Speech Therapy -> Articulation

Articulation

Articulation, or sound production, exercises involve having the therapist model correct sounds and syllables in words and sentences for a child, often during play activities. Most professionals characterize a child with an articulation disorder as someone who has difficulty producing a few phonemes and the child’s errors may be linked to oral motor weakness and/or normal development.

Skilled interventions

  • Integral Stimulation Approach: Dynamic Temporal and Tactile Cueing (DTTC)

    Integral stimulation and DTTC; targets can be practiced at the syllable, word, phrase, or sentence level. The patient may be moved up and down the treatment hierarchy depending on the amount of support needed and the level of success achieved.

    Method: Multimodal cueing techniques are used in a hierarchical fashion and include auditory, visual, and tactile cues into the practice of speech production. These cues can be used together to provided maximal cueing and can be reduced when less support is needed. Studies have shown integral stimulation therapy is an effective treatment for remediating speech errors in patients with CAS, while noting that more and larger studies are needed to confirm the benefits of the treatment for a wider group of children (Rosenbeck, et al., 1973; Stand & Debertine, 2000; Stand, et al., 2006).

  • Multiple Phoneme Approach (MPA)

    Multiple Phoneme Approach (MPA) is a behaviorally oriented treatment method in which the SLP address all articulation errors in each session. MPA is appropriate for patients making six or more errors and focuses on sound production in conversational speech. MPA does not emphasize auditory discrimination training and consists of 3 phases.

    Method:
    1) Establishment: goal is production of consonants in response to a printed letter and a holding procedure (designed to make and maintain correct production of sounds produced in isolation).
    2) 5 transfer steps: (a) syllables (b) words (c) phrases (d) reading/storytelling (e) conversation.
    3) Generalization: 90% whole-word accuracy in conversation in different speaking situations without treatment or external monitoring.

    (McCabe & Bradley, 1975)

  • Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT)

    PROMPT is a motor-based speech program that requires a specific training course and certification. The SLP uses a well-developed system of tactile cues to facilitate appropriate placement of the articulators (lips, tongue, etc.), oral pressure, and movement during single sound and whole word production (Hayden, 2005).

  • Semantically Potent Word Approach

    Semantically potent word Approach is a multiphonemic approach in which the SLP teaches articulation through words that have inherent meaning to a patient's life experiences. Semantically Potent word Approach is a multiphonemic approach where training words are chosen because of their semantic potency for a given patient. All misarticulated phonemes in each word are taught. By teaching the whole word accuracy, the patient is enabled to use the word as a functional communicative unit.

    Method: After a list of core training words are created you select 5 words to begin remediation and a pictorial representation is made for each then you proceed with the stages:
    1. Imitative Word Training
    2. Non-Imitative Word Training
    3. Sentence Imitation
    4. Re-tell Story

    (Hillard & Goepfert, 1979)

  • Sensory Motor Approach

    Sensory motor approach is a procedure used by the SLP that targets the syllable, not the isolated phoneme, and treats it as the basic unit of speech production holding the principles of coarticulation as important. Sensory-Motor approach holds that phonetic environment is very important in treatment and that training should begin at the syllable level.

    The McDonald's Deep Test of Articulation can help you find phonetic contexts where misarticulated sounds can be produced correctly. Example: /s/ distortion can produce /s/ correctly in watch-sun.

    Method:
    1) Heighten the patient's response to connected motor productions by beginning with non-error sounds in a variety of bi- and tri-syllabic contexts (in nonsense syllables) with differing stress patterns.
    2) Train correct production of misarticulated sounds; find a context in which the sound is produced correctly (watch-sun) and have the patient produce it in various syllable stress/phrase/sentence patterns
    3) Vary the phonetic contexts and have the patient practice correct production of the targets in different contexts. (watch-sit, watch-saw)
    4) Generalize by facilitating transfer to other phonetic context and then to natural communication activities

    (McDonald, 1964; Pena-Brooks & Hedge, 2007)

  • Traditional Articulation Approach

    Traditional articulation approach teaches sound production in isolation, syllables, words, and sentences; training includes three levels.

