Speech Language Therapy at Easter Seals targets the improvement of communication skills and oral-motor/feeding disorders. Speech-language pathologists address receptive/expressive language delays, articulation disorders, stuttering, and voice/resonance disorders. Other specialized speech therapy services at Easter Seals include: teaching Augmentative and Alternative Communication (AAC) for individuals who have difficulty communicating verbally; therapy in Spanish for Hispanic children; training the use of speech valves for children with tracheostomy tubes.
Speech- Language Therapy Staff:
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Mary-Margaret Haygood Newland,
MS, CCC-SLP
Mary-Margaret
has provided speech/language therapy at Pediatric Therapy (previously Clayton Rehab) since 1996. She is certified by the American Speech, Language, and Hearing Association (ASHA) and licensed by the Alabama Board of Examiners in Speech Pathology and Audiology (ABESPA). Mary-Margaret has experience in treating a wide range of speech/language needs, including serving children of all ages with language delays, articulation impairments, hypernasality from cleft lip/palate, feeding disorders, and children with tracheostomy tubes. Mary-Margaret also provides speech/language therapy in Spanish to Hispanic children in the community. |
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Kandis Harris,
MS-CCC-SLP
Kandis
joined the Pediatric Therapy team in June 2005. She graduated with honors and received her Bachelor of Science and Master of Science degrees in Speech-Language Pathology from Auburn University. Kandis is certified by the American Speech, Language, and Hearing Association (ASHA) and licensed by the Alabama Board of Examiners for Speech-Language Pathology and Audiology (ABESPA). She is also co-chair of the Augmentative/Alternative Communication Committee of the Speech and Hearing Association of Alabama (SHAA). She has experience in treating children with various developmental needs such as language delays and articulation disorders. Kandis specializes in Augmentative/Alternative Communication (AAC) and has special interests in helping children with Autism Spectrum Disorders. |
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Emily Hodgins,
MS, CCC-SLP
Emily
joined the team at Pediatric Therapy in March of 2008. She graduated with honors with her Bachelor of Science degree from Auburn University, and earned her Master of Science degree in Speech-Language Pathology from the University of Montevallo. Emily is certified by the American Speech, Language, and Hearing Association (ASHA) and licensed by the Alabama Board of Examiners for Speech-Language Pathology and Audiology (ABESPA). She is also an active member of the Speech and Hearing Association of Alabama (SHAA) and was elected to serve on the SHAA executive board. Emily has experience in treating children with various developmental needs such as language delays and articulation disorders. Prior to joining the team at Pediatric Therapy, Emily's experience included working with the pre-school through middle school population in the public schools, as well as the zero through three-year-old population at an Early Intervention Program. |
Our Speech-Language Therapists Specialize in the following:
Language Delay
"I'm just not sure," Daniel's mom said. "He's kind of stubborn; I don't know if he'll ever ask for what he wants . . ."
As children grow and develop, they learn quickly that through communication, their needs and wants are met. For children with language impairment, following directions or telling what they want may be difficult. Pediatric Rehab provides therapy to remediate language disorders. Receptive language is our ability to understand, such as following directions or knowing "hot" vs. "cold." Expressive language is the way we use words to communicate, such as putting words together in phrases, using pronouns "I, mine," and/or putting endings on words to change what they mean (i.e. cook vs. cooked). Language has many different components. Children with receptive language delay may have trouble following directions or understanding descriptions. Some children with expressive language delay are using some system to indicate needs and wants, but may not being using their language on the same level as their peers. If these are the case, language therapy may be warranted. Therapy may include: teaching a child how to use words; helping a child expand their use of words into phrases or sentences; using grammar in the right way; using language in socially correct ways; increasing general understanding skills. There are many ways a child can use language-from actual words to touching photos to tell what they need. A child may press a button on a communication switch to get your attention ("hey mom") or use the sign more when her milk is all gone. There are many options for providing language for children, whether their delay is mild or severe. The speech-language pathologists at Easter Seals can help you determine which method is best for your child and give you direct ways to improve your child's language during everyday activities.
Articulation Disorders
"Her friends don't understand what she's saying; I know it's frustrating to Joanie."
"I'm just not sure when Paul should be able to say these sounds right."
"Joe was born with a cleft lip and palate and we can hear some air coming out of his nose when he talks-what can we do to fix this?"
Easter Seals provides therapy to help improve the way sounds are spoken by your child. Some children use words in sentences appropriately and use the right forms of grammar, but you just can't understand the words! This case may indicate an articulation disorder, or problem in the way the sounds are being spoken. Children who are developing normally exhibit many typical articulation or sound errors. The "R" sound may be replaced by a "W" (rabbit--wabbit); the "TH" sound may be changed to "D" (this--dis). Errors noted in young children are sometimes simply developmental, meaning the errors have the potential to improve with age. However, some sounds should be established even at early ages. If you have concern regarding the way your child produces sounds or if you are concerned that others rarely can understand your child, an articulation evaluation may be warranted. [Talk with your pediatrician.] The Speech-Language Pathologists at Pediatric Rehab will provide complete evaluations of your child's speech and let you know which sounds are typically produced at your child's age. Some children with tongue-tie, cleft lip/palate, and other anatomical differences may also experience articulation or speech-sound disorders. [This is not always the case.] At Easter Seals, the speech-language pathologists can help with early identification and give ideas for home practice to improve intelligibility
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Oral-Motor/Feeding
"We've tried everything to get Carmen to eat foods; she always just gags or cries."
