proficient with eating. A child with a feeding disorder will keep struggling with eating in some aspect or another. A child may only eat certain foods, take a long time to eat, or have difficulty swallowing or dysphagia (dis-fay-juh). 

• Your child may have a feeding or swallowing problem and need intervention from a speech language pathologist if: 

  • They arch their back or stiffen when feeding
  • Cry or fusses when feeding
  • Falls asleep when feeding
  • Has difficulty feeding
  • Has difficulty coordinating breathing while eating and drinking
  • Refuses to eat and drink
  • Coughs or gags during meals
  • Drools a lot of has liquid escape their mouth or nose
  • Gets stuffy nose during meal time
  • Has a gurgly, hoarse, or breathy voice during or after meals
  • Spits or throws up a lot
  • Has difficulty with weight gain and growing
  • Refuses to eat and drink
  • This list is not complete or all inclusive, but does indicate concerns you may want to discuss with your doctor and obtain  referral to speech/language therapy services. 

• Speech language pathologists work closely with pediatricians, ENTs, dieticians and nutritionists, occupational therapists, physical therapists, to determine the cause and treatment of feeding and swallowing disorders. 

• We have therapists trained in the Sequential Oral Sensory approach and are working on certifications in lactation counselor and mealtime miseries

Speech sound disorders

  • Children learn to say different sounds at different times and may say some sounds wrong as they learn to talk. A child who does not say sounds by the expected ages may have a speech sound disorder also described as an articulation disorder or phonological disorder.  
  • Your child may substitute one sound for another, leave sounds out, add sounds, or change a sound which can make them hard to be understood by others. Some sound substitutions are normal, but if they persist may become a problem. 
  • Some sounds are said differently because you have an accent or dialect. This is not a speech sound disorder and is ok. Not all sounds are present in every language. 
  • Please see the development charts attached to determine if you feel your child has a speech sound delay or disorder and contact your child’s pediatrician to discuss your concerns and receive a speech language pathology evaluation referral. 
  • Phonological Process Norms
  • Speech Sound Development Norms

Social communication delays/disorders

  • Social communication is how language is used in social contexts. It includes but is not limited to social interaction, social cognition, pragmatics and language processing. 
    • Skills involved include but are not limited to:
      • Ability to vary speech style
      • Take the perspective of others 
      • Understand and use rules for both nonverbal and verbal communication
      • Take turns appropriately during conversation
      • Maintain topic of conversation
      • Converse about topics that are not of interest. 
      • Problem solve social scenarios
  • Social communication skills are needed for language expression and comprehension in both spoken and written form. 
  • Difficulties with social communication can result in difficulty participating in social settings, developing peer relationships and achieving academic success, as well as performing successfully on the job. 

Voice disorders

  • Occurs when the vocal quality, pitch and loudness differ or are inappropriate for an individual’s age, gender, cultural background or geographic location. (Aronson & Bless, 2009; Boone, McFarlane, Von Berg, & Zraik, 2010; Lee, Stemple, Glaze, & Kelchner, 2004). 
  • A voice disorder is present when an individual expresses concern about having an abnormal voice that does not meet their daily needs.

Fluency (stuttering) disorders

  • A fluency disorder is determined when there is an interruption in the flow of speaking that is atypical. Such as an atypical rate, rhythm, repetition of sounds, syllables, words or phrases, sound prolongations and blocks. These interruptions may or may not be accompanied by excessive tension, speaking avoidance, and other secondary mannerisms.

Aural Rehabilitation

  • Services may include but are not limited to:
    • Training in auditory perception
    • Use of visual cues
    • Improving speech
    • Developing language
    • Managing communication
    • Managing hearing aids and assistive listening devices

Augmentative & Alternative Communication (AAC)

  • AAC is used by people who cannot rely on their speech to communicate. AAC incorporates an individual’s full communication abilities and may include speech/vocalizations, gestures, manual signs and aided communication through a voice output device or picture symbol system. 
  • Use of AAC can supplement or compensate either temporarily or permanently  for the impairment and disability patterns of individuals with severe expressive communication disorders.                                                 *** Information gained from asha.org

When we first started therapy last summer, our son could barely speak. OPTC has made a giant difference!! 

Morgan King

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