    Method:

    1) Perceptual/Ear Training: SLP demonstrate how target sound is produced, ask patient to identify the sound in isolation among sounds that are similar and sounds that are different, ask patient to identify the position of the sound in words, bombard the patient with productions of target sound, and have patient judge correct and incorrect productions.

    2) Production Training:
    (a) Sound Establishment; patient imitates your correct production (isolation, syllables, words) vary the phonetic contexts.
    (b) Stabilization; continue training sound in isolation to encourage more consistent productions, ask patient to respond to printed letters/pictures that represent the sound, produce sounds in nonsense syllables or clusters, train sounds in words moving from simple to more complex words, train phrases if necessary, move to sentences, train conversational level.

    3)Transfer (Carry-over): initiate carry-over activities when patient can produce the sounds correctly in unstructured conversational speech, give specific assignments to patient to complete at home, teach self-monitoring, and create varied speaking situations for the patient to target sounds.

    VanRiper & Emerick, 1984; Pena-Brooks, 1972; Pena-Brooks & Hedge, 2007, Costello & Onstein, 1976

Reference links

  • Speech Sound Errors. The Most Common Speech Errors a Child is Likely to Make. 1
    www.speechlanguage-resources.com
    Author: David Newmonic - Speech Sound Errors: Speech production difficulties are the most common form of communication impairment school-based speech pathologists are likely to encounter when working in schools.
  • Bilingual Service Delivery 1
    www.asha.org
    Author: ASHA - Information and resources regarding bilingual service delivery by SLPs (from ASHA)
  • Evaluation of Bilingual Children- Considerations 1
    leader.pubs.asha.org
    Author: Alejandro E. Brice and Roanne G. Brice - An overview of considerations when evaluating bilingual (Spanish/English) children
  • Articulation Vs. Phonology; Van Riper Vs. Hodson?; What’s a Busy Therapist To Do? 3
    www.superduperinc.com
    Author: Keri Spielvogle, M.C.D., CCC-SLP - Sure, you’ve heard it all in graduate school, but what IS the difference between an articulation disorder and a phonology disorder? I know you knew it "once upon a time," but what do you do when you’re confronted with a child who has unintelligible speech? Do you treat it as an articulation or a phonology disorder? Hopefully, the following information will help you decide.
  • How An SLP and OT Collaborate Long-Distance - The ASHA Leader BLOG 1
    leader.pubs.asha.org
    Author: Stephanie Sigal, MA, CCC-SLP, Michelle Bonang, OTR/L - As speech-language pathologists, we all experience stories of working as an interdisciplinary team. In this story, co-treatment brought us together and keeps us in touch today. Our relationship naturally affected us professionally, but personally as well. This story shares some of my adventures—I’m Stephanie Sigal, an SLP in Manhattan, with my friend and colleague Michelle Bonang, an occupational therapist in Vermont. Together, we teach each other invaluable skills.
  • Speech Development In Spanish and English: What the Differences Mean to SLPs 1
    bilinguistics.com
    Author: Bilinguistics - Speech Development in Spanish and English: What the differences mean to SLPs by Bilinguistics
  • Red Flags For Speech-Language Impairment In Bilingual Children 1
    leader.pubs.asha.org
    Author: Scott Prath On ASHA Wire - Red Flags for Speech-Language Impairment in Bilingual Children Differentiate disability from disorder by understanding common developmental milestones.
  • How Do Phonological Processes Differ Between Spanish and English? 1
    leader.pubs.asha.org
    Author: Scott Prath - Description of how do Phonological Processes differ Between Spanish and English.
  • Articulation vs Phonological 1
    www.amyspeechlanguagetherapy.com
    Author: Amy Speech & Language Therapy, Inc. - Articulation is the process by which sounds, syllables, and words are formed when your tongue, jaw, teeth, lips, and palate alter the air stream coming from the vocal folds. When an individual cannot produce or distort an age-expected sound/s, it draws attention away from the speaker’s message. Articulation disorders are motoric errors that can occur among people of any age; however, they are most common in children whose articulators have not developed properly.
  • Children's Consonant Acquisition In 27 Languages: A Cross-Linguistic Review 2
    pubs.asha.org
