Speech-Language Pathology

In Chitter Chatter, our Speech-Language Pathologist specializes in helping children expand their communication in regard to articulation, fluency/stuttering, voice, and language and feeding.  Our speech-language pathologists help facilitate their growth with individualized goals with the collaboration of the client and the client’s family.  Our overall goal is to help our children express their daily wants and needs using tools and strategies to be successful.  

Chitter Chatter provides evaluations, assessments, diagnoses, and treatment benefits that can address speech and language skills. Our therapy services may be used to target a child’s area of need such as phonology, articulation, fluency/stuttering, voice, language and feeding such as receptive, expressive, pragmatic, and other communication difficulty that are unique to a child’s special needs. 

Our clinic also provides services to children who have been diagnosed with Autism Spectrum Disorders as well as early intervention programs. In regard to children with Autism Spectrum Disorder, we help improve their verbal, nonverbal, and social communication skills. Our first intervention program helps expand speech and language abilities in the earlier stages (18 months-3 years).  

Our clinic provides evidence-based practice programs, procedures, and treatment protocols to address the child’s goals with communication. The speech-language pathologist references the American Speech-Language Hearing Association as well as the Michigan Speech Language Hearing Association.  

Signs & Symptoms


 Some sounds (phonemes) are acquired at different age stages. Roughly the phoneme acquisition are as follows per the development chart. 

Receptive & Expressive Language

The words that are expressed or understood by the individual. The difficulties or issues that are listed below in their age range may be the first signs to talk to the child’s pediatrician for a request to see a speech-language pathologist. 

 Difficulties within language may include: not playing or smiling, word retrieval issues, no playing with sounds/babbles, not understanding simple directions/commands, saying a few words or imitations, misnaming items, difficulties with “wh” questions or yes/no questions, repeating words/phrases back immediately or later in the day.

Pragmatic Language

The social aspect of communication and non-communication tasks.

Difficulties within social language may include: inconsistent eye contact, not responding to his/her name, not using gestures/hello/goodbye, interacting alone rather than with peers, making automatic comments, making jokes/idioms/abstract concepts that are more literal


How our voice sounds or is perceived. Difficulties in this area may include a hoarse, breathy, or scratchy voice. The voice may also sound nasally as
the sound is coming from the individual’s nose. The sounds /m/, /n/, and /ing/ are supposed to come from the nose.


Also known as “stuttering”. it is how well the speech process flows. Some disfluencies are not a problem, however the disruption of the flow of speech can impact communication.

More in depth information can be found here.

Feeding & Swallowing:

Coughing or being a picky eater is not always a sign of a fussy meal time. The position of feeding, being able to self feed, as well as handling fluids and solids

differ for each age. Possible signs of a feeding/swallowing issues may include: refusing to eat, eating only a little bit for a length of time, constant or excessive drooling and/or coughing, sensitivity to textures (how the food feels) or temperatures (how hot or cold).


Procedural Skills

The procedures used in speech therapy are guided by the child’s needs based on diagnosis, age, and own factors for success. The treatment may be modified as the clinician sees fit. More treatment procedures and resources are referenced as needed though American Speech-Language-Hearing Association and other sources. Evidence based practice leads the way to know what is best for the child and how to increase and decrease the difficulty for growth and development. 



  • Enhanced milieu approach 

  • Creating an environment to support language development Child directed play Child lead therapy where the clinician follows the lead of the child Dialogic Reading Book based therapy for how to present questions and build on answers

  •  Augmentative and Alternative Communication (AAC)

  • Using technology (gestures, cues, low tech, and high technology) to communicate by supplementing verbal expression as well as for non-vocal communication. 


  • Cycles - Repetition of auditory bombardment Minimal Pairs and Maximal Opposition

  • Identification of phoneme features Melodic Intonation Approach

  • Addressing intelligibility with multimodal cues Rapid Syllable Transition Treatment (ReST) Procedure to increase intelligibility transitions between sounds and syllables and to improve prosody


  • Desentization Therapy - address the emotional components of stuttering 

  • Fluency Shaping & Modification Therapy - address the mechanics, tension, movement, and flow of speech. 



& Tips

Collaborative efforts to propose synopsis information was brought by the American Speech Hearing Association (ASHA) as well as the Chitter Chatter P.C. team. Please reference the links below for more information in regards to speech and language for your child. However, please reach out to a Chitter Chatter P.C. member for any other comments or concerns.