The PROMPT System Prompts for Restructuring Oral Muscular Phonetic Targets) was formally devised by D. Hayden in 1980 after working extensively with/and researching varied speech production disordered populations. Since that time, over a span of 19 Years, Deborah has continued to develop PROMPT as a Technique, System, Approach, and Philosophy. PROMPT is based on neurological, anatomical, cognitive-linguistic and motor theory principles. It has been said that “PROMPT directly translates the neuro-muscular movements required for the phonemic system, connects them to linguistic-codes and articulatory sequences for communicative interactions”. Visit the PROMPT Institute
LINDAMOOD PHONEME SEQUENCING PROGRAM (LIPS)
During the The Lindamood Phonemic Sequencing® (LiPS®) program Individuals become aware of the mouth actions which produce speech sounds. This awareness becomes the means of verifying sounds within words and enables individuals to become self-correcting in reading and spelling, and speech. It is common for individuals to gain several grade levels in decoding ability in four weeks to six weeks of intensive instruction, or to make further gains in speech-language after hitting a plateau under traditional speech therapy approaches. Visit Lindamood-Bell
LIVELY LETTERS LITERACY PROGRAM
Lively Letters is a reading program that turns abstract letters and sounds into lively, colorful characters. Forty-four letters and letter combinations are embedded into colorful pictures that show students what to do with their mouths when making the letter sounds. The keys to this powerful program are, Embedded Letter Character Pictures, Imagery, Hand/Body Cues, Oral Kinesthetic Cues, Comical Mnemonic Stories, and Songs for the Letters. Amy is a Trainer for the implementation of this program. Visit Reading With TLC
AUDITORY-ORAL TRAINING & HABILITATION
Auditory-Oral therapy is provided for children with hearing impairments. The goal of the auditory methods is to teach a child how to use his residual hearing so that he may have access to spoken language. The brain, which develops rapidly in the first few years of life, needs rich language input during that time. Additionally,there may be an emphasis on speech and speechreading. The ultimate educational goal is to place the child in a mainstream school environment. Visit AG Bell
ORAL PLACEMENT THERAPY
Oral Placement Therapy involves all different levels of treatment. The nonverbal child often needs strengthening, sensitization, or sometimes desensitization to be able to use the same muscles for speech production. By working during eating or in play activities, we can achieve these goals in a natural fashion. Individuals with articulation or phonological disorders often had training or retraining of muscle groups in order to achieve a correct sound placement. Visit Talk Tools
The prefix “myo” stands for muscle. Orofacial Myology is the study and treatment of the oral and facial muscles as they relate to to speech, dentition, chewing/bolus collection, swallowing, and overall mental and physical health (Sandra R. Holtzman). Amy is currently in the process of certification in Orofacial Myology and has completed the 28 hour intensive course. Visit International Association of Orofacial Myology
Correct sound production is essential to communication. Articulation and phonological disorders comprise the greatest number of speech disorders we face. Whether a child’s speech is unintelligible or just not as clear as it could be, effective communication is a primary goal of all speakers.
Although less prevalent in the population, voice disorders are no less frustrating to the speaker. Voice quality disorders such as hoarseness may be a sign of physiological pathology in need of medical examination, while vocal resonance disorders such as hypernasality may be the result of structure anomalies. In most cases, voice disorders respond positively to therapeutic intervention.
For hundreds of years people have been mystified by stuttering, the most well known of fluency disorders. There are many different therapy programs for stuttering. Our program teaches techniques which make it difficult to stutter if the techniques are used properly.
Visit The Stuttering Foundation
Language is the basis for most learning. Without language there is no communication. While there are varying degrees of language disorders, the ultimate goal of all people is to comprehend all that is heard and express ideas in all that is spoken.
Fast Forward is an innovative and powerful, research-based program. It has been proven to dramatically improve reading, language, speech, memory and attention skills. Fast ForWord is designed to make rapid and permanent improvements in language and reading. It was developed in a university lab by neuroscientists and has hundreds of research articles to substantiate its underlying science and results. Visit SciLearn
BECKMAN ORAL MOTOR INTERVENTION
Oral motor skills are critical to basic functions that occur even when we are asleep, such as controlling secretions, swallowing, and maintaining alignment of the oral structures so that breathing is not interrupted. Oral motor skills impact basic survival such as sucking and swallowing by infants that begin by the third month of gestation.
Development of these skills enhance the progression from breast milk or formula, then to pureed foods, and on to table foods, as well as the skills needed to progress from sucking a nipple, to using a wide variety of utensils, including straws, cups, spoons, and forks. Oral skills also impact the control needed for speech development, from producing the cooing sounds as an infant, to articulating complex words in conversational speech. Poor oral motor skills can result in delayed or reduced skill development for the areas listed above. The individual may be described as hypersensitive, a lazy talker or a picky or messy eater. Problems such a drooling, bruxism (tooth grinding) and gagging may occur.
Visit Beckman Oral Motor
THE KAUFMAN SPEECH TO LANGUAGE PROTOCOL (K-SLP)
The Kaufman Speech to Language Protocol is a way of teaching children with apraxia of speech the easiest way of saying words until they have increased motor-speech coordination. Children are taught the shell of words without including too many of the complex consonants, vowels, or syllables which make a word too difficult to even attempt on a motor basis. This teaching method is a reflection of how young children attempt “first words.” For example, the word “bottle” may begin as “ba,” progress to “baba,” later becomes “bado,” and eventually, “bottle.”
Visit The Kaufman Center