Frequently Asked Questions

What’s the first step if I’m concerned about my child’s speech, language, or learning skills?

You may choose to read any of the articles on our site, attend one of our workshops, or call us. Completion of our age checklists may help you determine if your child is developing according to normative standards. A free and confidential phone call may be all that is needed to assure you that skills are developing as expected. We provide phone consultation as a community service, and you are under no obligation to obtain services from us. We are here to help.

Shouldn’t I wait and see if my child will outgrow a communication or learning concern?

If a communication or learning problem is ignored, your child may miss out on critical learning opportunities for brain development. Communication may become stressful and frustrating for both you and your child if signs of a potential problem are ignored. Communication should be fun and stress-free.

According to research, a language or speech delay is often the first sign of a learning disability or future reading problem. A few simple suggestions tailored to your child’s individual learning style may be all that is needed. Why wait and worry?

What is a screening test?

A screening test usually encompasses most areas of speech/articulation, language, memory, stuttering and voice development. We focus on your area of concern and then screen out other areas as time permits. A screening test generally takes less than 50 minutes to complete. A separate parent conference may be scheduled if your child is being screened so that you and your therapist may confidentially discuss results and options. We may recommend monitoring skills every few months or years, or we may recommend in-depth diagnostic testing or therapy. If all skill areas appear to be developing within normal guidelines, no further testing may be needed, and you’ll be assured that your child’s skill development is on track. Regardless of the screening outcome, you’ll have peace of mind knowing you sought services early when intervention is most effective.

Is a child under the age of 3 too young to be tested?

Infants and young children are tested using toys, pictures and parental input. Speech, words, body language, signs, sounds and non-verbal skills are observed and evaluated. Young children have fun playing with us and are unaware they’re being tested. Activities are presented as games and not as drill work. We recommend that you bring some of your child’s favorite toys to the first session to ease the transition from your home to our office. It’s best to simply state they are going to have fun in a playroom. We suggest parents avoid terms such as testing, evaluation or therapy with young children. We are sensitive, experienced therapists, and both you and your child will enjoy our playtime together.

What causes speech and language problems?

Speech and language problems are usually caused by a combination of factors, rather than a single cause. Factors that influence whether or not a person develops a communication problem include a person’s physical condition, environment, family history, and/or learning differences.

My husband’s family has a history of learning and communication difficulties. Does this mean my child has inherited these problems?

We’ve known for years that genetic disorders such as Down syndrome are due to chromosomal changes. Now, new research has identified structural and physiological differences in the brain of individuals with learning disabilities, attention deficit disorders and stuttering. Genetic factors contributing to communication difficulties have been linked with chromosomes 6 and 15.

Research is ongoing and treatment approaches are continually being refined. It is especially important that individuals receive evaluation and treatment based on current research. The skills of an experienced and licensed speech language pathologist are highly recommended to determine the best course of treatment.

How long does therapy continue?

Usually, therapy continues until the skill area is mastered. Each individual learns at a different pace. Therapy is completed more rapidly if the client attends regularly and practices techniques between sessions. Because we’re specialists in speech, language and learning, we can quickly identify the source of communication and learning difficulties. We then develop an effective treatment program for each individual.

How is a speech-language pathologist at Granite Bay Speech qualified to help?

Speech language pathologists at Granite Bay Speech have a minimum of a masters degree, license and complete a supervised nine-month internship. They must also pass a rigorous state examination which assures their clients that they’ve achieved a knowledge base necessary to evaluate and treat all communication and language-related learning difficulties. They must also attend continuing education classes in order to maintain state licensure and the Certificate of Clinical Competence (CCC).

The American Speech and Hearing Association awards a Certificate of Clinical Competence (CCC) to therapists who complete an internship and pass a national examination. Granite Bay Speech therapists often far exceed continuing education requirements by reading journal articles, completing research, and attending professional conferences.

Are Granite Bay Speech services expensive?

