Laskin Therapy Group - Jackson Mississippi - Speech Therapy - Language Pathology - Occupational Therapy - Dyslexia Therapy - Augmentative Communication





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At Laskin Therapy Group, Speech/Language Pathologists evaluate and treat a variety of language disorders. Language Disorders can be receptive (an impairment in the comprehension of language) and/or expressive (a deficiency in the production of language) and/or include difficulties with retrieval of information. Language disorders can be spoken and/or written. Specific problems that a child with a language disorder may have could be:

Grammar – the fundamental rules that direct the composition of words, clauses and phrases.

Syntax – the rules and principles that govern sentence structure.

Morphology – the identification, analysis and description of the structure of words, affixes, prefixes, parts of speech, intonation/stress, or implied context.

Phonology – the sound system of language.

Vocabulary – a list of words. A child’s vocabulary is all the words that he or she knows. Includes knowledge and use of words, word combinations, the relationships between words and comprehension of words, phrases, and sentences that have more than one meaning.

Pragmatics – the awareness of the appropriateness of language in relation to the situation in which it is used and ability to modify language to the situation

Higher-level cognitive functions – the comprehension of complex language in which meaning is not directly available from the vocabulary or grammatical information. Examples would include understanding the meaning of messages independent of the literal interpretation, making inferences, recognizing meaning from context and making sense of ambiguous sentences.

Comprehension of basic concepts – knowledge of words that refer to basic perceptual and conceptual relations. For example, spatial concepts (i.e., in, out, on), temporal (i.e., before and after), quantitative (i.e., more, some), serial arrangement (i.e., first, second, last), and concepts that indicate inclusion (i.e., both), exclusion (i.e., all but), conditional (i.e., if-then), coordination (i.e., and, or).


 Tips for Facilitating Language in the Young Child 

1.      Make outings a time for talking and learning.  For example, when buying fruits and vegetables at the grocery store talk about the colors, size, and texture of the foods.

2.      Play learning games with children. For infants and toddlers, play games like pat-a- cake and peek-a-boo.  For older children, games like I Spy or Simon Says are great ways to stimulate speech and language skills. 

3.      Make daily routines fun language building activities for children. During clean up time and laundry time, sort items by category, color, or size.

4.      Use Self-Talk when your toddler is nearby.  Talk aloud about what you are seeing, doing, hearing, or feeling.

5.      Use Parallel-Talk with your toddler. Talk aloud about what he or she is doing, seeing, hearing, or feeling. This gives the child words to think with and he or she will use them later to tell you about things that are happening to them.

6.      Storybook reading is a great activity for language and learning at all ages.  Not only read the words, but also describe and point out objects, colors, shapes, feelings, and actions in the pictures.

7.      Go for a walk. The world around us offers unlimited learning possibilities.  Discuss what you are seeing, hearing, and feeling.  Collect things along the way like rocks or leaves and take them home for later learning activities such as an art project, a counting game, or sorting games.

8.      Introducing animal sounds is a fun way to associate a sound with a specific meaning.  The doggie says “woof-woof.”

9.      Ask questions that require a choice. “Do you want an apple or grapes?”

10.    Name and identify body parts during bathing time, dressing time, or when looking in a mirror.



Occupational Therapy

Feeding/Swallowing Therapy

Augmentative/Alternative Therapy 

Speech/Language Pathology

Physical Therapy



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