Mission Statement
ABOUT DEVELOPING SPEECH P.C.
WELCOME
At Developing Speech, I approach each individual with their own talents and one-of-a-kind needs. My goal is to help you or your child attain and strengthen their decoding and reading abilities. Feeding therapy is also provided. Virtual therapy provided only for both reading and feeding therapy.
ASSESS
Dynamic assessment
Providing strategies to parents
Establishing communication with other therapists
Setting long term and short term goals
STRATEGIZE
I believe that every person can achieve their personal best with my help and with the help of their community such as parents, teachers, and extended families' support.
ACHIEVE YOUR PERSONAL
BEST
My goal is to create a warm and open environment where you/children and parents are able to develop an open relationship with me. All families will receive individual attention to develop the right treatment plan. We will work together to help you/your children develop your personal best.
Why choose me as your child's therapist?
Education and Certifications
- ASHA CERTIFIED
- NEW YORK UNIVERSITY SPEECH AND LANGUAGE MASTERS DEGREE GRADUATE
Background
- I am a Bilingual (English/Spanish) therapist with a diverse work experience. Treating phonological awareness skills, decoding, and reading comprehension. Feeding therapist also. Feeding therapy is also provided virtually.
Speech and Language Issues
Additional Information
Detecting Reading issues
Children can become easily frustrated when they see that reading is a struggle. Kids start to make excuses about why they do not want to read. As a result parents may feel their kids are "putting up a fight or are lazy." Your child can benefit from phonics and comprehension therapy. If you feel like your child is presenting problems with decoding words then do not wait. Have your child assessed to determine if they need help with their reading skills.
Written language disorders, as with spoken language disorders, can involve any of the five language domains (i.e., phonology, morphology, syntax, semantics, and pragmatics). Problems can occur in the awareness, comprehension, and production of language at the sound, syllable, word, sentence, and discourse levels, as indicated in the table below (Nelson, 2014b; Nelson, Plante, Helm-Estabrooks, & Hotz, 2015). See ASHA's resource, disorders of reading and writing.
Sound-, Syllable-, And Word-level Difficulties
- Difficulty with phonological and morphological structure of words
- Difficulty forming stable associations with the orthographic representations of words in print
- Impaired reading decoding and written spelling skills
Sentence- And Discourse-level Difficulties
- Difficulty recognizing discourse components
- Difficulty using syntax and cohesive devices to represent relationships among ideas
- Impaired reading comprehension and formulation of academic discourse (narrative and expository) and social communication
Reading
Reading is the process by which an individual constructs meaning by transforming printed symbols in the form of letters or visual characters into recognizable words. Components of reading are outlined in the following definitions:
- Reading decoding—the ability to transform orthographic patterns of alphabetic letters into phonological patterns of a corresponding spoken word
- Word recognition—the ability to identify words when reading, either through word decoding or sight word identification, which may be called the “direct route” (i.e., automatic recognition of word as a whole without using strategies to decode)
- Reading fluency—the ability to recognize and read words accurately, smoothly, and quickly, usually in context
- Reading fluency is affected by reading automaticity—the ability to read a list of words accurately in a specified amount of time.
- Reading fluency combines rapid decoding and sight word identification.
- Reading comprehension—the ability to understand the meaning of written text
- Comprehension is an integrated skill that includes having vocabulary knowledge, using cues (e.g., relational terms) to “unpack” complex syntax, and making sense of the different discourse structures (e.g., stories or expository text).
- Comprehension also requires application of executive functions (e.g., the ability to use prior knowledge and make inferences and predictions; the ability to monitor one's comprehension).
Learn More
ADDITIONAL INFORMATION ON ASHA:
https://www2.asha.org/PRPSpecificTopic.aspx?folderid=8589942549§ion=Overview
Feeding Issues
Additional Information
Picky Eaters vs Problem Feeders
Feeding Issues impact your child and your family. When your child refuses to eat he/she may either a picky eater or a problem feeder.
Picky Eaters
Decreased range or variety of foods that will eat = 30 foods or more
Foods lost due to “burn out” because of a food jag are usually re-gained after a 2 week break
Able to tolerate new foods on plate and usually can touch or taste a new food (even if reluctantly)
Eats at least one food from most all food texture groups
Frequently eats a different set of foods than the rest of the family, but usually eats with the family
Will add new foods to repertoire in 15-25 steps on Steps to Eating Hierarchy
Sometimes reported by parent as a “picky eater” at well-child check-ups
Problem Feeders
Restricted range or variety of foods, usually less than 20 different foods
Foods lost due to food jags are NOT re-acquired
Cries and “falls apart” when presented with new foods
Refuses entire categories of food textures
Almost always eats different foods than the family
Adds new foods in more than 25 steps
Persistently reported by parent as a “picky eater” across multiple well-child check-ups
Technique Used
I use the SOS feeding approach developed by Dr. Kay Toomey, the SOS (Sequential Oral Sensory) Approach to Feeding program is an effective way to address problematic feeding behaviors in a variety of settings and populations. This approach focuses on increasing a child’s comfort level by exploring and learning about the different properties of food. The program allows a child to interact with food in a playful, non-stressful way, beginning with the ability to tolerate the food in the room and in front of him/her; then moving on to touching, kissing, and eventually tasting and eating foods.
Parent Feedback
Marianne M.
Glenda has been working with my 2 year old since early December. He has made great improvements in such a short time. Glenda is patient with him and is able to engage him in speech exercises. She is very knowledgeable and shows a genuine concern for him and his progress. She also keeps us updated after each session and gives us things to work on for that week. I highly recommend her services. Written 4/18
Joseph and Marta V.
Glenda has been working with our son for over a year now. We have seen vast improvement in our son's speech progression. Glenda is very dedicated to her profession and cares deeply about her student/clients. She possesses the qualities needed to be an excellent Speech and Language Pathologist, kind patient and student focused. She is a dedicated therapist and an asset to her field. It is our great pleasure to know Glenda and we give her our highest recommendation. Written 6/18
Jamie W.
I don’t think I will ever find the right words to describe how grateful I am to Glenda for what she has done for my family. Over the last 18 months that she has worked with our son she showed such professionalism, along with having the patience of a saint. She has literally become a part of our family. She helped my son go from barely speaking ten words to now talking in complete sentences! She has worked on his oral sensory feeding issues through the SOS approach and has been able to help him increase the amount of foods he is able to tolerate. I, without any reservations, would recommend Glenda, as I am confident that she will be an invaluable addition in your child’s life. Written 7/18
Melanie G.
My son has been in speech since he was 3 years old. He is now 5. While I have been happy with his progress in articulation the fact that he didn't receive speech at 2 years old made him even more delayed. He just started seeing Glenda, and I already have seen improvement in so many ways. He just started kindergarten and goes to school everyday and is still always happy to see Mrs. Glenda. In addition, besides the help with articulation she is really working on skills that he needs for kindergarten. She has given him an assessment that allows me to see where he is and what skills he needs. She is the only speech therapist that not only gives me strategies I could do with my son to improve his articulation but is also extremely focused on the kindergarten skills he needs. Our family is very appreciative and I would definitely recommend her. Written 9/18
Insurances
Insurances Accepted
- Blue Cross
- Cigna
- Aetna
Or
- Private Pay