    Author: Sharynne McLeod and Kathryn Crowe - The aim of this study was to provide a cross-linguistic review of acquisition of consonant phonemes to inform speech-language pathologists' expectations of children's developmental capacity by (a) identifying characteristics of studies of consonant acquisition, (b) describing general principles of consonant acquisition, and (c) providing case studies for English, Japanese, Korean, and Spanish. Children across the world acquire consonants at a young age. Five-year-old children have acquired most consonants within their ambient language; however, individual variability should be considered. https://www.theinformedslp.com/review/that-one-time-a-journal-article-on-speech-sounds-broke-the-slp-internet
  • Articulation and Phonology 2
    katzspeech.com
    Author: Katz Speech - It is important to know the difference between an articulation disorder and a phonological disorder. An articulation error is specific to a particular speech sound. A phonological disorder is a simplification of the sound system that results in patterned speech sound errors.
  • The Effect of Dose Frequency On Treatment Efficacy For Children With Speech Sound Disorders 1
    commons.und.edu
    Author: Kristen Marie Giesbrecht - Speech-language pathologists (SLPs) are urged to make evidence-based treatment decisions, but it is challenging to determine the appropriate intervention intensity for children with speech sound disorders (SSD) due to limited published information. This study is a single subject, multiple baseline design that compares the phonological changes of four preschool children (4;0 to 4;9) who received therapy either twice a week or four times a week for a total of twenty, 50-minute sessions.
  • Bilingual Language Development Video 1
    www.youtube.com
    Author: Kathy Kohnert - YouTube Video on Bilingual Language Development by Kathy Kohnert
  • Language Difference vs Language Disorder: Assessing English Learners 1
    digitalcommons.odu.edu
    Author: Carol Westby and Kimberly Murphy - Video available Language Difference vs Language Disorder: Assessing English Learners Carol Westby, Bilingual and Multicultural Services, Albuquerque, NM Kimberly Murphy (Host), Old Dominion UniversityFollow Document Type Presentation Publication Date 5-20-2020 Abstract To a large extent, determining whether an English learner has a language/learning disability is a process of elimination. There are no tests that can definitely tell us whether the student has a language/learning disability. Inappropriately identifying an EL student as having a language/learning disability can result in stigmatization or reduced access to academic content, but waiting too long to identify a student who truly has a language/learning disability can be the beginning or the extension of a cycle of communicative, academic, and/or social failure. Assessment of EL learners requires collaboration between classroom teachers and speech/language pathologists. This session will cover (1) factors that complicate the assessment of English learners; (2) multi-tiered systems of support (MTSS) and performance-based assessment; (3) process assessments, and (4) dynamic narrative assessment. Comments This professional development webinar was presented by Dr. Carol Westby for speech-language pathologists in Virginia. It was funded by the Virginia Department of Education and hosted by Dr. Kimberly Murphy, Old Dominion University.
  • Learning Two Languages: Bilingualism 1
    www.asha.org
    Author: ASHA - Information and resources for SLPs and parents of bilingual children
  • Difference Between Articulation and Phonological Disorders 0
    www.uwec.edu
    Author: University of Wisconsin-Eau Claire - The American Speech-Language-Hearing Association (2008) provides the following definitions.
  • Multilingual, Multicultural, Bilingual Resource Link For SLPs 1
    www.asha.org
    Author: ASHA - Link includes ASHA resources and information related to evaluation and treatment of clients from linguistically and culturally diverse backgrounds. Link includes ASHA resources to: Accent Modification Bilingual Service Delivery Collaborating With Interpreters, Transliterators, and Translators Cultural Competence Voice and Communication Services for Transgender and Gender Diverse Populations Dynamic Assessment Micro Course Cultural Competence Self Assessment Phonemic Inventories and Cultural and Linguistic Information Across Languages Collaboration With Interpreters: Securing Positive Outcomes Practical Assessment and Treatment Strategies for English Language Learners with Language Impairments Serving Clients From Diverse Backgrounds: Speech-Language Difference vs. Disorder Langu Continuing the Dialogue on Dialect: Positive Steps Toward Less Biased Assessments of Children Who Speak African American Englishage and Identity--Shifting Away from a Deficit Perspective on African American English Información en español