Our therapy is affordable and could be the best investment you’ll ever make. We don’t require deposits, and do not obligate you to months of treatment at a time. You can start and end therapy with us based on your personal goals and current commitments. Potential difficulties with learning and communication may be prevented with our early intervention programs, ultimately saving families thousands of dollars.

When needs are left untreated, children may develop undesirable behaviors to cope with their frustrations. Behavioral and psychological problems are often rooted in learning and communications difficulties that were left untreated, under-treated and/or misdiagnosed.

Why is seeing a licensed speech-language pathologist often more effective than attending a class or being tutored?

Our therapy plans are developed for each client, based on individualized assessments of needs, priorities and years of clinical expertise. We address your specific needs as we create your individualized program. Our clients reach their goals more quickly because of this customized approach.

What if I can’t afford private services from Granite Bay Speech?

Sessions are scheduled at your convenience and within your budget. Video and audio recordings may be used to extend practice between therapy sessions. We also provide families with written goals, progress reports and instructions to supplement sessions. Family members are welcome to accompany clients to learn more about how to help their loved ones. Support is available by text, fax, e-mail and phone consultation. Each family’s individual circumstances are discussed confidentially. Together, we create a program that is both effective and affordable.

Are resources available to help pay for private speech-language pathology services?

Because health insurance covers medically necessary therapy, your out-of-pocket cost may be minimal. Adults who suffer head injuries, strokes or neurological disorders are often covered through health plans. Children who suffer repeated hearing loss from ear infections or children that have feeding or oral motor coordination difficulties may be candidates for medically necessary intervention. Many communication difficulties are eligible for medical benefits provided the medical cause is documented.

Insurance companies reimburse for medical services when they’re performed by a licensed speech language pathologist. Insurance companies do not reimburse for tutoring clinics or teachers. Retaining the services of a licensed speech pathologist is often less than the cost of expensive learning clinics. Flexible spending accounts (FSA) and employer-sponsored plan benefits may also be used to cover out of pocket expenses. Contact us about the procedures to obtain financial assistance through your medical insurance, employer or charter school. Nonprofit associations, service organizations, and state programs, such as Alta Regional Center or the Department of Vocational Rehabilitation, may also provide funding.

My son is enrolled in the school district speech program. He’s embarrassed when pulled from class, and I worry that he’s missing out on academic instruction. How do I discharge him from the school speech program and enroll him at Granite Bay Speech?

You may call to enroll your child in Granite Bay Speech at anytime. You may attend therapy privately and choose not to enroll your child in school district services. Some parents choose this option when they notice their child is reluctant to be removed from classes at school. Other times, the child needs specialized services that aren’t available within the school district setting. Regardless of the reason, whatever is in the child’s best interests should be the primary concern. Ultimately, the choice is yours.

Is it possible to combine the services of Granite Bay Speech and the public school?

Yes. Enrollment in private therapy from Granite Bay Speech may begin at any time you choose. You don’t need a referral from the school district. School district therapists appreciate the help we provide, and we work as a team to benefit your child. Granite Bay Speech offers year round support and consistent instruction to avoid skill regression during school breaks.

Why doesn’t my child qualify for services in the school district if they’re behind in skill development?
School therapy is based on an educational model, not a medical model of intervention. In order to qualify for services your child needs to demonstrate a communication disorder which negatively affects his educational performance. Language scores often need to be below the 7th percentile, and speech skills must meet school-established cut-off points.

At Granite Bay Speech we determine if skills are below age expectations or if a communication disorder is causing undue stress. Because we work in private practice we are not restricted by school district criteria or budgets. Granite Bay Speech Staff may intervene to prevent, treat and counsel individuals whenever a family needs support.

Why should I consider supplementing my child’s school district program?

School district therapists may feel additional services are needed, yet because of technical language in the law, they’re not allowed to state that a child needs services unless they qualify for the school district program. Legally, school districts run the risk of being obligated for any needs that are identified by their staff.

