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Speech Language Play NYC, PLLC

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Brooklyn, NY
Speech Language Play NYC, PLLC

Speech Language Play NYC, PLLC is a private practice providing home-based speech therapy in Manhattan and Brooklyn. Reach out to learn more!

We provide free initial consultations, evaluations and individual therapy.

01/09/2024

I made this account to put a face to my business and as a fun way to share speech and language tips with families. I didn’t expect to connect with so many other business owners and related services providers or even find some of my closest colleagues through this platform. I was naive to the powers of social media!

Something else came out of social media this week that I’m excited to share!

I was offered the opportunity to be a creator this year. I’ve been using their products for many years now and am looking forward to sharing how they fit into my play-based sessions:)

Also shout out to who encouraged me to apply😊

03/28/2023

At 2 years old, a child is expected to use at least 50 words. When a child is not meeting this milestone it's recommended to reach out to a speech therapist for a consultation.

The early childhood years are crucial for language development, so starting intervention as soon as possible is best.

Prior to starting speech therapy, observe the way a child communicates. This information will be helpful to share with a speech therapist when you're able to get started.

12/08/2022

Parent involvement can look different for every child. The way it looks may also depend on what is being worked on in a session.

For the most part, I see the most progress with my clients when parents are involved in some way.

Parents can watch, take an active role, ask questions or carry over the work at home. All of these are great ways to be involved and supporting a child's speech and language growth.

See if you can find a way to be a participant in your child's next speech therapy session.

12/05/2022

Jargon is a natural stage of a child's language development.

It typically follows babbling, as a child starts to imitate the conversational pattern of adult speech. As children begin to produce 2-3 word combinations, jargon is often produced.

When a child uses jargon, it can help to provide the child with the words they may be trying to produce. So, when a child says "asdfkie slikd moothie!", the adult can respond "Let's make a smoothie!," given the shared context and noting the one true word the child produced.

To reduce communication pressure, it's helpful to make a guess or add onto a child's jargon, rather than ask for clarification or repetition.

If a child becomes frustrated with not being understood, an adult can ask the child to "show me" to help determine what the child may be saying.

08/24/2022

⭐️ Speech Language Play NYC (SLPNYC) is creating social groups for the fall season and would like to know more about your needs and interests. Your insight is much appreciated!

⭐️ Link to share more about your child's interests and needs:

https://forms.gle/kJUTUZofdy8CDf9m8

⭐️ SLPNYC is run by speech therapist, Meghan O’Grady, who has extensive training and experience in social cognition and leading social groups. She was trained by and worked with members of the Social Thinking® Trainers and Speakers Collaborative and has experience working with neurodiverse children. Meghan approaches social groups as an opportunity to support a child’s social language development, foster peer relations and build a child’s confidence. Her sessions and social groups are interest and play based and incorporate strategies for carryover to the home environment.

Please reach out if you have any questions or would like to learn more!

meghan@speechlanguageplaynyc.com
917-830-5955

LINK for survey: https://forms.gle/kJUTUZofdy8CDf9m8

08/16/2022

📢We’re excited to announce that we are hosting a music class in Prospect Park on Saturday, September 10th at 11am! We would love for you to join us.

Our music class is designed by a speech therapist and music therapists to provide a fun, engaging and language-enriching experience for your child.

If you’re interested in joining us or would like more information please reach out at:

info@neuromotif.com or meghan@speechlanguageplaynyc.com

08/09/2022

🎶 🗯 Music can work wonders for childhood speech and language development. Swipe or read on to learn how:

1. The melodies and rhythms of music reflect speech prosody (the natural rhythms and cadence of speech) and provide a model for language learners to understand emphasis and flow of language.

2. Music has been shown to light up nearly all brain regions and networks on a brain scan. The use of music can help strengthen connections between different areas of the brain; and the more engaged a child’s brain is, the more deeply they can learn.

3. Children learn new words from meaningful repetition. Music provides a vehicle to seamlessly incorporate repetition of words and sounds, as many songs and nursery rhymes are characterized by simple, repeating verses.

4. When children are learning language, slowing the rate of speaking and emphasizing certain words can be supportive of their understanding and use of words. The language used in music and singing is often inherently slower than conversational speech making it a strong vehicle for introducing and repeating new words.

5. Phonological development is an umbrella term that encompasses various skills that develop sequentially and support literacy. Identifying a word, rhyming, alliteration, and syllable awareness are all parts of phonological awareness. Oftentimes music and songs incorporate elements of phonological awareness, namely rhyming and alliteration, that can be highlighted and emphasized to support this area of development.

6. Music provides structure and increases attention and focus - The predictable structure of music and lyrics helps cue children when to sing and when to pause and listen. Using stimulating music helps children stay engaged and interested throughout an experience, and altering aspects of the music can help redirect focus when needed.

Interested in learning about how music and speech therapies can work together? Watch this space for an exciting announcement!

08/04/2022

The right intervention is key to progress when treating speech sound disorders. Choosing between a motor-based and phonological approach is a decision that can be made based on an initial evaluation and a differential diagnosis.

Fresh from my training to learn more about DTTC, an intervention for severe Childhood Apraxia of Speech (CAS), I'm here to share more about CAS and how motor-based intervention is key.

CAS is a disorder impacting the motor movements for accurate speech production. The brain sends signals to the body that support the motor planning and programming of speech. These signals ensure that each aspect of speech production is executed in a way that our articulators move at just the right speed, strength and range of motion to accurately produce sounds and words. In CAS, there is difficulty coordinating and timing these movements in a way that is efficient for speech production. This difficulty with movement planning and programming often results in errored movement patterns that impact speech production.

