Evaluations

 

We conduct comprehensive evaluations in order to determine your child’s current levels of functioning. Our evaluations are customized to fit the needs of your child. Our therapists use a combination of standardized testing, informal observations and parent report to assess skills and determine areas that we can work on. We will evaluate all or part of the following areas, depending on your child’s needs:

 

• Articulation development

• Phonology

• Expressive language skills

• Receptive language skills

• Pragmatics/social language skills

• Early literacy skills

• Written expression

• Reading comprehension

• Oral motor strength and mobility

• Feeding skills

• Voice quality

 

Approximately 2-3 weeks following your child’s evaluation, you will receive a written report detailing the findings and outlining the therapist’s impressions and recommendations. Speech and language goals will be formulated based on the evaluation results and your concerns. Your therapist will review the report with you and answer any questions you may have. Evaluation recommendations may include speech-language therapy and/or referrals to related professionals.

 

If you are interested in scheduling an evaluation, please call us at (312) 600-7231 or email

 

Individual Therapy

 

We offer individual speech-language treatment sessions in your home or at your child’s school. Sessions are typically 45 minutes in duration and are tailored to your child’s individual needs. We use traditional therapy techniques as well as innovative technology, such as the iPad, in order to target a set of age-appropriate, individualized goals (goals will be determined during the initial evaluation). We believe in parental education and involvement and the use of home practice to help children meet their goals and improve their skills. Consistent communication between the therapist and parents will help our clients and parents review what was practiced in the treatment sessions and understand home programs to be completed between sessions.

 

School

 

Therapy in the school setting is available upon request. Please inquire for more information.

School observations may be requested by the parents or by the therapists. These observations enable the therapists to see how the child uses language to communicate, understands language and interacts with his/her peers. They also allow the therapists to provide teachers and other related staff members with suggestions and/or accommodations that will support l your child in the school setting. School observations may be conducted at various times. For example, our therapists may complete an evaluation as part of the initial evaluation or they may use it to supplement a re-evaluation. Observations include an informal evaluation of your child, a brief written report with strategies for follow-up, and a meeting with parents and/or educators if needed.

 

Orton Gillingham

 

Orton Gillingham (OG) is an instructional approach to reading. The approach is language-based, multi-sensory, systematic and highly structured. It is primarily used with children who have difficulty with reading, spelling, and writing associated with dyslexia, however, children do not have to have a diagnosis of dyslexia to benefit from this approach. The OG approach is used with a one-on-one instructional model at Therapy Buddies.

 

Consultations/Screenings

 

Are you concerned about your child’s speech and/or language development? Contact us for a complimentary consultation with one of our therapists. During the consultation, you will be asked to describe your concerns, and the therapist will then determine whether or not a comprehensive evaluation is warranted.

 

Therapy Buddies also offers complimentary speech and language screenings. These screenings allow us to informally assess your child’s communication abilities in order to determine whether or not an evaluation is warranted. Screenings can often be done in your child’s school or at various locations around Chicago.

 

Click here to view our list of red flags that may be indicative of a speech and/or language delay.