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Learning how to find the right words, speak smoothly, and speak clearly are aspects of being a good communicator.  However, good communicators are also confident, creative, and adaptable and utilize all of these social-emotional skills to achieve this level of communication. Unfortunately, many children who have difficulties speaking smoothly or with the correct articulation can have a variety of challenging social-emotional experiences. While practice and repetition are essential in overcoming these challenges, Inspire Speech Therapy™ knows the importance of addressing both the language and the emotional side of communication. Our Speech and Language Pathologists are equipped to treat the whole child while also addressing specific areas of challenge. The Speech Therapy team at The Floortime Center® has always focused on social-emotional development while improving communication and thinking in children with special needs.

At Inspire Speech Therapy™, we understand the importance of enticing and inspiring a child to perform. While many therapies bribe, reward, or force children to achieve a certain goal or outcome, we emphasize the process and the product. For children to master skills and create positive changes in the brain, they must enjoy the process of learning and practicing. The process of learning must be positive.

Dr. Greenspan’s Model is social-emotional health, we’ve also seen comprehensive improvements while applying his model to a broader range of children and diagnoses.

  • Fluency Disorders such as stuttering,
  • Articulation Disorders,
  • Apraxia/Dyspraxia, 
  • Selective Mutism, and
  • Communication Disorders such as ASD

Why Choose Floortime Speech-Language Therapy?

Traditional speech-language therapy is based on a behavioral model and typically requires children to learn through structured, adult-directed activities. These activities often occur while sitting at a table or in a small room while not addressing a child’s sensory/emotional needs. Children who participate in this style of therapy do make gains, but they often have difficulty using those skills spontaneously, (without prompts or reminders), in their everyday lives since they did not learn them in a functional, emotionally relevant context.

For example, a child who has difficulty being flexible when he loses a game may be able to tell you that he should say, “Oh well, maybe next time.” or “Good game!” after a loss because this is what he has been taught by an adult. However, that does not mean that he believes and fully understands the words he is using. The next time he loses he is likely to become upset and forget everything he has memorized. This is because he has not learned how to regulate his emotions or tie his emotional responses to the desired language and behavior. He is not able to recall the words he had memorized in such an emotionally-charged moment because of this disconnect.

 At The Floortime Center, speech-language therapy helps clients develop communication skills by building positive relationships and facilitating learning through activities that the client finds relevant and engaging. We foster the motivation to learn as well as the opportunity to practice new skills in the same way they might be used outside of the clinic.

The ability to connect the emotional context, meaning and language is necessry to actually care about what you are saying and understand and value its impact on the social environment. Caring about someone elses feelings which encourages flexibility, collaboration, sharing, taking turns, etc. requires this.   

When children practice communication skills in an emotionally relevant context, they are also more likely to recall and use these skills than if they had simply relied on memorization. The result is socially engaged, functional, spontaneous communicators who are able to express their wants, needs, and opinions as they relate to the world around them.

Children also experience improvements in:

  • Social Connectedness
  • Communicating Wants and Needs
  • Initiating and Maintaining Social Conversations
  • Sequencing Tasks and Follow Multi-Step Directions
  • Verbal Reasoning, Problem-Solving, and Negotiating
  • Expressive and Receptive Vocabulary
  • Sentence Structure and Length
  • Understanding and Use of Concepts (e.g. Spatial, Temporal)
  • Speech Clarity and Intelligibility
  • Verbal Fluency