  • Speech Sound Disorders: Articulation and Phonology 1
    www.asha.org
    Author: The American Speech-Language-Hearing Association - The scope of this page is speech sound disorders with no known cause—historically called articulation and phonological disorders—in preschool and school-age children (ages 3–21).
  • Bilingual (Spanish/English) Evaluation Resources 1
    bilinguistics.com
    Author: Bilinguistics - Dozens of speech, language, fluency, and other evaluation resources for bilingual evaluations
  • Bilingual (English/Spanish) Therapy Materials By Bilinguistics 1
    bilinguistics.com
    Author: Bilinguistics - Downloads and resources for providing bilingual therapy (Spanish/English)
  • Prosodic Patterns In Children’s Multisyllabic Word Productions 2
    pubs.asha.org
    Author: Margaret M. Kehoe - This paper reviews results from a series of studies that examined the influence of metrical and segmental effects on English-speaking children’s multisyllabic word productions. Three different approaches (prosodic structure, trochaic template, and perceptual salience) that have been proposed in the literature to account for children’s prosodic patterns are presented and evaluated. An analysis of children’s truncation or syllable deletion patterns revealed the following robust findings: (a) Stressed and word-final unstressed syllables are preserved more frequently than nonfinal unstressed syllables, (b) word-internal unstressed syllables with obstruent onsets are preserved more frequently than word-internal syllables with sonorant onsets, (c) unstressed syllables with non-reduced vowels are preserved more frequently than unstressed syllables with reduced vowels, and (d) right-sided stressed syllables are preserved more frequently than left-sided stressed syllables. An analysis of children’s stress patterns revealed that children made greater numbers of stress errors in target words with irregular stress. Clinical implications of these findings are presented and additional studies that have applied a metrical approach to clinical populations are described.
  • Spanish Phonemic Inventory 1
    www.asha.org
    Author: ASHA - Spanish Phonemic Inventory and Facts about Spanish Phonemes by ASHA
  • Articulation and Intelligibility Norms For Spanish and English 1
    bilinguistics.com
    Author: Bilinguistics - Articulation and Intelligibility Norms for Spanish and English by Bilinguistics
  • The Complexity Approach to Phonological Treatment: How to Select Treatment Targets 3
    pubs.asha.org
    Author: Holly L. Storkel - There are a number of evidence-based treatments for preschool children with phonological disorders (Baker & McLeod, 2011). However, a recent survey by Brumbaugh and Smit (2013) suggests that speech-language pathologists are not equally familiar with all evidence-based treatment alternatives, particularly the complexity approach. The goal of this clinical tutorial is to provide coaching on the implementation of the complexity approach in clinical practice, focusing on treatment target selection. Incorporating the complexity approach into clinical practice will expand the range of evidence-based treatment options that clinicians can use when treating preschool children with phonological disorders.
  • Nonword Repetition Tasks For Dynamic Assessment or Bilingual Evaluations 1
    www.leadersproject.org
    Author: LeadersProject - Nonword Repetition Tasks (NWRT) can be used as a dynamic assessment as opposed to static assessment. NWRTs assess phonological working memory, speech perception, phonological assembly, and short term memory. These skills can have an impact on phonological awareness, word learning, and overall language acquisition. NWRTs are a useful tool to identify children/students with developmental language disorders because they are less culturally and linguistically biased than standardized language tests, as they do not call upon a child’s/student’s prior knowledge as many standardized tests do. Rather, NWRTs ask the child/student to repeat a series of nonwords of differing syllable length and complexity of sound combinations, thereby assessing linguistic abilities that have not been taught or learned previously. Nonword repetition tasks have been analyzed by number of consonants correct or number of items correct. There are different NWRTs for several languages, which contain phonemes specific for that particular language.

