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The mission of The Foundation School Speech and Language department is to help children realize their full potential as communicators. Our Speech Language Pathologists have expertise in assessing and treating communication difficulties related to:
- Autism Spectrum Disorder
- language-based learning disorders
- phonological and articulation disorders
- motor speech disorders, including Childhood Apraxia of Speech
- non-verbal learning disorders
- receptive and expressive language disorders
- pragmatic language disorders
- voice and fluency disorders
Speech therapists working with students with Childhood Apraxia of Speech (CAS) are trained in PROMPTS for Restructuring Oral Muscular Phonetic Targets (PROMPT) and a variety of other evidence-based treatments.
The Foundation School Speech Pathologists work closely with the student’s family and with professionals in the fields of Education, Physical Therapy, Occupational Therapy, and Applied Behavioral Analysis to assess a student’s communication skills and design and implement individualized programs that address all aspects of communication.
Formal evaluations may include standardized assessment measures, informal speech and language probes, language samples, observation in structured and less structured settings, and parent interview.
Evaluation results and recommendations are shared in written reports and team meetings with parents. All aspects of speech and language are evaluated on an ongoing basis via analysis of data obtained in therapeutic sessions, observation of the child in multiple settings, and consultation with parents and professionals. This ongoing analysis of the child's skills allows clinicians to adjust the level of support and type of stimulus material and activities to meet the changing needs of the student.
Therapy sessions are designed with the needs of each child in mind. As such, children may work with the therapist individually, with one other student, in a small group, or a combination thereof over the course of the week. Similarly, the format of therapy sessions varies and may incorporate play, structured speech or language drills, activity based learning, discussion, or role-play. One thing that does not vary is the creativity and commitment to engaging our students that goes into each session.
The Speech Department utilizes low and high tech devices to aid communication and language learning. Therapists are skilled in selecting vocabulary and programming devices in a manner that takes the linguistic, cognitive, perceptual, and motor skills of the child into consideration. The Speech Department works closely with staff and family to ensure that the child gets the maximum benefit of AAC devices across settings.
The Foundation School Speech department is a true team of therapists. We meet formally each month to discuss new research and share techniques. Beyond this, therapists from each unit meet frequently to discuss and plan the transition of a student between units. This transition planning may include gradually introducing a new therapist to the child in their current setting or having the child’s current therapist accompany the child to the new unit for sessions with another clinician. The close communication between therapists in units is key to ensuring smooth transitions.