Mission Statement



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 your speech and language abilities.


Dynamic assessment

Providing strategies to parents

Establishing communication with other  therapists

Setting long term and short term goals


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.



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



  • I am a Bilingual (English/Spanish) therapist with a diverse work experience. Treating phonological awareness skills, reading comprehension, developing appropriate social skills, oral motor planning issues using P.R.O.M.P.T., and doing feeding therapy using the S.O.S. approach.


Speech and Language Issues

Additional Information


Detecting Speech and Language Issues:

Early Detection of Speech, Language, and Hearing Disorders

Do you have a child 3 years old or younger? Are you worried because your child doesn't seem to listen? Has your child started to say any words? Does your child cry a lot or have tantrums? Your child may have early signs of a speech, language, or hearing disorder.

For Example:

If you notice that your child does not respond when you call his/her name. He/She turns the pages of a book, but doesn't pay any attention when I read to him. He/She shows me what he wants, but doesn't use words. He/She doesn't do what I ask him to do. He/She gets upset when I don't understand him. Is this normal? Does he/she just need more time to catch up?

Don't wait and hope your child will outgrow a communication problem. Early spoken language disorders can result in problems with reading, writing, and learning. They also may lead to problems with social skills, like making friends. Early detection leads to early treatment. The earlier you get help for your child, the better. 

Signs of a Language Disorder

A language disorder may be spoken and/or written (reading and writing). It may also be receptive (understanding) and/or expressive (talking, reading, writing, or signing).

Doesn't smile or interact with others (birth–3 months)

Doesn't babble (4–7 months)

Makes few sounds (7–12 months)

Does not use gestures (e.g., waving, pointing) (7–12 months)

Doesn't understand what others say (7 months–2 years)

Says only a few words (12–18 months)

Doesn't put words together to make sentences (1½–2 years)

Says fewer than 50 words (2 years)

Has trouble playing and talking with other children (2–3 years)

Has problems with early reading and writing skills—for example, may not show an interest in books or drawing (2½–3 years) 

Ways to Help With Language Disorders

Listen and respond to your child

Talk, read, and play with your child

Communicate with your child in the language that you are most comfortable using

Know that it's good to teach your child to speak a second language

Talk about what you are doing and what your child is doing

Use a lot of different words with your child

Use longer sentences as your child gets older

Have your child play with other children 

Signs of a Speech Sound Disorder

Says p, b, m, h, and w incorrectly in words most of the time (1–2 years)

Says k, g, f, t, d, and n incorrectly in words most of the time (2–3 years)

Produces speech that is unclear, even to familiar people (2–3 years)

Ways to Help With Speech Sound Disorders

Say the sounds correctly when you talk—it's okay if your child makes some mistakes with sounds

Don't correct speech sounds—it's more important to let your child keep talking

Signs of Stuttering (Disfluency)

Struggles to say sounds or words (2½–3 years)

Repeats first sounds of words—"b-b-b-ball" for "ball" (2½–3 years)

Pauses a lot while talking (2½–3 years)

Stretches sounds out—"f-f-f-f-farm" for "farm" (2½–3 years)

Ways to Help With Stuttering or Disfluency

Give your child time to talk

Do not interrupt or stop your child while he or she is speaking

See an SLP if you are concerned (Many young children stutter for a short period of time; in most cases, the stuttering will stop.) 

Signs of a Voice Disorder

Uses a hoarse or breathy voice

Uses a nasal-sounding voice

Ways to Help With Voice Disorders

See a doctor if your child sounds hoarse or breathy or has a nasal-sounding voice

Tell your child not to shout or scream

Keep your child away from cigarette smoke

Audiologists help with hearing loss.

Signs of a Hearing Loss

Shows lack of attention to sounds (birth–1 year)

Doesn't respond when you call his/her name (7 months–1 year)

Doesn't follow simple directions (1–2 years)

Shows delays in speech and language development (birth–3 years)

Ways to Help With Hearing Loss

See an audiologist if your child did not pass the newborn hearing screening

Go to an audiologist if you have any concerns about your child's hearing (some hearing losses can begin months or years after birth).

Ask your audiologist about the need for hearing aids or cochlear implants

source: asha.org


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 Accepted

  • Blue Cross 
  • Cigna 
  • Aetna 


  • Private Pay

New Insurances to be added


Get a glimpse of the facility. Courtesy of Sky Pixel Pilot

Contact Me

It is so easy to set up an appointment and start therapy today! 

Providing Tele-therapy 

Glenda I. Alvarado, M.A. CCC/SLP

(917) 647-7348

Get in Touch!