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Pediatric Speech Language Pathologist | Swallowing Therapy

Clinical Speech-Language Services

Speech Sound Disorders/Delays: Articulation and Phonology

Speech Sound Disorders/Delays: Articulation and Phonology

A speech sound disorder/delay occurs when the speech sound mistakes that children make as they are learning new words continue past an appropriate age. Speech sound disorders include problems with articulation (producing certain sounds) and phonological patterns (speech sound patterns). Services for speech sound disorders and delays involve models of how to produce the sound correctly, teaching to recognize the difference between correct and incorrect sounds, practicing sounds in different contexts, and teaching the rules and sound patterns of speech to support correct productions.
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Apraxia of Speech

Apraxia of Speech

Apraxia of speech is a disorder of motor speech planning. Those with apraxia do not have any muscle weakness or paralysis, but they have trouble speaking because of a communication breakdown between the brain and the muscles of the lips, jaw, tongue, etc. needed to produce speech. Speech intervention for apraxia is frequent and intense, and involves working to improve the planning, sequencing, and coordination of muscle movements for speech production with multi-sensory feedback.
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Expressive and Receptive Language Disorders/Delays

Expressive and Receptive Language Disorders/Delays

Expressive language refers to an individual’s production (output/talking) of language and receptive language refers to an individual’s understanding (input/listening) of other’s language. Deficits in these areas may indicate a language delay or disorder. Individuals with a language delay/disorder may have difficulty with a variety of language tasks such as following directions, answering questions, naming objects, or putting words together into sentences. Interventions include teaching and practicing language skills to increase an individual’s understanding of and production of language.
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Dysarthria

Dysarthria

Dysarthria is a motor speech disorder that results from impaired movement of the muscles used for speech production (lips, tongue, vocal folds, and/or diaphragm). Dysarthria is caused by damage to the brain, which may occur at birth or later in life due to one of many different conditions that involve the nervous system. Services for dysarthria include slowing the rate of speech, improving breath support for production of louder speech, strengthening muscles and increasing tongue and lip movement to improve speech production, and in severe cases, possibly teaching the individual to use alternative means of communication (AAC devices).
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Aphasia and Related Disorders

Aphasia and Related Disorders

Aphasia is a communication disorder that results from neurological damage to the language areas of the brain (typically in the left hemisphere). Aphasia may cause difficulties in speaking, listening, reading, and writing. Services for individuals with aphasia focus on activities to improve specific language skills and develop strategies to improve overall communication in a variety of situations. The NUSLHC offers individual sessions, as well as group therapy services for individuals with aphasia who wish to work with and learn from others with similar language difficulties.
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Pragmatic and Social Communication Disorders

Pragmatic and Social Communication Disorders

People with pragmatic language and social communication disorders may have difficulty using language in various social situations, particularly in knowing what to say, how to say it, when to say it, and generally how to “act” around other people. Services for pragmatic language disorders focus on explicit teaching of these skills for use in social situations that the individual encounters every day, in addition to practicing these skills in functional situations to ensure carry-over.
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Cognitive-Linguistic Disorders

Cognitive-Linguistic Disorders

A cognitive-linguistic disorder is defined as difficulty with any aspect of communication that is affected by disruption of attention, memory, organization, problem solving/reasoning, or executive functions. Deficits in these areas can affect speaking, listening, reading, writing, and social skills, as well as an individual’s daily functioning. Treatment for people with cognitive-linguistic disorders can include training or re-training cognitive processes, teaching specific functional skills, developing compensatory strategies and support systems, and providing caregiver training.
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Literacy Disorders

Literacy Disorders

Literacy disorders can include difficulties in any of the following areas: phonological awareness, phonological processing, decoding, word reading/recognition, listening and reading comprehension. These difficulties can present as dyslexia, comprehension disorders, and mixed and non-specified reading disorders. Interventions for literacy disorders include providing individuals with the necessary strategies to acquire skills for decoding and encoding of written text, as well as comprehension and formulation of language in a variety of contexts.
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Stuttering/Fluency Disorders

