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 SERVICES OFFERED -Comprehensive Communication Assessment/Speech & Language Evaluations -One on one/individual therapy, including: speech/articulation, language, social communication, voice, stuttering, preliteracy, AAC, feeding therapy, etc. -Small group therapy/friendship 'pairs' -Parent Education -Preschool/Daycare Screenings -Consultation -Collaboration with other service providers -Home based or school based services as appropriate -NOW OFFERING FAST FORWORD FOR LANGUAGE AND READING!! PSLT therapists are trained in state of the art speech and language services and are able to create an individualized plan of treatment for each child/family that it serves. If your child has not been evaluated yet, PSLT is a great place to start! In our friendly, playful environment, we offer comprehensive speech and language assessments which are undertaken to determine whether or not communication skills are developing typically, and whether or not professional intervention is warranted. Some examples of types of assessment tools we are able to offer include, but are not limited to: Preschool Language Scale - 4 (PLS-4) Goldman-Fristoe Test of Articulation -2 (GFTA-2) Clinical Evaluation of Language Fundamentals (CELF) Test of Word Finding - 2 (TWF-2) Stuttering Severity Index for Children and Adults - 3 (SSI-3) Stuttering Prediction Instrument for Children (SPI) Test of Semantic Skills 1 & 2 (TOSS-1, TOSS-2) Test of Pragmatic Skills (TOPS) Test of Auditory Comprehension of Language -3 (TACL-3) Photo Articulation Test - 3 (PAT-3) Test of Narrative Language (TNL) Functional Communication Profile (FCP) Childhood Autism Rating Scale (CARS) Test of Auditory Processing Skills (TAPS) Rossetti Infant-Toddler Language Scale Lindamood Auditory Conceptualization Test (LAC) Informal observations, videotape analysis Fluharty Preschool Language Screenings 
If it is determined, either through an assessment at our facility or somewhere else, that a child will benefit from speech and language intervention, we have a variety of techniques at hand. Often, our therapists will be able to pick-and-choose aspects of a approaches that will most benefit your child. This results in an effective, ecclectic approach, and an individualized approach, for each child. In addition to traditional speech and language therapy - which all of our clinicians are highly capable of doing - we offer some specific techniques as well. Some examples of therapy techniqes and models that we are trained in include but are not limited to: Fast ForWord for Language and Reading - info coming soon! PROMPT technique - Prompts for Restructuring Oral Muscular Phonetic Targets. PROMPT is a multidimensional, multi-sensory therapeutic system that is holistic and dynamic. PROMPT has often been recognized singularly for its use of tactile-kinesthetic articulatory prompts (cues) on the jaw, face and under the chin, that help to develop or restructure speech production output. In reality, PROMPT therapy as an approach is about the dynamic way a child is viewed and treated, including all aspects of interdependent systems. Augmentative and Alternative Communication (AAC)- AAC provides a means of communication for people with complex communication needs who can not use speech as their primary mode of communication. We have therapists who specialize in assessment, intervention and device training for people who use AAC, and their families. Our goal is to help increase their communicative competence and become more effective communication partners. One, non-technological type of AAC is described below (PECs). Many other devices including voice-output systems are available to AAC users. Picture Exchange Communication System - PECs. The Picture Exchange Communication System is a non-technological augmentative communication system using picture symbols that is designed to help individuals quickly acquire a functional means of communication (Bondy and Frost, 1994). PECS is appropriate for individuals who do not use speech or who may speak with limited effectiveness: those who have articulation or motor planning difficulties, limited communicative partners, lack of initiative in communication, etc.   SCERTS model for children with ASD - SCERTS™ supports developmental progress in three domains: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Support (elements that aid an individual's progress as he or she works toward a goal). 
DIR/Floortime/Greenspan model for children with ASD - Greenspan’s approach encourages the D.I.R.© (Developmental, Individual-difference, Relationship-based) Developmental Approach to therapy. A systematic way of working with a child to help him climb the "developmental ladder" is the heart of this approach to therapy. It takes the child back to the very first milestone he may have missed and begins the developmental progress anew. The approach holds that there are six “functional milestones” (self regulation and interest in the world, intimacy, two-way communication, complex communication, emotional ideas, emotional thinking). By working intensively with parents and therapists, the child can "climb the ladder of milestones" to acquire the skills he is missing.
Earobics Step 1 and 2 - A computer software program designed to help improve phonological awareness, auditory processing and phonics training. 
Visualizing and Verbalizing for Language Comprehension and Thinking - Nanci Bell’s Visualizing and Verbalizing For Language Comprehension and Thinking® Program. Nanci Bell has identified visualization as a primary factor basic to language comprehension and critical thinking. Language comprehension is the ability to connect to and interpret both oral and written language. It is the ability to recall facts, get the main idea, make an inference, draw a conclusion, predict/extend, and evaluate. It is the ability to reason from language that is heard and language that is read. It is cognition.
For many individuals, gestalts (defined as a complex organized unit or whole that is more than the sum of its parts) are not easily or successfully processed. Instead, “parts,” bits and pieces, facts and details, dates and names are processed but not the entirety of the concept. This language comprehension disorder underlies the reading process. The main idea cannot be discerned if only a few “parts” have been grasped. An adequate inference cannot be determined or an accurate conclusion drawn from “parts.” The gestalts are the entity from which the interpretive skills of identifying the main idea, inferring, concluding, predicting, extending and evaluating can be processed. It enables the reader or listener to bring meaning to what is read or heard. Imagery is seen as the basis for language comprehension. Many individuals have weak gestalt imagery that creates a commonality of symptoms, ranging from mild to severe. They often display a range of symptoms including the following:
• Weak reading comprehension • Weak oral language compression • Weak oral language expression • Weak sense of humor • Weakness in following directions
• Difficulty with “cause and effect”
Use of the program results in improvements of:
Reading Comprehension, Oral Language Comprehension, Oral Language Expression, Written Language Expression, Critical Thinking
Other Nancy Bell programs available at PSLT include the LiPS program, Talkies, and Seeing Stars. Oral Motor and/or Feeding Therapy approaches: Debra Beckman, and Sarah Rosenfeld Johnson's Oral-Motor and/or Feeding Programs. Hanen Parent Education and modified Hanen Parent Education/informal parent education - "It Takes Two to Talk" (for language delay), and "More than Words" (for ASD). Whether it's a formal parent education seminar or your therapist educating you during/after your child's therapy session - we are all happy to impart as much information to you as we can! All PSLT therapists view collaboration with family members as crucial to your child's success.
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