Children’s Speech Care Center prides itself as
being a Family-Centered practice. This practice involves helping families
to identify concerns, priorities, and resources for their child as well
as including them as integral members of the intervention team (Donahue-Kilburg,
1993). We believe that the family is an essential, if not the most important,
factor in enhancing the child’s communication in the context of
social interactions with peers, family members and others, in various
environments, such as in the home, school, and the community. Parents
are encouraged to participate in every step of the therapeutic process.
Through collaboration with the family, our clinicians will provide training
and education that will promote speech and language practices:
By providing a treatment plan that carries over into
these functional, "real-life" environments, the child and the
family are adequately prepared to practice and use the skills that they
learn in the clinic.
In the clinic
At Children's Speech Care Center, we respect the family's wishes on the
extent that they want to be involved in the client's intervention. We
encourage the family to be as involved as they are comfortable. This may
include simply observing a therapy session or playing an active part in
We give parents the opportunity to be involved in assessments, planning
meetings, therapy, and any other context, which involves the client and
family. Families are the "decision makers" when it comes to
creating treatment plans, which are designed to fit into the individual's
and the family's daily routine.
For therapy to be successful, it must be tailored to the individual needs
of the child and his/her family. By providing family education and training,
we can implement goals and strategies that can be delivered in the home
by you. This practice allows speech and language skills to be developed
and utilized in a natural and functional environment.
In the community
improve a child's overall functional communication, intervention must
target skills to be used in the child's natural, daily environments. Through
communication with the family, therapy can focus on environments and situations
where a child shows weakness. For example, a goal in therapy may be to
help a young child initiate play with peers on the playground, or for
an older child with a fluency disorder, intervention may target communicating
effectively over the phone. Our clinicians aim to provide the speech and
language tools that can be used in every facet of a child's life.
and language skills are essential for academic success. Appropriate pediatric
intervention realizes that a child must be prepared for the social and
academic rigors of school.
We believe that it is not only important to collaborate with the family
in regards to assessments and intervention, but also with other professionals
that deliver services to the child. By maintaining a working relationship
between teachers, physical therapists, educational psychologists, etc.,
this group effort can be focused, maximizing our individual efforts.
Therapy with school-age children may include consultation
with the school/ teacher(s) to provide techniques and ideas on improving
speech and language functioning in the classroom. We may also incorporate
the use of newly acquired speech/language skills and strategies into