We consult with your school district speech therapist and coordinate goals for your child to obtain maximum progress. You may choose to supplement school district services throughout the year, you may attend only during school breaks, or you may consult with us periodically to monitor school district progress. Parents often find that private, individual sessions accelerate progress and lead to earlier dismissal from school district therapy.

Speech therapists in the school district appreciate working with us to enhance your child’s skills. School district therapists are often consumed with regulatory paperwork, meetings and school functions, which may unavoidably interfere with consistent delivery of services. Your child is only on campus limited hours, and therapists do their best to meet the complex demands of scheduling a large caseload during the school day. Unlike the classroom teacher, substitutes are not hired when the school district therapist is ill. Budgets and time limitations are factors which may, unfortunately, limit services.

What if I want to transfer to Granite Bay Speech’s program from another private therapy or tutoring program?

In order to provide a seamless transition, we recommend that you obtain any recent therapy notes, test results and evaluation reports, and send them to us to review prior to our first session together. With your permission, we’ll consult with your previous therapist and plan therapy activities that will make your child feel comfortable. We may also meet with you and your child before your first therapy session to tour the office and answer questions. Please let us know how we can help make you and your child comfortable. We always do our best to accommodate special requests.

What are language skills?

Language skills include the ability to communicate verbally, nonverbally and in written formats.
Receptive language skills include the ability to read, hear and remember directions, understand questions (what, when, where, how and why), understand word meaning (vocabulary), and comprehend non-verbal cues, vocal inflection and body language.

Expressive language skills include the ability to express ideas verbally and nonverbally through spoken words, vocal inflection, sign language, body movements and gestures. Expressive skills include age appropriate sentences length and structure, word order, vocabulary skills and word finding skills. It includes the ability to ask questions, make comments, use turn taking and use social language appropriately.

More than 80% of children who have a language disorder may later develop a reading and learning disabilities. Many learning disabilities may be prevented or improved by obtaining language intervention before the age of 5. Consult our age checklists to learn more about age appropriate skills.

How does Granite Bay Speech help adults who have language needs?

We provide individualized sessions for adults who have learning disabilities, reading, writing, attention and memory concerns. Adults may have experience language difficulties due to strokes, head injuries, Parkinson’s or untreated learning disabilities. Adults who have language needs may experience difficulty with relationships, following work related assignments and conversing with others; we are here to help.

How do I improve my child’s language skills?

The following suggestions will enhance your child’s language skills:

Imitate your child’s babbling to develop verbal imitation and turn-taking behaviors.
Limit the length of your utterances to match the average length of your child’s utterances plus one word.
Use consistent vocabulary that has concrete reality for the child (names of people, objects, actions, locations).
Limit the use of pronouns (he, she, him, her, their; instead, mention the person’s name: Mary, John, etc.)
Use your child’s name as an attention-getter before delivering the message. (Johnny, please come here.)
Improve your child’s comprehension and attention by varying your pitch and loudness to emphasize important words and sounds.
Frequently repeat messages so that your child has the opportunity to hear new vocabulary more than once.
Accompany messages with gestures, facial expressions, and body language.
Provide word choices if your child is struggling to say the names of items. (Do you want the ball or the block?)
Encourage all of your child’s attempts at communication, no matter how primitive. Say “good talking” instead of ignoring your child’s attempts.
Read to your child, and ask them questions about the story (who, what, where, when, why).
Practice word associations – synonyms, antonyms, double meanings, inferential, and abstract ideas.
Provide strategies to be a better listener, rephrase directions, self cue, use memory techniques.
Set aside individual time to discuss successful projects.
Build resiliency in your child by journaling goals achieved that required perseverance.
Teach your child to love learning for the sake of learning, and not just grades or prizes.

What are speech skills?

Articulation skills are most commonly referred to as speech skills. Articulation refers to the process of two areas of the body touching to form speech sounds. When we speak a set of very complex and coordinated movements allow us to form sounds which are understood by others. More than one hundred muscles have to contract and relax to begin and end each syllable. Consult our age checklists to learn more about age-appropriate skills.

