Our therapy is available for children & adults experiencing difficulty in any of the following areas:
Social (pragmatic) communication is an area of language function that describes how effectively a person (whether they are verbal or nonverbal) interacts with others, participates in a social manner with others, and how well they follow the “social rules” of communication. Children with pragmatic difficulties struggle with knowing what to say, how to say it, and when to say it.
Burke Therapy is proud to offer the Social Thinking & Superflex social thinking curriculums (Michelle Garcia Winner, CCC-SLP)
Early Intervention – Speech- Language & Sensory Skills Delays
The time between birth and 36 months is an extremely critical period in the development of a child. Early development of oral motor and oral sensory skills is critical to reaching many childhood milestones. Early intervention allows skilled clinicians to identify and treat oral motor and sensory skill weakness experienced as an infant and toddler. Poor oral motor or sensory experiences can result in the following: a weakness in oral-motor strength and coordination, speech and language developmental issues, feeding and eating behaviors, self-soothing and sleep challenges, emotional regulation and dental health difficulty.
During the early years of development, young children often make speech sound errors. For instance, sounds can be substituted, left off, added or changed (e.g., “wabbit” for “rabbit” or “nana” for “banana”). A child may have an articulation disorder if these errors continue past the expected age of mastery. Articulation therapy involves focusing on the motor aspects of speech production while also teaching behavioral and focused teaching techniques that target error-sound patterns.
Burke Therapy is proud to offer the specialized training technique of PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets) Therapy to each of its clients.
Speech Production (e.g. Accent Reduction)
Accents reflect the unique characteristics and background of a person. They are a natural part of spoken language. However, some people find it difficult communicating outside of their country or region. If you feel your accent impacts your social relationships, causes frustration or negatively affects your self-esteem, job performance or educational advancement, accent reduction therapy can help to modify or reduce accents.
A language disorder can be either expressive or receptive in nature, or a combination of expressive and receptive.
When a child has an Expressive Language Disorder they experience difficulty with verbal expression (e.g., word retrieval difficulties, having a limited vocabulary knowledge or usage, trouble creating sentences and phrases of age expected length and complexity). Children presenting with a language disorder may also exhibit difficulty using proper syntax, semantics, or morphology.
A Receptive Language Disorder occurs when a child struggles with the ability to attend, process, retain, comprehend, or integrate spoken language. Children with receptive language challenges often appear as though they are “choosing” to not following directions, struggle to accurately answer questions, or have a hard time attending to spoken language.
Research supports “behavioral” treatment programs for people who stutter. That is, people who stutter are taught ways to control and monitor the speed in which they speak and breath. Extensive home programs and “follow-up/maintenance” sessions are just a few of the added touches that result in Burke’s successful stuttering/fluency intervention.
Apraxia of Speech/Motor Speech Disorders
Childhood apraxia of speech (CAS) is a motor speech disorder. Children with CAS demonstrate problems saying sounds, syllables, and words. These challenges are not related to weak muscles, rather it is related to a problem in the brain that prevents the necessary planning to move the body parts needed for speech (e.g., lips, jaw and tongue)
Cognitive Tasks/Executive Function
Our Executive Functioning group therapy is designed specifically for children with neurological disorders, autism or ADD/ADHD. Executive Function is a neuropsychological concept referring to the high-level cognitive processes required to plan and direct activities, including task initiation and follow-though, working memory, sustain attention, performance monitoring, inhibition of impulses, and goal-directed persistence. From the moment a child begins to interact with their environment, individuals (e.g., parents, caregivers, daycare providers, and teachers) within their lives have expectations for how they will use executive skills to negotiate through their lives. While the development of these skills starts before birth, they gradually become refined over the first two decades of life. Executive Functioning group therapy is designed to target the self-regulation skills associated with behavior that is necessary to act responsibly, and plan and initiate the skills needed to complete chores and homework.
Sessions are offered individually or within a group setting, depending on the needs of the child.