English Spanish

Please Select A Language

Phone: 281-719-5060
    text icongoogle   text icongoogle

  • Our Vision and Mission

    To provide Treatment that LASTS through the provision of patient-centered and evidence-based treatment. We seek to improve the quality of life for each client, across the lifespan, through the facilitation of functional speech, language, cognitive, and swallowing skills. Our Therapists are trained to assess how each individual may be affected over time by a disorder, disability, injury, or disease. We believe that by assisting others with reaching their highest potential, we will create a more compassionate and caring community!
  • Our Values

    At LASTS, we are committed to demonstrating superior values in all decision making and actions that we take. We know that by upholding our core values, we will preserve what is truly important to the communities we serve.
  • Core Value 1: Patient First

    You are our priority! The patient’s needs are the primary concern in all decision making. We work together with the patient, family, and other medical professionals to develop customized care planning and treatment methods. This ensures that your loved one has the highest level of care possible that fits their unique needs.
  • Core Value 2: Integrity

    Doing what is RIGHT! Our staff and Therapists always seek to do the right thing when it comes to patient care and advocacy. We endeavor to have an honest and open relationship with each Client and their families. If you have any concerns, our open door policy provides you with a way to express your concerns. We will do our very best to accommodate your needs!
  • Core Value 3: Innovation and Excellence

    Always improving! Our staff regularly participates in continuing education and internally develops unique strategies to help shape the communication excellence of our clients. Being good at what we do isn't for bragging rights- when we stand out, so do you!
  • Core Value 4: Commitment to Opportunity

    Every individual deserves a chance! Each person deserves the right to function independently and achieve their highest potential as individuals. At LASTS we strive to obtain adequate coverage and fight to give each person the services they are entitled to. When your insurance fails you, we will do our best to offer a plan that works for you and your family.
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6

LASTS

Articulation

The production of speech sounds is a complex process involving planning, coordination, and movement of many articulators (jaw, lips, tongue, palate, cheeks, and vocal cords). When performed appropriately these articulators work together to produce clear and intelligible speech.

Speech sound disturbances, or errors in speech production, are called "articulation errors". While articulation errors are common when beginning to speak, such as a 2 year old who says "wibbon" for "ribbon", most children outgrow these errors as a normal part of the developmental process.

In the event that a child produces speech sound errors beyond what is typical, he or she may need to be evaluated by a Speech-Language Pathologist (SLP). A formal evaluation will determine if your child's speech sound errors are typical or atypical and therapy recommendations will be made. During therapy the child will be taught how to produce particular sounds without error through oral exercise, placement techniques, and other skilled methods.

ssdc

SIE
Click here to " Schedule an Evaluation"

Phonology

Phonological disorders refer to a child's difficulty with understanding the system and patterns of speech sounds that occur in language. These disorders are more complex than articulation deficits. A child with a phonological disorder may produce a sound correctly in some words and mispronounce them in others.

 

For example: the /d / in dog may be pronounced clearly but when attempting to say "mud", the child may either delete the /d / sound, or replace it, by saying "muh" or "mup".

 

Additionally, words with multiple syllables may be reduced- "telephone" may be pronounced as "tepho". Children mispronouncing entire groups of sounds need specific approaches for correcting these sound group errors to enable intelligible and clear speech. There are many specific types of phonological disorder types, however by the age of 5, most children stop using phonological processes and begin producing adult-like speech. Below we have listed some of the more common phonological error patterns:

 

Substitution  (A process in which one sound class replaces another)

 

Gliding: A type of substitution that is noted when /r/ or /l/ are produced as /w/ or /j/. Ex: "rabbit" is pronounced "wabbit" OR "lemon" is pronounced as "women".

 

Fronting (Velar or Palatal): The substitution of sounds in the front of the mouth for those occurring further back in the mouth. This usually involves the production of alveolars for velar or palatal sounds. Ex: "cat" is pronounced "tat"; "goat" is pronounced "doat".

 

Stopping: When a stop consonant is produced in place of a fricative or an affricate. Ex: "soap" is pronounced "toap"; "leaf" is pronounced "leap".

 

Syllable structure (A process in which sound alterations cause sounds and syllables to be deleted, reduced, or repeated)

 

Final Consonant Deletion: The deletion of the final consonant in a syllable or word. Ex: "roap" is pronounced as "row"; "dog" is pronounced "do_".

 

Syllable Reduction is the deletion of a syllable from a word containing two or more syllables. The deletion usually occurs in the unstressed syllable. Ex: "computer" is pronounced "puter" or "elephant" is produced as "ephant".

 

Cluster Reduction: The deletion of one or more consonants within a consonant cluster. Ex: "brown" is pronounced "bown"; "spin" is pronounced "pin" /kaυn/.

 

Assimilation: (A process in which one sound or syllable influences another sound or syllable)

 

Prevocalic Voicing:  The voicing of an initial voiceless consonant in a word. Ex: "top" is produced as "dop".

 

Postvocalic Devoicing is the devoicing of a final voiced consonant in a word. Ex: "rag" is produced at "rack" or "bed" is produced as "bet".

Similar to articulation disorders, it may be difficult to understand what your child is saying when there are not contextual clues (things present in the environment to assist you with deciphering what your child means). Take for instance a child who is attempting to say "I want ice cream" but you are not in an ice cream parlor. If you have a child who has a phonological disorder due to final consonant deletion, you may hear this instead: "I wa eye cree" .  Deleting final sounds creates a problem especially when a child is pronouncing words that have verb tense endings such as "dancED" or "walkED" : plural endings like "carS" or "puppieS" : and possessive endings such as "Mommy'S bag" or "Daddy'S truck" .  The final sounds in words provide a listener with important information when communicating.


A Speech-Language Pathologist (SLP) will complete a standardized evaluation to diagnose a phonological disorder in conjunction with articulation, language and oral motor conditions. Typically the SLP will assign a degree of impairment ranging from normal to severe, which will help determine what approach, treatment method, and visit frequency will be appropriate and effective.


PP