Why do some people have trouble saying speech sounds clearly?

Individuals may mishear sounds due to permanent or fluctuating hearing loss. Frequent ear infections may cause inconsistent sound perception. Other individuals may be tongue-tied, have dental or jaw problems, structural problems, cleft palate, motor speech disorders, apraxia, or neurological injury or diseases. Sometimes the origin of speech difficulties is unknown.

What are some types of speech errors?

Speech or articulation errors occur when sounds are omitted, distorted, or substituted. When an individual omits, distorts, or substitutes sounds, their speech may sound garbled or slurred. Children who misarticulate sounds may develop spelling and reading issues as they struggle to match the printed letter with their mispronounced speech sound. Individuals at school, work, and in social situations may converse less with a person who is difficult to understand.

Phonological errors occur when the rules for groups or sound classes are in error. A young child may produce frontal tongue tip sounds such as “t” and “d” for all their back tongue sounds “g” and “k” (det for get, tate for take). They may produce all their blowing sounds “sh,” “ch,” “s,” “z,” as if they were stopping sounds “t”, “d” (ton for sun, doe for so). When individuals produce entire classes of sounds in error, their speech is often extremely difficult to understand, and both the speaker and listener may become very frustrated.

Children usually develop sounds in a normal progression. Consult our age checklists to learn more about age-appropriate skills.

What can I do to improve my child’s speech skills?

The following suggestions will enhance your child’s speech skills:

When you don’t understand your child, ask for one repetition. If you still don’t understand him, ask him to show you what he means.
If speech is often unclear, reduce frustration by creating a picture chart with food, clothing, activities, people, and places so your child can supplement speech with picture communication.
Help your child to believe he’s a terrific speaker.
Take responsibility for communication breakdown rather than letting your child feel badly for delivering an unclear message. Let him off the hook by saying you were not a ready listener. “Sorry, I wasn’t listening. Do you mind saying that again?”
Set up contexts for successful communication by introducing topics the child can discuss easily. This is especially useful in conversations that include a third person who might not be familiar with your child’s speech.
Rather than correct your child’s mispronunciations, model the correct pronunciation in your immediate response.

What can adults do to improve their speech?

It’s never too late to change the way you speak. Maturity and motivation often counteract long established speech muscle patterns. Speech sounds and accents may be transformed through individualized, confidential sessions at Granite Bay Speech.

What causes voice disorders?

Voice disorders may be caused by injury, neurological conditions, vocal polyps, nodules, inadequate structure, muscular imbalance, or tension.

Are certain groups of individuals at higher risk for voice disorders?

Yes, individuals are at higher risk if any of the following conditions exist:

Allergies
Frequent throat clearing
Talking with a pitch that’s too high or too low for one’s natural vocal range
Using one’s voice in the presence of smoke, vocal irritants, chemicals, dust, and pollen

Individuals who speak loudly or try to push their voice beyond its normal limits, or speak while they’re ill, under stress, or have time limitations, often injure their voice. Teachers, coaches, singers, actors, professional broadcasters, and radio personalities often need advanced vocal training to prevent and repair vocal abuse.

How do Granite Bay Speech therapists help individuals with vocal concerns?

Our licensed therapists work with your medical doctor as well as vocal coaches to alleviate voice disorders through individualized programs. Your doctor may advise you to have surgery and/or receive voice therapy. Vocal nodules (callous-like formations) may go away or be reduced in size through voice therapy alone. In therapy, you learn to relax your vocal cords, breathe, and keep your cords hydrated. You will learn the best pitch range for your voice so that it lasts all day, and you’ll learn how to yell and talk in loud environments without damaging your cords. Improvement is often heard within the first session; about eight sessions are needed to treat a mild voice disorder. We support vocal health in individuals of all ages.

Do you have suggestions on how to relieve vocal stress?

