Communication skills develop as most skills in human beings – in a progressive manner.  These skills can be divided into three gross categories: receptive language skills (the ability to decode verbalizations of others); expressive verbal skills (the ability to use words symbolically); and articulation skills (the production of speech sounds.)

Communication is like a large, roomy closet.  The frame is constructed of hard wood.  Inside the closet is where the expensive, designer essentials for communication are stored.  Receptive language skills create the structure of the closet; our expressive language skills are the articles of clothing and articulation skills are the hangers.  The variety of the clothes reflects our vocabularies- some are for casual use, some for formal use, some for school, some for work etc. The outfits that we create from the clothes reflect grammars- sometimes there are simple, sometimes stuffy, and sometimes complex.

The closet requires development of all these areas to be strong and to be useful in all environments throughout the lifetime of the individual.  The closet frame develops first.   Then it begins to fill with clothes on strong hangers.  This fills over time with items that are worn repeatedly as well as with items that are used less frequently (the tuxedo hanging in the back).  The closet is well-arranged and sorted by type, season, and category of clothing so that we can find what we need without hesitation.

Sometimes during the development period, one or more of the three main areas does not develop well.  The entire frame of the closet can be compromised, the hangers may be broken or items of clothing may be missing.  Alternately, throughout the course of a lifetime, a well-developed closet may become damaged, sometimes because of a head injury, a stroke, or a neurological disorder.

The speech-language pathologist (SLP) is the facilitator of the closet maintenance.  The SLP identifies any weaknesses, whether the clothes are poorly arranged and if the hangers are messy.  Evaluation and any necessary intervention can address these weaknesses and rearrange the closet to increased efficiency.

Intervention during childhood can help to ensure that children will mature with a closet full of bright, colorful well-fitting clothes neatly hung for immediate and repeated use in all circumstances.  If the need for intervention is indicated, the SLP will help to rearrange the components of the closet that have been altered by a storm or other interfering event.

Most of our closets develop quickly in a well-ordered fashion and remain intact as the closet grows older.  We use the closet and items within repeatedly and without fail.  The SLP is vital in ascertaining the need to restructure and remodel closets and hopefully ensure that everyone can enjoy a useful, functional closet filled with a large variety of well-fitting clothes across their lifespan.

At a recent party, I overheard someone relate to a professional colleague that they only referred to a certain speech-language pathology clinic because some clinics were “only in it for the profit.”  This statement could imply that some licensed professionals provided unnecessary clinical services.  Can the same statement be made regarding other professions?  Does the surgeon just do surgery because it’s profitable?  Does the dentist perform a root canal rather than fill a cavity because this procedure pays more?  Or is it because an x-ray/CT/MRI or laboratory test identified problems that required intervention?  Thinking that any speech language pathologists provide unnecessary services for profit would be an unfortunate misconception.

How does the speech-language pathologist determine if therapy (intervention) is necessary?

Speech-language pathologists (or SLPs) do treat some swallowing disorders identified by fluoroscopic or fiber optic endoscopic evaluation, but not all disorders are identified through the use of these diagnostic measures.  Standardized testing is used to evaluate and quantify some speech and language disorders.  These tests are developed using years of accumulated data that identify the age at which specific speech and language skills emerge.  These testing instruments are then extensively evaluated to determine if they indeed do assess specific communication skills and what represents a mean or normal performance for large groups of children/adults of a specific age (normalization).  The data is then incorporated into testing instruments for the use of qualified professionals to aid in the assessment of communication skills, just as the doctor uses laboratory findings to determine health status with reference to specific functions.

For example, we have all had blood drawn for laboratory testing.  Even though there can be slight variations in each laboratory, there are guidelines as when results are abnormal.   These guidelines are based upon what is considered normal limits, which is determined from accumulated data collected from large groups of people.  The physician does not use laboratory data without additional information – family history, symptoms, etc.

Similarly, the SLP also considers both standardized testing to compare an individual’s performance on standardized tests to the normative data and other evidence and reports of communicative function in determining if there is a need for intervention.  The SLP uses all information gathered to decide whether an individual has a communication, swallowing or cognitive disorder.  Only a fully licensed SLP or SLP intern should perform and interpret these procedures.  There are many qualified and experienced SLP’s in the Austin area – all of whom evaluate and recommend treatment based upon the same set of practice standards.

Our administrative staff is happy to do an insurance benefits call for you prior to your first appointment at our office.  During that call, we will determine what speech/voice therapy benefits you may be entitled to, obtain an estimate of your deductible and /or co-payment, and learn whether or not you must have a pre-authorization or pre-determination for therapy.

We always advise our patients to contact their insurance companies as well, to confirm that we have been given the most accurate information. Many patients choose to obtain estimates of their financial responsibility in writing prior to services for added assurance.

If it is determined that your insurance company will not cover speech/voice therapy services, you may choose to a self-pay option. If we are not billing your insurance, we can offer a discounted rate for speech therapy services.

