Practice Playce offers dyads and small groups for 2-7 year olds. Children are placed according to age and developmental level. Traditionally, speech-language therapy or behavioral therapy is recommended to treat children with a social/pragmatic language disorder. Practice Playce is unique because sessions are jointly led by a licensed speech-language pathologist as well as a licensed behavioral therapist. The benefit of selecting Practice Playce is that it is a dual-discipline program designed to best meet the needs of each individual child. (click here for more info)
The Developmental, Individual Differences, Relationship-Based model (DIR/Floortime) approach, developed by Drs. Stanley Greenspan and Serena Wieder, is a comprehensive framework for treating children with autism spectrum disorder. The goal of the DIR model is to help children master the ‘building blocks’ of relating, communicating, and thinking. Floortime, a centerpiece of the DIR approach, is a specific technique to both follow the child’s natural emotions and interests while challenging higher development. In DIR/Floortime the therapist gets on the floor to engage with the child at a level he/she enjoys, enters the child’s activity, and follows the child’s lead. The therapist guides the child toward increasingly more complex interactions, known as “opening and closing circles of communication.”
More Than Words, a Hanen Program for early language development, is based on the social interaction model of language acquisition and emphasizes a family-centered approach to language intervention. Programs are designed for children who have language delays, as well as for children developing within age level expectations. The Hanen philosophy is to provide multiple opportunities for children to engage in social language throughout the day. The program instructs, models, and supports parents to be effective social language facilitators.
Social Thinking Curriculum, developed by Michelle Garcia Winner is a developmental treatment approach for children with social pragmatic challenges. This process includes a framework of “social thinking” to help the child understand and use appropriate social skills at home, school, and other social situations. This model of thinking integrates evidence based research to help the speech-language pathologist, child, educators and parents systematically organize a treatment plan for social interaction, problem solving and the ability to interpret and respond to social language pragmatic situations.
Social Stories, developed by Carol Gray, was designed to teach children the social skills that they may find difficult to understand or are confusing. The objective of each simple, illustrated story is to increase the child’s understanding by describing in detail a specific situation and suggesting an appropriate social response. These evidenced based stories include such topics as Me and My Feelings, Bullying, Celebrations, People Skills and Friendship, Home and Community, and School. This program provides directions and tools for the child to write his own social stories.
Narrative Language, focuses on improving a child’s story-telling ability, including the ability to provide context for the listener; use narrative structures to organize events; and utilize microstructure (syntactic complexity, temporal and causal conjunctions, coordinating conjunctions, elaborated phrases, and adverbs) to enhance the clarity of the narrative. Narratives can provide a naturalistic means of targeting specific language difficulties.