A great exercise for vocal relaxation is called the yawn-sigh method. Begin by yawning as wide as you can; imagine the wide-open mouth of a lion roaring. Follow your big yawn with a loud and open sigh. You should drop your tongue down low in the back of your mouth and let the air flow out easily. Make an “AHH” sound like you do at the doctor’s office; it should sound relaxed and open. Repeat this exercise at least five times.

It takes some practice to learn how to yawn-sigh, so keep trying. At first you may hear a crack or squeak in your voice, and this is a good sign because it means the tension in your cords is being released. Soon you’ll notice a drop in your pitch, and you won’t be able to yawn any more because your cords are relaxed.

A licensed therapist at Granite Bay Speech can instruct you how to achieve success with the yawn-sigh method, as well other vocal relaxation techniques. We’ll also help you find your perfect pitch range to avoid vocal strain and teach you how to safely make your voice louder using adequate support from your diaphragm.

Vocal training by a licensed speech pathologist may prevent vocal cord damage and prolong the use of your voice. Learn more about how to achieve a healthy and professional voice that exudes confidence by contacting Granite Bay Speech.

What are the signs of a learning disability?

If an individual has a learning disability, the following areas may be affected: spoken language, written language, listening, self control, attention, cognitive/thinking skills, reading, math calculations, or physical delays.

Technically, the term learning disabilities is defined as two standard deviations between achievement and intelligence on testing instruments. We all have learning differences with strengths and weaknesses in learning abilities. The term “learning disabilities” is generally only used when the impact of a learning difference is significant.

Many adults have learning disabilities that were undiagnosed when they were children. Some of these adults have used these strengths to excel in areas such as art, music, or athletics. Other adults have suffered and limited their academic, career, and social options because of an untreated learning disability.

It’s important to note that more than 60 percent of adolescents in substance abuse programs have learning disabilities. Thirty-five percent of students with learning disabilities do not complete high school. In addition, 65 percent of students with learning disabilities were not employed full-time one year after graduation from high school.

It is recommended that children be given the opportunity to achieve success by identifying and treating learning difficulties early.

What causes learning disabilities?

Structural and physiological differences have been identified in the individuals with learning disabilities, attention deficit disorders, and stuttering. Genetic factors have been linked with chromosomes 6 and 15.

During one recent study, the area of the brain that associates visual and language skills for reading were less active in individuals with dyslexia. Another study noted the occipital area of the brain was more active in boys with ADD.

Boys with ADD tend to be visual learners and not auditory learners. The visual areas overpower the auditory input, and the result is poor attention and poor listening. They aren’t actually trying to ignore you; their brain doesn’t permit them attend to your verbal instructions unless appropriate intervention occurs.

How many people have learning disabilities?

It is estimated that up to 15 percent of the population has a learning disability. Learning disabilities tend to run in families.

Approximately 80-90% percent of learning disabilities are caused by on an underlying language difficulty. Language disabilities are best treated by speech-language pathologists who are capable of treating the underlying language disorder. Language includes auditory processing, memory, cognition, reasoning skills, and the ability to express and understand language. Reading is affected in over 80 percent of learning disabilities. Weak early language skills have been documented as being highly correlated to future reading and learning disabilities.

How do weak language skills from a learning disability affect academic progress?

It is critical for children to understand language concepts involving sequencing, quantity, direction, time, and size in order to calculate math problems.

Social studies involve directional concepts such as north, south, east, west, up, down, left, and right. Writing skills require a child to share details of a story (what, where, when, who, why, how) in the correct sequence, using appropriate descriptive language.

These language areas and many others affect all areas of academic and occupational success in children and adults.

What causes poor spelling skills?

Spelling difficulties are often the result of visual problems or weak auditory (listening) skills. It’s critical that vision be tested for distance, tracking, binocularity, focusing, and not just visual acuity. The brain must be able to see the letters as well as process them at a deeper level.