CTSPS, Inc. is in-network for the following major insurance providers:

Humana, Blue Cross Blue Shield, Aetna, and United Healthcare.

Medicaid (Superior, TMHP, and Amerigroup)

Medicare

Seton HealthCare

Seton CHIP

If you are told that CTSPS, Inc. is out-of-network for your plan, please call us.  You might still be eligible to have treatment paid by the insurance provider.  We would be happy to call and discuss your individual situation with the insurance company.

All of the insurance calls, filing of claims, and filing of appeals is a courtesy to our patients.  Payment and responsibility for all therapy services ultimately rests with the patient.  If you have any questions or would like our staff to do a benefits call for you, please contact our office at (512) 327-6179.

One of our speech pathologists, Amy Ray, welcomed a new baby this month

and our Clinical Supervisor, Megan Lowe, celebrated her 10 year anniversary with CTSPS.

Check out the photos of our evening out!

Click to view slideshow.

Amy has experience in the public schools and private practice.  Her areas of interest include developmental delay, autism, and articulation and language disorders.  Amy was a World Wide Witness Missions Intern while in Costa Rica and taught English classes in Spain.  This past summer, she participated in the EBS International Training and Outreach Program in Nicaragua.

Welcome Amy!

Beata’s areas of interest are fluency, bilingualism, child language and articulation disorders, and AAC.  She has experience in several settings including outpatient clinic, the public school system, the Texas School for the Blind and Visually Impaired and at the Regional Day School for the Deaf.

Beata has volunteered as an ATL Community Service lead, Junior Achievement participant, Chicago Cares participant, and a Muscular Dystrophy camp counselor.  Beata brings these experiences to our team along with her unique perspective as a speaker of English, Polish, and Spanish.

Welcome Beata!

We have a lovely update to our waiting room with new carpet, fresh paint and a fun look for our play room.

Check out our photos and come visit us soon!

Click to view slideshow.

Rachel, originally from Del Rio, Texas, received both her undergraduate and master’s degrees from the University of Texas at Austin.  She is a member of the National Stuttering Association and Youth Stuttering Association local chapters.  Rachel’s areas of interest are fluency, child articulation and phonology disorders, adult cognitive-linguistic and swallowing disorders, and voice disorders.  She has experience in several settings including rehabilitation hospitals, public schools, ENT offices, and private practice.

Join us in welcoming Rachel!

An ongoing Australian study called Growing Up in Australia: The Longitudinal Study of Australian Children found that parents were very accurate in identifying disorders in their children.  More than 80 percent of parents’ report about their children’s communication skills corresponded with the diagnosis by a qualified speech-language pathologist.  In this study, the parents were even better at accurate identification than classroom teachers.  (Sharynne McLeod, Linda Harrison, Lindy McAllister, & Jane McCormack.  Charles Sturt University, Australia. The University of Queensland, Australia. www.csu.edu.au/research/speech-impairment/docs/speech-language-impairment-LSAC.pdf)

Parents should follow their first instincts when it comes to seeking a speech and/or language evaluation for their child and discuss issues or concerns with their physician or qualified speech pathologist.  Early intervention is key as many disorders can be treated and resolved before school-age if caught early enough.

McLeod S. , Harrison L., McAllister L., & McCormack J. (2009, December). Correspondence between direct assessment of speech and language impairment in 4- to 5-year-olds and LSAC measures of parent and teacher reported concern. Poster session presented at the 2^nd Growing Up in Australia: Longitudinal Study of Australian Children (LSAC) Research Conference, Melbourne, Australia.

The percentage of children who experience teasing and bullying could predictably be higher for those with speech and language disorders.  In 1999, the British Psychological Society published a study that found 83% of adult who stutter experienced bullying as children.  (“Stammerers targeted by school bullies” by John Carvel for The Guardian, June 4, 1999).  The bullying included “name-calling, threats, theft of belongings, and physical aggression.”  A large percentage of those surveyed experienced bullying everyday and almost all had some form of taunting at least once per week.   Additionally, many study participants reported life-long effects with self-esteem and disturbing memories of the bullying.  One adult male even admitted to a suicide attempt.

Here are some resources that are readily available to help with bullying:

Full credit to:  Helping Children Deal With Teasing and Bullying (ASHA Leader, June 7, 2011.  “Teasing and Bullying” by Judith Maginnis Kuster)

                “Trouble at Recess” is a free downloadable book from the Stuttering Foundation about being teased “www.stutteringhelp.org/Portals/English/book0034.pdf)

                “Just for Kids” lists children’s responses to how they have been teased, how they feel when being teased, and what they can do when they are teased – and invites children to submit their own responses (www.mnsu.edu/comdis/kuster/kids/kids.html#teasing).

Did you or someone you know deal with bullying due to a speech disorder?  Tell us about your experience.