In CAS, the focus is on improving the efficiency of motor planning and using sounds and words in the treatment process is a vehicle to target the movement challenges. This is in contrast to other speech sound disorders in which the focus is more on the “rules” of speech and language. In such speech sound disorders, there are often errored patterns, called phonological patterns, that impact a child’s understanding of language and their production of speech sounds. The treatment approaches for these error patterns are focused on the sound a phoneme makes, often contrasting them with the errored sound a child may be producing.

Choosing the right intervention for a speech sound disorder is key! It is especially important to determine if the deficit in speech is motor based or phonological based, because this changes the course of treatment completely.

07/17/2022

In a few weeks I'll be heading to Denver to take part in a training with Dr. Edythe Strand to learn how to treat Childhood Apraxia of Speech (CAS) using Dynamic Temporal and Tactile Cueing (DTTC). After completing an extensive online training, I'm looking forward to this in person, hands- on advanced course! In honor of this upcoming training, let's talk about an overview of CAS.

CAS is a speech sound disorder that impacts the motor planning and programming aspect of speech production.

The core features of CAS include consonant and vowel distortions, inconsistent voicing errors, errors in prosody, imprecise movement transitions and groping.

CAS often occurs along with a phonological or language impairment. One of the first steps to beginning treatment is establishing a differential diagnosis, or reasoning behind why one diagnosis is more appropriate than another. For CAS, it's often important to differentiate it from a phonological impairment or dysarthria.

CAS is a persistent disorder that requires speech therapy. The focus of treatment is on movement, rather than sounds. DTTC is an evidence based approach to treating CAS!

07/12/2022

When a child begins to use their first words, it's a very exciting time. Oftentimes, the first words produced are the names of familiar objects (e.g., bus) and people (e.g., mama). As children begin to produce more words to share their interests, engage with others and express their needs and wants, the use of verbs become essential.

After a child is able to produce approximately 50 single words, they are often prepared to start combining words. The words that best support this next step are verbs (e.g., mama up, bus go).

Verbs can also be found in every sentence, making them an essential part of language to support further expression and expansion of thought.

To support a child's understanding and use of verbs- introduce, model and repeat verbs often. As a child starts to produce single words, expand upon these words by adding a verb to their utterance. For example; When a child says, "block," the adult can then respond with, "block falls." Pair the verb with the associated physical action and encourage a child to do the same (e.g., push a car while verbally modeling the verb "push").

Don't shy away from teaching a child verbs! They're an essential part of language development and will support a child's ability to express themselves more effectively.

06/28/2022

Outdoor activities are a must in the summer! Being outside gives everyone the opportunity to enjoy the warm weather and can be great opportunities to build in language skills into a child's day, no matter their age. And what better than FREE activities to support a child's growth!

Two of our favorite activities for working on language skills are Scavenger Hunts and games of Eye Spy.

For a scavenger hunt, generate a list of 5-10 items to look for outside. This process targets a child's ability to produce a list of items related to a given category. The category could be broad - Things Outside, or more specific Parts of Nature or Objects at the Playground.

Scavenger hunts also provide the opportunity to practice naming objects and identifying them based on descriptive words. The goal may be to find a "long stick" or a "red leaf" and a child can be supported in doing so by comparing the objects found to others and determining if the describing word matches what is found.

Pretend play! Take on a role of a spy and the assistant. The spy's job might be to look and find the items, while the assistant's job is to check off the item from the list. Collaborative and imaginative play often starts and progresses through roles/jobs. In an activity like this, a child build's their ability to take on a job, execute that job based on the straightforward task, while also shifting to take on another job if necessary.

Eye spy provides many of the same language learning opportunities! Based on a child's age and language abilities, Eye Spy can be scaffolded to support their learning. Use:
- Descriptive words: color, size and shape
- Comparison language: bigger than, small than, same as, etc.
- Phonological skills: rhymes with.., sounds like (insert sound) at the beginning, starts with the same sound as the first letter in your name, etc.

Here is a link to a number of scavenger hunts to print out if you prefer that!:

https://www.kcedventures.com/blog/scavenger-hunts-for-kids

06/22/2022

Schools out (or almost out) for the summer here in NYC! While an exciting time for many, it can also be daunting for some.

Children thrive on structure, which school inherently provides. Throughout the summer, it can be helpful to build structure into a child's days and weeks to increase the predictability and consistency of each day.

Here are some tips for establishing a structure in the days and weeks:

1. Create a daily schedule, use words and pictures to allow a child to use it with some independence.
Enlist the child's help in creating the schedule to ensure activities are ones they enjoy.

2. Add predictability to each day. When making the overall calendar for the week, consider repeating activities from the week prior on the same day the following week. For example, Mondays could be Pizza Nights or Wednesday may include a morning playground time. Repeating activities each week increases the predictability in a child's day, much like the predictability a repeating school schedule provides.

3. Schedule in break times and mealtimes. These are important parts of a child's day (and an adult's). Assigning a time in the daily schedule to have lunch or spend time in a room independently, whether napping or relaxing, may be helpful to allow everyone to recharge.

Any other tips you'd add on? Let me know in the comments:)

Address

Brooklyn, NY
11201

Opening Hours

Monday	8am - 8pm
Tuesday	8am - 8pm
Wednesday	8am - 8pm
Thursday	8am - 8pm
Friday	8am - 8pm

Website

http://speechlanguageplaynyc.com/

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