Spelling skills require both visual and auditory skills. The ability to spell requires that a person has at least some of the following auditory skills: 1) be able to hear the differences between sounds such as “pear” and “share”; 2) be able to remember and quickly manipulate sounds to create new words (mop, pop, top); and 3) be able to perceive each sound as a separate syllable.

Research confirms that the relationship between poor phonological skills and future difficulties with reading, writing, spelling, and math is significant. Early identification and treatment is the key.

How can parents help children with learning disabilities and weak spelling skills?

Get help early, and believe that your child will succeed. Trust your gut level. Learning activities can be fun and rewarding, and they don’t have to take a lot of time. If we give children the love of learning, the learning itself is sure to follow.

Why do some adolescents have difficulty with social skills?

Adolescents may feel socially awkward, especially around their peers. Most adolescents are worried about peer approval and acceptance. Children lack the life experience to respond appropriately in new social situations.

As adolescents mature, they increasingly improve their ability to read body language and respect personal space, as well as understand and express sarcasm and social humor.

Social immaturity, anxiety, or late identification of Asperger’s syndrome should be considered as possible causes for poor social skills. Regardless of the label or diagnosis, interpersonal skills may be improved with intervention and guidance.

What social skills should be developed during the teen years?

Adolescents should be able to enter conversations with appropriate eye contact, body language, and verbal skills, and they should be able to gracefully exit a group. They should be able to maintain a conversation and use appropriate turn-taking skills. They should be able to express emotions, opinions, and thoughts through the use of nonverbal and verbal language.

Some children acquire social skills naturally, while others struggle.

When should I become concerned about weak social skills?

Social skills are a matter of degree, and sometimes it’s difficult to determine if maturity will resolve the concerns or if further guidance is needed. Social skills can cause a child to become withdrawn and isolated, thus further diminishing his chances of gaining needed social experiences.

Children with language disorders are at higher risk for poor social skills because they may not understand puns, idioms, riddles, jokes, sarcasm, and slang. They may not understand when to use adult language and when to use adolescent vocabulary and expressions. Acquiring adequate social skills is often the basis for establishing lifelong social and occupational goals.

A call to discuss your concerns with one our staff is suggested. We may provide checklists and suggestions to alleviate concerns. Other times, a child may be enrolled in individual or group sessions to role play and refine social skills.

What are Augmentative and Alternative Communication (AAC) systems?

AAC strategies provide ways to add to or augment a child’s natural communication behaviors. When children receive assistance with communicating early in their lives, potential behavior problems decrease, language skills increase, and relationships between siblings, peers, and family members improve.

According to the American Speech-Language-Hearing Association (ASHA), communication is the essence of human life, and all people have the right to communicate to the fullest extent possible. No one should be denied this right, regardless of the type and/or severity of communication, linguistic, social, cognitive, motor, sensory, perceptual, and/or other disabilities they may have.

AAC is actually a system. It involves an ongoing program of decision-making that considers individuals, their methods of communicating, and the effectiveness of that communication with a variety of listeners, as well as environmental variables that foster or impede communication.

The communication methods associated with this area include four basic components:

Symbols - A variety of symbol types: graphic, auditory, gestural, and textured or tactile

Aids - Electronic or non-electronic devices that are used to transmit or receive messages.

Strategies - The ways in which symbols can be conveyed most effectively and efficiently.

Techniques - The various methods used to transmit messages.

Augmentative and Alternative Communication (AAC) strategies may be used with children as young as 3 months old.

INFANTS: A caregiver of an infant with special needs may need to learn strategies to build interaction and attachment skills.

TODDLERS: A toddler with limited vocabulary may need to use sign language or pictures to help facilitate words.

SCHOOL-AGE: A school-age student with autism may need a communication aid to assist with language comprehension and expression.

How do I know if I need tongue thrust therapy?