Stuttering/Fluency Disorders

Stuttering affects the fluency (smoothness/flow) of speech. It begins during childhood and sometimes lasts throughout life. The disorder is characterized by disruptions in production of speech sounds, also called “dysfluencies.” Dysfluencies can have a negative impact on a person’s communication with others if the frequency of occurrence is great, or the nature of dysfluency is severe. Services for people who stutter include teaching and practicing a range of specific strategies to improve fluency during oral communication.
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Voice Disorders

Voice Disorders

Voice disorders are defined by the presence of the following: vocal fold nodules and polyps, vocal fold paralysis, paradoxical vocal fold movement, and spasmodic dysphonia. Most of these disorders may make the voice sound hoarse or breathy, make it difficult for the individual to speak loudly, and cause the voice to fatigue after talking or singing, causing pain or tightness in the throat. Paradoxical vocal fold motion may make it difficult to breathe. Behavioral treatments for voice disorders involve teaching good vocal hygiene, reducing/eliminating vocal abusive behaviors, and direct voice treatment to alter pitch, loudness, or breath support. Some voice disorders may require additional medical treatments. Please visit an otolaryngologist to learn about your voice difficulty and treatment options prior to seeking voice therapy services at the NUSLHC.
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Central Auditory Processing Disorder

Central Auditory Processing Disorder

When an individual has a Central Auditory Processing Disorder (APD), the central nervous system has difficulty processing information that is heard. This can affect how the brain processes spoken language, and can cause difficulty processing verbal instructions or even filtering out background noise. APD services include training individuals to improve auditory recognition, helping to strengthen language, memory, and attention to compensate for difficulties with auditory processing, and making environmental modifications to enhance the individual’s listening environment.
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Aural Rehabilitation

Aural Rehabilitation

Aural Rehabilitation (AR) is for individuals with hearing loss, including those who wear hearing aids and/or have cochlear implants. AR services include helping individuals adjust to hearing loss, learn communication strategies to manage conversations, learn speechreading skills, practice self-advocacy skills, get support from others, and maximize and explore the use of assistive listening devices.
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Fees

The Center provides therapy and evaluations on a fee-for-service policy during the university semester schedule (i.e., fall, spring, and summer 1 & 2).  Fees are as follows:

  • Individual appointments: $35/session* (payments for each semester are due in full at the first appointment)
  • Group appointments: $10/session*
  • Evaluations: $150* (due on the day of the scheduled appointment)

*These fees do not apply to ACT

The Center accepts payments in the form of checks, credit cards, or money orders; insurance reimbursement and cash payments are not accepted. For individuals with financial need, a payment plan or a reduced fee may be requested.

To Schedule an Appointment:

Please note: An evaluation completed within the last six months and recommendations for services are required prior to starting therapy.

The Center maintains a waiting list for prospective clients for evaluations and therapy sessions. To secure a slot on this list, please:

  1. Complete an “Intake Form,” which can be accessed via the link below (select “Child Intake Form” if completing this for an individual under the age of 18). Please answer all the questions as completely as you can; the information on this form will be confidential.
  2. Forms can be completed electronically and emailed to s.younghong@neu.edu. To complete this form by hand, select “Intake Form—Fax”, and fax the completed form to 617-373-8756.
  3. Once Intake Forms are received, we will begin the process of scheduling and planning an appointment for you (or your child). This may take several weeks or months, depending on the length of our waiting list and factors of University scheduling. Please be sure to email or fax any recent evaluation reports or relevant documentation to accompany the Intake Form. If there are any difficulties opening the links, please call the Center at 617-373-2492.

Intake Form Links:

Initial appointments for evaluations are approximately two hours. After the evaluation, information regarding recommendations will be provided, which may include therapy, additional testing, or seeking out other resources outside the Center.

Further inquiries can be directed to:

Sarah Young-Hong, Director, Speech-Language Pathology

617-373-3046, s.younghong@neu.edu

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