Services

Speech and Language Therapy

At Silver Linings, we provide speech therapy and evaluations for people who are at risk or show signs of a speech or language disorder.

In our clinic, we strive to provide the most up-to-date therapy techniques for children and adults.

What do we treat?

Speech sound disorders (difficulty producing sounds)
Language disorders (difficulty following directions or putting words into sentences)
Voice disorders (related to voice quality, rate, or loudness)
Fluency disorders (stuttering and cluttering)
Feeding and Swallowing disorders (children and adults)
Social language disorders (social skills training)
Phonological awareness (skills that underly reading skills; ex. sound identification)
Deficits related to traumatic brain injury and/or stroke
Cognitive skills (recall of information and sequencing of everyday tasks)

What does an evaluation look like?

The therapist will choose an evaluation tool depending on the concerns of the patient and the patient’s family. This could be…

a swallowing evaluation with water and different food consistencies
a cognitive screener that evaluates memory, language, and executive functioning skills
a stuttering evaluation with picture descriptions or conversation samples
a language evaluation with naming tasks, following directions tasks, and reading and writing assessments
a social language checklist to determine areas that are affecting quality of life

If you have not previously been exposed to common speech disorders, then you may have difficulty determining if you or someone you love is at risk. Please see the following links for more detailed information on the various types of disorders that we offer treatment for in our clinic.

Clinicians Providing These Services:

Megan Crisler Megan Zecher

Age	Words	Language Skills	Play Skills
Birth to 5 months	No words yet, but baby should be responding to sounds, producing vowel sounds and beginning to imitate sounds.	Baby should watch your face when you speak, make a noise when spoken to, and vocalizing pleasure or displeasure sounds.
6 months to 11 months	Baby should begin to babble (make sounds that are starting to sound like a word), and some children may have a few single words.	Baby may try to communicate by pointing, reaching, or taking you to something he/she wants.	Baby should respond by smiling when you are talking to him/her, and baby may shake or bang toys.
12 months to 17 months	Baby should be producing at least 5-10 words, and baby may begin putting 2 words together.	Baby should be able to follow simple or familiar directions (Ex. Get shoes! Take a bite., etc.) and answer simple questions by nodding or shaking their head.	Baby should be able to pay attention to a book or play for at least 2 minutes. Baby may enjoy playing simple games with a family member (Ex. Peek-a-boo, tickle games)
18 months to 23 months	Baby should be saying at least 8-10 words and begin putting 2 words together (Ex. More milk).	Baby should be able to understand simple verbs (eat, sleep), and point to body parts.	Baby should play with toys appropriately (such as blocks), may use 2 items in play (a bowl and a spoon), and perform play activities toward him/herself (feeding with play spoon).
2 years to 3 years	Baby should know at least 50 words. Baby may begin speaking in 2-3-word phrases (Ex. Want more cars).	Baby should understand concepts such as “in” and “on”, answer simple questions, understand pronouns such as “I”, “me” and “your”.	Baby should participate in pretend play (Ex. Playing with a toy phone and pretending to talk on it).
3 years to 4 years	Baby should be speaking in 3-4-word sentences.	Baby should be asking several different types of questions, using possessive nouns and pronouns (his, hers, Mom’s, Dad’s), and be able to identify colors.	Baby should be participating in symbolic play (pretending that something represents something else).
4 years to 5 years	Should understand more than 2,000 words and use grammatically complete sentences.	Should use different forms of verbs, follow multi-step directions, describe objects, and understand how to rhyme words.	Play should be more advanced in which the child is pretending something represents something else or using imagination skills.

Source: Speech & Language Milestone Chart, published by www.nih.gov.adjuristherapy.com.

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