You may need tongue thrust therapy if you answer yes to any of the following questions:

Has your dentist or orthodontist diagnosed you with tongue thrust?
Are your teeth or your bite out of alignment?
Is your dentist concerned that tongue thrust will affect your child’s eruption of teeth and the alignment of their teeth and bite?
Are there concerns about the effectiveness of braces or the retention of your straight teeth after orthodontic treatment?
Are you experiencing slow or ineffective therapy for a lisping pattern?
Does your child suck their thumb, bite their nails, or other objects?
Does tongue thrusting draw negative attention to your speech and interfere with your social or professional life?

What is tongue thrusting?

Tongue thrust is the most common orofacial myofunctional disorder (OMD). Orofacial Myofunctional Disorders are anatomical and physiological differences of oral and facial structures (lips, teeth, tongue, jaw, cheeks, and palate) that are noticeably different; interfere with normal dentofacial, speech, physical or psychosocial development; or that are of cosmetic concern. These include lip and tongue rest, swallow, and speech posture differences. (Hale, Kellum, & Gross 1991) Research has found an 81% prevalence of OMD disorders in children exhibiting speech problems (Maul, et. Al, 1999) compared to a prevalence of 38% in the general population (Kellum, 1992).

Why should I be concerned about tongue thrusting?

Orofacial myofunctional disorders (OMD) may have a negative effect on the development of the dentition and speech. The pattern of when teeth erupt and/or the alignment of the teeth and jaw may be negatively affected. The function of the temporomandibular joint (TMJ) may be negatively influenced. For patients in orthodontic treatment, OMD therapy can help stabilize the orthodontic result and help in the retention of the treatment.

Speech disorders often co-exist with OMD. Some children develop sound errors as a result of OMD. OMD most often causes sounds like “s,” “z,” “sh,” “zh,” “ch,” and “j” to sound different than they usually do. For example, the word “sink” may sound like “think.” Because of ineffective tongue tip muscles, sounds may be misarticulated. Not all children with an OMD such as tongue thrust have an associated speech disorder. If tongue thrusting and sound errors exist, remediation of the tongue thrusting pattern is essential to correcting the speech.

Some people who have a tongue thrusting pattern have difficulty maintaining a closed mouth while chewing and swallowing, and lose control of the food in their mouth. An open chewing pattern may be caused by inefficient oral motor control. An open chewing pattern during meals may be visually offensive to others and may contribute to reduced social interactions.

What causes tongue thrusting and Orofacial Myofunctional Disorders (OMD)?

Oral habits such as excessive thumb- or finger-sucking, lip/cheek and fingernail biting, lip licking, and teeth clenching and grinding.
Family heredity can be involved in determining such factors as the size of the child’s mouth, the arrangement and number of teeth, and the effectiveness of lip, tongue, mouth, and facial muscles.
A restricted nasal airway due to enlarged tonsils and adenoids may create an open-mouth breathing pattern. Environmental factors that contribute to airway difficulties include allergies.
Neurological or developmental abnormalities.
Abnormally large tongue, short lingual fermium (tongue-tie), or other structural or physiological abnormalities.

What is the treatment for OMD?

The success of a therapy program is dependent on several factors, and a team effort is essential. A licensed speech-language pathologist can evaluate and treat open-mouth posture, swallowing disorders, and speech misarticulations that result from OMD. Speech-language pathologists specialize in evaluating lip, palate, tongue, and facial muscles, both at rest and during the complex movements needed to produce clear speech and adequate swallowing. Other team members may include parents, the pediatrician, ENT doctor, dentist and/or orthodontist.

Is there scientific evidence that OMD therapy is effective?

Recent scientific studies have shown that treatment for OMD may be 80-90% effective in correcting swallowing and rest posture function. These corrections are retained years after completing therapy (Hahn & Hahn, 1992). Some insurance companies cover OMD therapy as a necessary medical intervention.

How do I find out more about tongue thrust therapy and OMD treatment?

Granite Bay Speech provides a free phone consultation to answer your questions about tongue thrust. A tongue thrust disorder is not considered educationally relevant, and therefore a child will not be eligible for public school speech therapy service for tongue thrusting.