"My doctor has recommended giving LaKeisha more food by mouth so we decrease the amount we give through her feeding tube; I need help!"
Difficulties with feeding can be especially challenging, both for parents and for their child. At Pediatric Rehab, the speech-language pathologists are trained to provide feeding therapy. Initially, this may involve oral-motor stimulation or teaching the face, lips, and mouth to accept & try different textures and temperatures. Our occupational therapist may also assist a child in improving acceptance of different sensations (Sensory Integration Therapy) to help with feeding. This process is step-by-step and many families are grateful to have someone to guide them through. Upon recommendation from your child's doctor, the speech-language pathologists at Pediatric Rehab will then assist in slowly introducing foods to your child. Since giving a child food by mouth can be life-threatening (if the child is not ready), Pediatric Rehab's therapists can give techniques to ensure the transition to oral foods is safe. They may also recommend a swallow-study at your local hospital. For children with feeding tubes, the therapists work closely with your child's nutritionist and gasteroenterologist to ensure your child is receiving adequate nutrition/hydration as they are weaned from their feeding tube.
Voice/Stuttering
"We are very patient with Terrence, but he still repeats words over and over again; it's like he is just stuck!"
Stuttering or dysfluent speech is a process that some children go through as they learn to speak. There are a variety of theories about stuttering, including the idea that the brain is developing faster than the mouth, therefore children stutter. Dysfluencies can include repetitions ("I-I-I-I want to go"), prolongations ("pleeeeease give me that"), and blocks (the mouth is open but nothing comes out). As stated, repetitions, especially of the whole word, are sometimes noted in children from ages 18 months through four or five years. Pediatric Rehab's speech-language pathologist can help you in determining whether or not your child's stuttering is developmental (has the potential to improve with age) or is actually a concern. Techniques for communicating with your child and giving positive feedback to your child can also be modeled. If a child's stuttering is judged to be atypical, weekly therapy at may help improve the dysfluency.
Children with voice disorders may sound hoarse or rough when they speak. There are a variety of possible medical causes for such sounds, but some children overuse or abuse their voices, causing them to have a hoarse or harsh vocal quality. At Pediatric Rehab, speech-language pathologists can assist in identifying misuse and/or abuse of the voice to start your child on the road to improvement
Tracheostomy Tubes and Communication
"We never knew there was an option for Becca to talk since she has a tracheostomy tube!"
For many children, tracheostomy tubes are a very normal part of their life. The tube is important because it helps the child to breathe. However, with the hole in the neck created by the tube, oral speech is difficult to elicit. Most of the time, the air from the lungs escapes from the tube opening before it can even get to the vocal folds and out of the mouth. The speech-language pathologists at Pediatric Rehab have experience in weaning children onto speech valves that may help a child with a trach produce speech. With some speaking valves, the child can breathe in through the trach but must breathe out through the mouth. The device acts as a one-way valve, allowing the air in, but facilitating speech by pushing the air out through the mouth. This trial process is only completed following physical examination by the child's ENT physician and upon referral from the child's ENT physician.
Speech valves aren't for everyone, but if your child is a candidate, he/she may be able to speak through his/her mouth with the help of a speech valve. For children who do not use a speech valve, speech therapists at Pediatric Rehab can help in devising an alternative method of communication, such as sign language or using a talking speech device.
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Augmentative/Alternative Communication
“Nobody thinks that Lindsay wants to communicate because she is nonverbal…she has lots to say!”
“Just because I can’t talk, doesn’t mean I don’t have anything to say.”
Augmentative/Alternative Communication (AAC) means using a method along with or other than speech to communicate with others. AAC can include sign-language, picture symbols, communication voice-output devices, etc. Low-tech AAC might involve using cut-outs or labels from food boxes to make choices during mealtimes. A child may also give family members an object to request. Depending on the child’s level of communication, AAC can be useful to demonstrate cause and effect, communicate feelings, gain attention, or indicate wants and needs. Picture schedules can be used with children who require visual supports to stay on task (e.g., children with Autism, behavior difficulties, etc.). AAC may also include programmable devices ranging from low-technology (e.g., a few basic choices, simple two to three word phrases, etc.) to high-tech technology (e.g., many choices, complex phrases and/or sentences, conversation, etc.).
Autism Spectrum Disorders
“Tommy is completely nonverbal. I just want Tommy to be able to communicate!”
“Danny has Autism and was completely nonverbal, but our Pediatric Rehab SLP used low-tech communication devices to help him communicate. Danny now has at least 300 spontaneous words and is beginning to put 3-4 words together!” -Pediatric Rehab parent
Autism Spectrum Disorders (ASD) is a range of disorders that includes Pervasive Developmental Delay-Not Otherwise Specified (PDD-NOS), Autism, and Asperger’s Syndrome. Usually children with ASD have developmental delays that warrant communication therapy. Many children with ASD are nonverbal and could benefit from the use of AAC (refer to AAC section above) to help improve their functional communication skills and to possibly increase spontaneous verbal language. Speech therapists at Pediatric Rehab also work with occupational therapists to address sensory integration needs thus improving attention, focus, and overall communication skills.
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