Activity List(s)

Visual Schedule Cards

Related Disorder(s)

  • Childhood language disorders - Childhood Language Disorders include: Preschool Language Disorders, Learning Disabilities (Reading, Spelling, and Writing), and Selective Mutism.
  • Speech sound disorders - Speech sound disorders is an umbrella term referring to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments—including phonotactic rules governing permissible speech sound sequences in a language.
  • Childhood apraxia of speech - Childhood apraxia of speech (CAS) is a disorder that involves difficulty in making speech sounds voluntarily and stringing these sounds together in the correct order to make words. A person with childhood apraxia of speech is not intellectually impaired. Speech pathologists assess, diagnose and support people with CAS.
  • Motor Speech Disorders - Dysarthria can be related to neurological damage, however it can be related to many other causes. Dysarthria is a motor speech disorder above all. A dysarthria diagnoses can come from a weakened Parkinson’s patient, a anatomy damaged TBI patient, a stroke patient with cranial nerve and strength deficits, etc).
  • Resonance disorders - Resonance disorders result from too much or too little nasal and/or oral sound energy in the speech signal. They can result from structural or functional (e.g., neurogenic) causes and occasionally are due to mislearning (e.g., articulation errors that can lead to the perception of a resonance disorder).

Assessments

Goal Bank

  • Luke will decrease gliding errors over a 6 week therapy period. 0
  • Jane will increase speech intelligibility of 3 -4 word phrases from less than 50% in known contexts with known listeners to 80% in unfamiliar contexts with unfamiliar listeners. 0

Organizations

Organizations who selected this major focus area as their top area of expertise.

  • Every Mind Speech LLC

    Every Mind Speech LLC

    Private Practice
    1 employee

    Every Mind Speech LLC is a boutique speech therapy practice providing personalized, interest-based, neurodiversity-affirming services for autistic and neurodivergent children with speech, language, and social-communication differences. Our approach engages all sensory systems through movement, interactive games, and play. We offer individual and group sessions at your home, school, or in the community in Upper Fairfield County, CT, and Northern Westchester County, NY. Teletherapy services are available to residents of New York and Connecticut.

  • Infinity Speech LLC

    Infinity Speech LLC

    Private Practice
    1 employee

    Infinity Speech LLC is a pediatric speech language therapy provider. The therapist, Elizabeth Dasher has specializations in autism, sensory integration, and early intervention. We offer in-person and teletherapy services to treat a variety of speech and language delays/disorders.

  • Karen Vescial

    Let's Talk Speech and Language Therapy

    Private Practice
    6 - 10 employees

    Let's Talk Speech and Language Therapy​ offers individual speech & language screenings, consultations, assessments, and therapy. Our professional services are designed to enhance skills in areas of articulation, phonology, expressive and receptive language, voice quality, and fluency.

  • jenni@fremontspeechtherapy.com

    jenni@fremontspeechtherapy.com

    Other
    2 - 5 employees

    Providing Care Based on Needs, Collaboration and Individual Goals. We provide evidenced-based practice to design a plan to meet your individual or your child’s particular needs. We additionally offer classes focusing on executive skills sets to students in 5th grade, middle school and high school. We assist people with an array of diagnoses/conditions: • Apraxia • Aphasia • Early onset Alzheimer’s • Language based communication disorders • Traumatic Brain Injury • Executive Function Deficits • Dysphagia/Swallowing Disorders • Voice • Habilitative therapy Speech and articulation deficits Dyslexia

  • Individual account

    Individual account

    Individual
    1 employee

  • CCC Speech & Language Partners PLLC

    CCC Speech & Language Partners PLLC

    Private Practice
    2 - 5 employees

    Pediatric Speech & Language Services in the Greater Fall River, Massachusetts area. Focused on Community, Communication & Connection. We offer community-based family group and social groups.

  • Broad Horizons Speech Therapy LLC

    Broad Horizons Speech Therapy LLC

    Private Practice
    2 - 5 employees

    Broad Horizons Speech Therapy uplifts diversity by providing culturally responsive practices. Individually personalized care filled with empathetic nature. Our clinicians are skilled in health and educational policies that allow your child to blossom in their home and school life. We believe in play based therapy and approaches that uplift your child’s unique interests.

