Treatment is provided to address specific sound errors as well as overall reduced speech intelligibility.

• Speech-sound errors (e.g., lisps, “r,” and “l” sound errors)
• Phonological errors (reduced intelligibility due to consistent sound error patterns)
• Apraxia of speech

Treatment is provided to address understanding and effective use of language.

• Development of vocabulary and concepts
• Understanding, remembering, and following directions
• Organizing and sequencing for effective conversation and story-telling
• Comprehension of stories and conversation
• Use and understanding of grammar and various sentence structures
• Use and understanding of figurative language, indirect language, and words with multiple meanings
• Inferencing skills

Treatment is provided to establish and support social language skills necessary to build and maintain social relationships with peers and adults (e.g., teachers, coaches, family members etc.).

• Conversational skills
• Perspective-taking
• Thinking flexibly
• Understanding and use of verbal (e.g., tone of voice) and non-verbal (e.g., body language) social language cues
• Understanding non-literal language
• Repairing communication breakdowns
• Establishing and maintaining friendships
• Building understanding and vocabulary to talk about feelings and emotions

Intervention is provided to support the development and establishment of executive function skills and strategies to support executive function weaknesses.

• Planning and organizing work and assignments
• Learning efficient and effective study skills
• Setting appropriate and manageable goals
• Time management
• Flexibility/Flexible thinking
• Problem solving skills

Individualized intervention to support the development and establishment of critical academic skills.

Reading

• Phonemic awareness for reading readiness
• Print conventions
• Word work develops knowledge of affixes and word roots which supports reading, writing, spelling, and vocabulary development
• Reading comprehension strategies and skills

Writing

• Planning for writing assignments
• Structure and organization of written work
• Sentence composition and grammar
• Writing conventions (e.g., punctuation)
• Development of writing skills in various genres (e.g., narrative, argumentative, etc.)
• Editing and proofreading skills

General

• Academic vocabulary
• Consultation and recommendations for classroom accommodations to be included in 504 plans and IEPs

Treatment to address specific sound errors as well as overall reduced intelligibility.

• Speech-sound errors (e.g., lisps, “r,” and “l” sound errors)
• Phonological errors (reduced intelligibility due to consistent sound error patterns)
• Reduced intelligibility due to primary language influence

Treatment to address understanding and effective use of language to communicate.

• Expand vocabulary
• Understanding multistep directions/processes
• Organizing and sequencing for effective conversation, presentations, and story-telling
• Comprehension of stories and conversation
• Use and understanding of complex grammar and sentence structures
• Use and understanding of figurative language, indirect language, and words with multiple meanings
• Inferencing skills

Treatment to establish and support social language skills necessary to build and maintain social relationships with peers, family members, work colleagues, and partners.

• Conversational skills
• Perspective-taking
• Thinking flexibly
• Understanding and use of verbal (e.g., tone of voice) and non-verbal (e.g., body language) social language cues
• Understanding non-literal language
• Repairing communication breakdowns
• Establishing and maintaining friendships, personal relationships, and work relationships
• Building understanding and vocabulary to communicate about about feelings and emotions
• Understanding and use of various communication registers (e.g., informal communication among friends versus formal communication in work setting)

Intervention to support the strengthen executive function skills and strategies necessary for college and work-place success.

• Planning and organizing work and assignments
• Learning efficient and effective study skills (college and graduate students)
• Setting appropriate and manageable goals
• Time management
• Flexibility/Flexible thinking
• Problem solving skills
• Managing day-to-day schedule and tasks

Intervention for professionals designed to improve vocational communication skills.

• Presentation skills
• Public speaking skills
• Interaction skills with colleagues and managers
• Interview preparation
• Improve confidence in communication skills
• Improve speech clarity