Subscribe Share Past Issues RSS Translate Email not displaying correctly? View it in your browser. FALL REGISTRATION HAS BEGUN! We want to thank all of our families and clients for a rewarding summer here at Speech & Language Specialties (SLS). In addition to our individual Speech and Language Therapy; our Social Communication Groups, Executive Function Coaching and Reading and Writing Programs were a great success! We received a great deal of positive feedback and we are excited to be able to offer a continuum of services: INDIVIDUAL SPEECH AND LANGUAGE THERAPY SOCIAL COMMUNICATION THERAPY– (Individual and/or group sessions) - Fall Groups are set to Begin September 9th, 2013 EXECUTIVE FUNCTION COACHING - (individual and/or group sessions) SPECIALIZED READING AND WRITING PROGRAMS MUSIC THERAPY (Individual and/or group sessions) CHECK OUT WHAT SLS HAS TO OFFER . . . At SLS, we teach the thoughts behind the social skills, helping our clients to see how their actions and behaviors influence others. Many of the concepts and activities we use in therapy are based on the work of award-winning experts in the areas of Social Thinking ® and social communication, including Michelle Garcia Winner and Leah Kuypers (The Zones of Regulation ®) as well as incorporate language enriched activities that will break down and teach abstract social-thinking to students. Social Communication Therapy Groups will focus on: Joint Attention Whole Body Listening/Cooperative Play Flexibility Ages: Age range from 3 to 6 years Group placement based on child’s individual skill level Group size maximum of 6 students Social Communication Therapy Groups will focus on: Cooperative Play Emotional Regulation Flexibility Problem Solving Expected vs. Unexpected Ages: Age range from 3 to 6 years Group placement based on child’s individual skill level Group size maximum of 6 students Social Communication Therapy Groups will focus on: Expected vs. Unexpected Emotional Regulation Thoughts: We All Have Them! Flexible Thinking Perspective Taking Executive Functions Ages: Age range from 6 to 12 years Group placement based on child’s individual skill levels Group size maximum of 6 students SOCIAL SUCCESS FOR TWEENS AND TEENS Social Communication Therapy Groups will focus on: Understanding Nonverbal Language Understanding Hidden Social Rules Emotional Regulation Problem Solving and Negotiating Executive Functions Ages: Age range from 12 to 18 years Group placement based on child’s individual skill level Group size maximum of 6 students Therapists: Co-Treatment by Experienced Professionals Trained in: Speech-Language Pathology, Applied Behavior Analysis/Verbal Behavior, and Fundamentals of Social Thinking ® by Michelle Garcia Winner NOW ACCEPTING APPLICATIONS Deadline is September 1, 2013 Weekly Parent Consultation Download Policies, Procedures and Enrollment Form EXECUTIVE FUNCTION COACHING Children who have poor executive functioning, including many with ADHD, are more disorganized than other kids. They might take an extraordinarily long time to get dressed or become overwhelmed with doing simple chores around the house. Schoolwork can become a nightmare because they regularly lose papers or start long term projects the night before they are due. Executive functions include the ability to initiate, plan and organize, set goals, solve problems, regulate emotions, and monitor behavior. Because these skills play a role in all most aspects of life, Executive Function deficits can hamper a child academically, socially and emotionally. Individual Sessions or Groups Sessions will focus on: Initiation Emotional Regulation Decision Making Understanding the Passage of Time Teaching Forethought: Predict the Outcome Being able to Switch between Situations Execution and Goal Attainment Call for further information and to set up an intake 508-757-6981 READING AND WRITING We are excited to offer group instruction as well as 1:1 instruction in the area of reading and writing. Sessions will be provided by a teacher with a Master’s degree in Special Education (all grade levels) and a post-graduate certificate in Behavioral Intervention in Autism. This candidate is BCBA-eligible and has several years of experience working with individuals with autism and other disabilities. Sessions will be individually tailored to help students build the necessary foundational academic and readiness skills they will need to prepare for the upcoming school year. Additionally, SRA Language for Learning will be utilized using a multisensory approach in order to familiarize students with the language of classroom instruction, as well as provide the building blocks for both reading and verbal comprehension. Call to set up an intake 508-757-6981 or email jpadula@slspecial SPEECH THERAPY FOR HEARING AIDS AND COCHLEAR IMPLANT In addition to our current therapy services we are pleased to welcome a new therapist to our SLS team, Nancy E. Papp, MS CCC-SLP. While Nancy has extensive experience (32 years) servicing students with a wide range and severity of communication disorders, she specializes in assisting students with Hearing Aids and Cochlear Implants. With over twenty years of experience with the deaf and hard of hearing population she is looking forward to working with and assisting the children and families during this process. Speech and language intervention for children with cochlear implants varies greatly. Factors in evaluating and aiding the child include the age of onset of deafness (the length of the hearing loss), pre-implantation communication skills, age at implantation, the type and amount of interventions received, consistency in the use of devices, programming, family engagement and support, and the rate at which they develop oral communication skills, taking into consideration the cause of the hearing loss and other factors. Speech and language lessons for children with cochlear implants teach them to listen according to an auditory hierarchy, including, but not limited to; Detecting sound Attending (being motivated to detect the sound) Localizing Auditory selection (selective listening/attention) Discriminating Identifying (categorizing or associating) Comprehending (integrating or interpreting) Memory Distance listening, and Auditory feedback – listening to self, etc.; Working through all of the levels of listening, often at the same time. The emphasis is on auditory learning. Children progress through listening and language hierarchies to maximize their auditory potential for developing the foundations of spoken conversation. Call for further information and to set up an intake 508-757-6981 FOR MORE INFORMATION ABOUT ALL OF OUR SERVICES PLEASE VISIT OUR WEBSITE WWW.SLSPECIAL.COM Speech & Language Specialties 364 Boston Turnpike Road, Suite 1A Shrewsbury MA, 01545 508.757.6981 slspecial us2.campaign-archive1/?u=c565522f8b271c945540bbde1&id=00ab11fc59&e=5e7b6f205f
Posted on: Fri, 16 Aug 2013 15:17:06 +0000
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