The Best Success Time
Because of a Speech Solutions therapist
A woman with a debilitating brain injury has regained her independence:
Recently one of our therapists saw a patient who had suffered a TBI (traumatic brain injury). The injury caused severe problems in almost all areas of communication: thought processing, understanding speech and producing speech. For the first five weeks, the patient could not speak at all. Other therapy agencies likely would have given up at this point. But our dedicated therapist continued to work with this patient regularly. After 8 months of therapy, this patient is now able to speak in clear sentences again and express herself to others. She has regained much of her independence again thanks to the dedication of a Speech Solutions therapist.
A child who was barely able to speak is now an Honor Roll student:
A.D. was saying less than 5 words at age 2. A Speech Solutions therapist began working with him 2-3 times per week. Over time, he began to make slow progress, saying more words and producing more sounds. After about a year of therapy and slow progress, our therapist recommended to A’s mother that he see an ENT for a possible hearing problem. Sure enough, our therapist’s evaluation was correct – he had fluid in both ears, hearing loss, and qualified for surgery. After receiving ear tubes, A’s speech took off faster than ever before. Our therapist continued to work with him, encouraging his participation in preschool and putting an IEP (Individual Education Plan) in place to help with his success. As A progressed in school, our therapist collaborated with educators and other school administrators to keep A on the right track. She continued to work diligently with this patient for years, until the time he was eight years old and no longer required therapy. He is now a successful student on the B honor roll!
A child with no social skills has learned to build relationships with his peers:
L was diagnosed with Asperger’s Syndrome, a form of autism that makes it very hard for kids to interact socially with others. Though L was academically gifted, he had no social or pragmatic skills and was not able to interact with his peers or make friends at school. After a year of therapy with Speech Solutions, Inc., L gained valuable social skills, boosted his confidence, and joined the debate team for his middle school. Teachers and family report that he is now interacting socially at school and attended his middle school dance….with a girl that he asked!
A cancer patient with a feeding tube is able to eat normal food again:
R was a stage 4 throat cancer patient. He was released from doctor’s care cancer-free after extensive daily radiation/chemotherapy, but was still on a feeding tube. He was encouraged to swallow and gradually increase his nutritional intake, but Allison was called by R’s caregiver when it became painful and difficult for him to swallow his food. After Allison conducted a bedside swallowing study, it was found that R had moderate dysphagia – a swallowing disorder. Allison made the proper referrals to his oncology doctors and R began speech therapy at home. After 4 months of consistent therapy to increase safe swallowing R is now able to eat normal foods. R and his caregiver are very thankful to Allison and Speech Solutions.
A student with severe disabilities is now on his way to college:
T.O. was a second grader with cerebral palsy. He was nonverbal, in a wheelchair and was unable to eat regular foods. Allison worked with T.O daily, increasing his oral motor skills and working with his tolerance of different textures of food. Over a period of 8 months, T.O. increased his overall lip and tongue strength, and his motor skills improved to the point that he could eat normal table foods. Allison worked closely with his physical therapist, and with consistent physical therapy and continued speech therapy T.O was able to feed himself at school with little assistance. Allison also evaluated T.O.’s expressive skills and arranged for Ja Medlicott, an augmentative communication specialist from Wilmington, to meet with T.O and his mother. After several sessions with Ja, Allison and T.O., it was decided that T.O. would benefit from a Dynavox (a device that aids in communication). At that time the average cost for a Dynavox was $5,000.00. Allison actively raised 4,500.00 for T.O. to be able to purchase this device. Once T.O. obtained his device, Allison worked with representatives from Dynavox to ensure that proper training was given to T.O. and his family. Today T.O. is a senior in high school able to express himself with the help of his augmentative communication device. He plans to attend community college after graduation.
A child with no ability to communicate has found her voice:
At 2 years old, G was completely nonverbal. After several months of therapy and a referral for ear tubes from one of our skilled therapists, G is now making progress by leaps and bounds and really talking, not even one full year later.
A once silent young student is now a class leader:
A.J. is a beautiful little girl who just finished a year at Head Start and who will be entering kindergarten in the fall. She came to HeadStart as a four year old last fall. A.J. did not pass the speech screening because she gave absolutely no verbal responses. She passed the hearing screening and appeared to receive information well auditorially. She did not speak at all in the classroom. Her teacher was quite concerned and was quick to ask questions about how she could encourage her to talk. Her mother indicated that even though she “could” talk, she also spoke very little at home. Following an evaluation, therapy was initiated. Rapport was easily established in a one-to-one therapy situation and she soon began to talk but would quickly stop if anyone entered the room. As she became more comfortable she would also talk when the door was left open. From there we began to have quiet conversations in the hallway as we walked to and from her classroom. Slowly, others were recruited and she began to relay messages for us. The next step was to introduce a friend into our therapy session as a tool to broaden her confidence as a speaker. A.J.’s teacher was terrific. She enlisted A.J. as a helper and soon as a class leader. A.J. is now a bubbly and even loud class participant. Our success was confirmed at the “graduation” program last week. A.J. and her therapy friend were the first to loudly and enthusiastically share the poem that they had learned before a room full of parents and friends. Then as a wonderful surprise, A.J. sang a solo part in one of the class songs. We all cheered with joy for her delightful new “voice”.
A bright young girl has successfully overcome a stuttering problem:
J.L. has just finished two years in the HeadStart program. She was referred for a speech evaluation just after she began the program by her grandmother who had concerns that she stuttered. Since there was a family history of fluency issues, her grandmother was very aware of the difficulties caused by this problem and was seeking early intervention for her. J.L.’s family had managed her fluency issues well in that she talked a lot and was not deterred by the repetitions that riddled her speech. They were eager for any suggestions to help her become more fluent. Following an evaluation, therapy was initiated that focused on smooth, easy speech and not on her dysfluencies. Smooth, easy, fluent speech was initially established in controlled speaking situations then gradually broadened to unstructured conversational speech. J.L. still talks a lot and is now fluent. Following a check in the fall, to be sure that the transition does not disrupt her fluency, her therapy may be complete.
A once struggling student has overcome articulation problems and is now in a Gifted reading program:
Franklin was a bright, talkative, fun 4-year old who loved to play. As his speech developed, his parents noticed that he was having trouble pronouncing certain sounds, a problem referred to as an articulation deficit. He became increasingly difficult to understand and often had to repeat himself to be heard. Soon his parents noticed that Franklin was reluctant to speak and would often substitute words to keep from making articulation mistakes. Troubled by the negative impact this speech problem was having on Franklin, his parents sought help from a Speech Solutions therapist to work with him on his articulation. After 4 years of therapy with one of our dedicated therapists, Franklin’s speech is now 100% intelligible and error free! He has gone on to enter the AIG (Academically/Intellectually Gifted) program for reading at his school and is successful both socially and educationally.
Straight from the kids:
Why do you like speech? “Because I like you! It’s fun!”
What is your favorite thing about speech? “You talk and learn and know your colors!”
- 4-year-old Michelle to her therapist -