Services

Services are offered in-home and/or at your child's daycare center or preschool, with school site permission. Evening and weekend sessions are offered. Please call or email for availability.

Partnership Speech/Language Services is not currently accepting medical insurance; however, a Superbill can be provided upon request for applicable services.


  • Speech-language screenings:

A brief set of tasks given to the child which look at articulation (sounds the child is able to pronounce), understanding of language, and use of language. A screening may determine whether further evaluation is needed.


  • Speech-language assessments/evaluations

A comprehensive assessment of the child's speech sounds, understanding of language, and use of language, taking into consideration what is developmentally appropriate and to be expected for a child their age. Speech sound assessment includes articulation (ex. sound errors such as using a /d/ for /s/), and phonology (ex. reducing multiple syllables such as saying "tato" for "potato"). Areas of language include: morphology (word endings such as "walking"), syntax (sentence structure or word order), semantics (vocabulary), and pragmatics (social language). The parent will receive a report of their child's speech and language performance with recommendations for goal areas.


  • Community, school, and/or home observations

In collaboration with family members and school/activity staff members, the speech-language pathologist can observe the child as they participate in a home, community, or school activity. Observation may be for the purpose of determining which skills the child is unable to use independently, which skills the child is required to use in order to fully participate in the activity, how communication partners are able to understand the child and when communication breakdowns most often occur.


  • Consultations with family members, service providers, and/or school staff members

A 30-minute meeting to discuss concerns, goals for the child, and strategies for home/school/community practice and success.


  • Speech/language treatment sessions

30-minute sessions targeting the child's speech-language needs as identified in the evaluation and as determined throughout the course of therapy sessions and/or observations. Session times will be coordinated with the parent and are based upon availability. If your child attends a private daycare center, preschool, or elementary school, services may be able to be provided at your child's campus during their school day, pending permission from the school/center. If your child attends public school and you would like to receive speech-language services through the public school, please contact your school district's Department of Special Education.


  • Home programs for skill practice and generalization

Rate of progress is highly dependent on the child's ability to practice in the home and/or community setting with family members and friends. Home programs include structured practice activities and may include parent/caregiver coaching sessions (see below). In developing the home program, family dynamics and time responsibilities are taken into consideration so as to create manageable practice opportunities without imposing undue burden on the family.


  • Parent/caregiver coaching sessions

A review of current speech and language concerns and the skills or steps needed to be mastered in order to achieve the child's speech/language goals. Depending on the age of the child and the location in which therapy sessions are provided (ex. at home rather than at school), caregiver coaching sessions may be integrated into the therapy session. The caregiver is asked to observe the therapy session, and is provided coaching on how to elicit sounds and give cues when their child needs additional support in the practice activity.


  • Workshops/trainings for family members, community groups, and school staff members

Small or large-group presentations on a variety of topics including, but not limited to: resources available for children with speech/language delay or disorder, communication milestones and what is considered typical and atypical, stuttering and typical disfluency, how to support a child with speech/language delay or disorder in the classroom setting, providing naturalistic opportunities for speech/language practice across settings, types of speech/language disorders and activity recommendations.

Trainings may cover general speech/language topics, such as those listed above, or may address ways to support children with speech/language delay or disorder (for example, if at school or daycare- how to ease communicative pressure while increasing practice opportunities for the children with speech/language delay or disorder, or who are at risk for speech/language delay or disorder, who attend the school/center).