CBS Therapy

Now more than ever, children with special needs benefit from effective collaboration by their interdisciplinary providers. On a given IEP team, a child may have special education, speech-language pathology, occupational therapy , physical therapy, applied behavior analysis, and more. In many cases, several of these practitioners may see the child only one time per week. So, what about the rest of the time when the specialists are not in? It is our responsibility to collaborate to provide the child with as much carryover as possible. Schedule designated times for collaboration: It is not uncommon for teachers and therapists to have an impromptu quick chat in the hallway.  While this gives professionals a moment to touch base, it simply does not offer the time, needed preparation, or quality of a pre-planned meeting.  Periodically-scheduled verbal meetings are the evidenced-based standard (Huang et al., 2011). Have an agenda: Be sure to recommend a brief agenda for your aforem...

Articulation disorder: an articulation disorder is when a person’s speech contains one or more of the following: sound errors, omissions, distortions, or substitutions.  These types of production errors affect the quality or intelligibility of the speaker’s speech.  In some cases, it is difficult to understand what the person is saying. Fluency disorder: also known as “stuttering,” is distinguished by repetitions of sounds, syllables, or entire words; prolongations of sounds; or blocks of airflow or voicing during  Speech Therapy Language Pathologist  clinical fellowship are examples of primary behaviors. Resonance disorder: also known as “voice disorders”.  Voice disorders occur when the speech signal produces too much or too little nasal and/or oral sound energy. It may be caused by physiological or functional (e.g., neurogenic) factors, and it may also be caused by mislearning (e.g., articulation errors that can lead to the perception of a resonance disorder)...