Speech and language services including: diagnostic testing, the development of treatment plans with measurable goals, and ongoing services/consultation are provided through BCSNA.
Early intervention speech and language services provide evaluations, program recommendations, and/or treatment/training in receptive and expressive language, voice, articulation and fluency for consumers from birth to age three. All services will be provided in natural environments including home and community settings in which children without disabilities participate. BCSNA’s goals include supporting and enhancing the resources of the family to promote their child’s development and participation in family and community life with a focus on functional and meaningful outcomes. BCSNA’s speech and language service providers are licensed Speech and Language Pathologists or supervised clinical interns. When at all possible, all services and evaluations will be provided in the child’s native language and will focus on cultural sensitivity. Collaboration with families, caregivers, support coordinators, and other early intervention professionals is also emphasized.
Treatment and Evaluations
Speech services provide evaluations, program recommendations, and/or treatment/training in receptive and expressive language, voice, articulation, and fluency for consumers ages three and over in a variety of settings (i.e. consumer’s home, a group home, a developmental home (child or adult), or BCSNA’s office). Our service objectives include: a complete assessment/evaluation (which can include: oral peripheral mechanism; feeding; current language levels; phonation/respiration; imitation, inner (cognitive) language, receptive and expressive language, sign language; learning style, articulation and equipment needs; and need for augmentative/assistive technology); collaboration with parents, consumer representatives, teachers, paraprofessionals and others involved with the consumer to ensure comprehensive and coordinated efforts for the consumer; recommendations of integrated functional activities and instruction to consumers and/or parents, consumer representatives, teachers, paraprofessionals and others involved to incorporate these activities into the daily routines, in support of measurable outcomes/objectives/goals; collaboration with others (including the school programs and other therapists), training for families/consumer representatives, review programs, and attending meetings; as well as continued contact with school therapists to ensure consistency across environments.