Speech-Language Pathology
Speech-Language Pathologists are trained to evaluate and treat children and adults with a wide range of communication delays or disorders, including speech delays and disorders, expressive (verbal) and receptive (comprehension) language delays and disorders, and voice and fluency disorders. Speech-Language Pathologists also address other areas, including social/pragmatic language skills, play skills, oral motor skills, feeding, and swallowing.
The Texas licensed and ASHA certified Speech-Language Pathologists at KidVentures Therapy Services provide assessments and treat children from birth to adolescence. Thorough evaluations are performed to identify children’s strengths and weaknesses with communication. Individualized, quality treatment helps children reach their full potential in a fun, safe and positive environment. The therapists at KidVentures focus on making communication as functional and natural as possible. They provide family education and training/consultation, make referrals to other professionals when needed, and collaborate with parents, teachers and other professionals to promote generalization of skills, problem-solving, and an overall team approach. Our Speech-Language Pathologists provide evaluation, intervention, and consultation in the following areas:
 | Expressive & Receptive Language Skills |  | Pragmatics & Social Skills |  | Articulation / Phonology |
Expressive language is the use of language or language production skills, including syntax (word order and grammatical forms), semantics (vocabulary), and pragmatics (functional use of language). Receptive language is the comprehension of all language modalities, including language form (syntax), content/vocabulary (semantics), and function (pragmatics). |
Pragmatics is the functional use of language to communicate in a variety of social situations/contexts. The ability to communicate verbally and nonverbally in a socially appropriate manner requires knowledge of social rules and behavior. Read more… |
Articulation skills are speech production skills, meaning the way sounds are formed and put together to make syllables, words, and intelligible speech. Phonology is how speech sounds are organized and used in language. A child may have a phonological disorder if he/she has patterns of speech sound errors that are not typical of how other same-aged peers are developing speech. |
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Some children can describe pictures and make sentences with appropriate grammar and content, but have difficulty using language appropriately and naturally in social situations. Children may also have difficulty understanding social cues, initiating and maintaining play interactions and/or conversations, and understanding appropriate versus inappropriate ways to interact in social situations with peers and adults. Children who do not acquire or learn pragmatics and social skills naturally may benefit from direct teaching and practice.
 | Apraxia |  | Oral Motor Skills |  | Feeding |
Apraxia is a motor speech disorder characterized by the inability to plan and sequence movements of the articulators (lips, tongue, jaw, soft palate) for the production of volitional sounds, syllables, words and intelligible speech. This inability is not accompanied by muscular weakness or paralysis. |
Adequate strength, coordination and control of the oral musculature (the muscles of the tongue, jaw, lips, cheeks, soft palate, and face) are essential for normal feeding, swallowing and clear speech. Oral motor therapy includes the use of specific strategies in order to prepare the oral musculature for adequate overall function. Read more… |
Feeding therapy is tailored according to each child’s specific needs. An oral motor and feeding evaluation is completed to provide an individualized feeding and treatment plan. For children who present with a motor-based feeding disorder, oral motor exercises may be utilized to target overall oral motor control, strength and coordination. Read more… |
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An oral motor assessment is utilized to determine if a child has adequate range, strength, movement patterns, and function of oral muscles. Oral motor therapy addresses swallowing difficulties (dysphagia), bruxism (tooth grinding), drooling, hypersensitivity, hyposensitivity, and feeding skills.
If a child exhibits food aversions due to hypersensitivity in the oral-cavity, pre-feeding exercises and food trials are completed in the clinic and home environment. Our goal is to maximize your child’s overall food intake by using positive reinforcement and in turn making mealtime a pleasurable experience.
 | Pre-reading Skills / Reading Skills |  | Fluency |  | Auditory Processing |
Pre-reading or phonological awareness skills include knowledge of the sounds letters make, combining or blending sounds to make words, rhyming, segmenting words into syllables, and identifying beginning, middle, and ending sounds in words. Reading skills may include decoding written words and attaching meaning to words and sentences and ultimately understanding paragraphs and all forms of written information. |
Fluency is smooth, natural, and effortless speech. Children with dysfluency often exhibit stuttering or other symptoms, including speech blocks, frequent whole and part word repetitions and prolongations, fast rate of speech, and other secondary symptoms such as body tension and facial grimacing. All of these make speech very effortful and unnatural. |
Auditory processing is how the brain recognizes and interprets auditory information or language, including sounds, words, and sentences/ conversation. Children with auditory processing disorder or central auditory processing disorder can hear the sounds of language, but interpret the sounds and words differently. Read more… |
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This results in a breakdown in comprehension, misinterpretation, or a delay in receiving information heard. Auditory processing difficulty or disorder can sometimes be seen in children with other conditions, such as attention deficit disorder, autism spectrum disorders (Autism, PDD, Asperger’s), specific language impairment, or developmental delay.
 | Augmentative and Alternative Communication (AAC) | ||||
Augmentative and Alternative Communication (AAC) are ways of communicating used by individuals with severe speech and/or expressive language impairments. Methods of communication may involve gestures/signing (ASL), picture symbols, writing/drawing, communication boards, and/or communication devices. Communication devices include switches and computer devices. AAC is for children who cannot yet verbally communicate or for children whose speech is very difficult to understand. |
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