Meet Some of Our Past Students
David - Language Processing Disorder
David's difficulties with language processing became more pronounced in the fourth grade (which is when academics get harder). His academic and social performance began to suffer as a result.
Canto Speech Therapy provided language therapy to address his poor language processing skills which included difficulty with word associations, word retrieval, retaining information, identifying salient information, and organizing his thoughts when retelling and writing stories. David didn't have an internal mechanism or strategy for remembering facts, nor did he have a clear method for categorizing information.
David significantly improved his skills in several areas over the two years that he received language therapy. He learned to systematically process and sift through information; he learned techniques that improved his memory, word association and word retrieval skills; he learned schemes to mentally organize information presented aurally and in the written form; and he demonstrated considerable improvement in being able to prioritize information when recounting facts and narratives. His academic material was incorporated into the therapy objectives, so he would be able to generalize these skills.
David was weaned from therapy by the time he entered the sixth grade. He did well!
In the year after David was dismissed from therapy, his mother would call with updates. On one occasion she was so thrilled because David was able to clearly explain how he organized his thoughts for an exam that he aced!
Taylor - Phonological Disorder
Taylor, currently a third grader, speaks clearly and well! But when Taylor was three and a half years old, very few people were able to understand him, including his mother. She was anxious about his ability to talk, both in the short and long term. She worried about other children in his preschool not understanding him and making fun of him. She wondered and hoped that he would be ready to start kindergarten when the time came.
Taylor had a phonological disorder - he had a pattern to the misarticulated speech sounds. One of these patterns was deleting final consonants in words. "Hat" was pronounced "ha", "bug" was pronounced "bu" and "eat" was pronounced "ea". He also fronted speech sounds where back speech sounds were replaced with front speech sounds: "cat" was said "tat", "car" was said "ta", and "cookie" was said "tootie". Taylor also had a stopping pattern, when words such as "see", "shoe" and "fun" are pronounced as "tee", "too" and "tun". (Find more information about Phonological Disorders on our Childhood Speech and Language Disorders page.)
Taylor's phonological disorder made his speech extremely difficult to understand. "Daddy tae hoe i da ta." "I wa tu tootie wi dew, pee." ("Daddy came home in the car." "I want some cookies with juice, please.")
Over the next year and a half, Canto Speech Therapy addressed Taylor's phonological disorders. Speech therapy turned out to be extremely beneficial for Taylor. Upon entering kindergarten people were understanding just about everything Taylor was saying. Speech therapy, with its focus not only on producing speech sounds correctly but being able to hear and discriminate speech sounds, gave Taylor the opportunity to fine tune his pre-literacy skills, especially his phonological awareness skills. This helped him to be ready to learn to read when he entered kindergarten.
Mom says that now, in the third grade, he's doing very well in school, he speaks beautifully and he expresses himself well.
Annie - Articulation Disorder
Mr. W knew that something was not quite right with his 17 year old daughter's speech. He couldn't identify exactly what it was, but he knew that her pronunciation could be more accurate and clearer.
Annie received speech therapy as a young child and at 17 Mr. W sought professional advice once again. Annie's misarticulation of the "s" and "z" speech sounds affected the overall quality of her conversational speech, which is what her father was noticing. In addition, she had a tendency to subtly thrust her lower jaw forward when using these speech sounds.
Today she's a busy young lady - a university student with a hectic schedule - and between her extracurricular activities, studies, exams, academic trips, and work schedule, she still manages to fit in speech therapy. Since initiating services online with Canto Speech Therapy, she has achieved correct pronunciation of the target "s" and "z" speech sounds in conversation, she carries her jaw in a correct, normal, pleasant position, and is currently working on generalizing these correct speech patterns to all situations outside the therapy setting.
She knows that it's just a matter of weeks now until she'll "graduate" from therapy and then she'll be completely on her own with a skill set that will carry her for a lifetime.