Knowledge and use of language for listening, speaking, reading, writing, and thinking.
Spoken and written language for social, educational, and vocational functions, with an emphasis on participation in specific activities identified as problematic for the individual.
Contextual factors that influence the individual's relative success or difficulty in those activities.
Formulation of an intervention plan based on concerns, symptoms, history, auditory processing test results, and participation in activities that have been identified as problematic.
Enhancement of cognitive-communication and language resources for processing spoken and written language at the phoneme, word, sentence, and discourse level.
Recommendations for optimizing the listening environment.
Improvement of auditory processing ability through auditory training and stimulation, language comprehension and production strategies, and/or attention to metalinguistic and metacognitive skills.
Counseling for individuals, family/caregivers, educators, and other relevant persons.
For Children with Voice Disorders
Appropriate voice care and conservation guidelines, including strategies that promote healthy laryngeal tissues and voice production and reduce laryngeal trauma or strain.
Proper use of respiratory, phonatory, and resonatory processes to achieve improved voice production, coordination of respiration and laryngeal valving, with appropriate treatment to enhance these behaviors.
Follow-up, including interdisciplinary referrals, for other speech and health problems that may accompany the voice disorder.