  • Brain Positive Therapy, LLC

    Brain Positive Therapy

    Private Practice
    1 employee

    We are a fully virtual private practice servicing the states of Georgia, Florida, Maryland, and South Carolina. We assist both pediatric and adult clients with a variety of communication needs.

  • Pediatric Speech Stars, PLLC

    Pediatric Speech Stars, PLLC

    Private Practice
    2 - 5 employees

    Pediatric Speech Stars is a boutique mobile private practice who offers family centered, individualized high quality speech and language therapy in homes, daycares and preschools throughout Northeast Tarrant County. Virtual therapy available throughout the state of Texas.

  • Telefun Speech Therapy Services LLC

    Telefun Speech Therapy Services LLC

    Private Practice
    1 employee

    Telefun Speech Therapy services provides speech and language evaluation services in West Palm Beach FL for children of all ages.

  • Rachel Wells, M.Ed., CCC-SLP

    Westbound Speech Therapy

    Private Practice
    1 employee

    Neurodiversity-affirming, strengths-based pediatric speech & language therapy for West Olympia and the surrounding area.

  • lacey@catalinaspeech.com

    Catalina Speech Therapy

    Private Practice
    1 employee

    Catalina Speech Therapy provides home-based speech and language intervention to children and adults in Oro Valley, AZ and surrounding communities. We focus on helping individuals overcome communication and speech-related challenges. We assess, diagnose, and treat various communication disorders and difficulties in both children and adults. 1. Services Offered:• Speech Therapy: Targeting articulation, fluency, voice, and resonance issues. • Language Therapy: Addressing difficulties in understanding and using words, sentences, and concepts. • Voice Therapy: Treating disorders affecting pitch, volume, and quality of the voice. • Fluency Therapy: Assisting individuals with stuttering or cluttering issues. • Feeding Therapy: improving individuals' difficulties with eating, drinking, and swallowing by employing various techniques to enhance their oral motor skills and mealtime experiences. 2. Assessment and Diagnosis:• Conducting thorough evaluations to identify the specific communication or speech-related challenges a client is facing. • Collaborating with other healthcare professionals, such as physicians and psychologists, when necessary. 3. Individualized Treatment Plans:• Creating personalized therapy plans tailored to each client's needs, goals, and abilities. • Using evidence-based techniques and interventions to enhance communication skills. 4. Age Groups Served:• Offering services to individuals of all ages, from infants and toddlers to seniors. 5. Client Education:• Providing education to clients and their families about the nature of communication disorders, therapy goals, and strategies for continued practice and improvement outside the therapy setting. 6. Collaboration with Other Professionals:• Working closely with educators, physicians, occupational therapists, and other healthcare providers to ensure holistic care for clients. 7. Teletherapy Services:• Offering online speech-language therapy services to provide flexibility and accessibility to clients. 8. Continuing Professional Development:• Keeping therapists updated with the latest research, techniques, and methodologies through ongoing training and professional development. At Catalina Speech Therapy we offer clinical expertise, empathy, and a commitment to improving the communication skills and overall quality of life for our clients.

  • Special Kids Speech LLC

    Special Kids Speech LLC

    Private Practice
    1 employee

Therapists

Therapists who selected this major focus area as their top area of expertise.

  • Sarah Price

    Sarah Price

    Full-time Therapist CCC-SLP

    I love working with kids with articulation disorders, expressive and receptive language skills an...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Breann Mitchell

    Breann Mitchell

    Full-time Therapist CCC-SLP

    Hi! My name is Breann Mitchell. I work for a private practice, Sidekick Therapy Partners, in Knox...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Shequria Williams

    Shequria Williams

    Full-time Therapist CCC-SLP

    Hello, My name is Shequria Williams, M.S., CCC-SLP. I graduated from the University of Alabama wi...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Lindsey Morton

    Lindsey Morton

    Full-time Therapist CCC-SLP

    I have been working with Sidekick Therapy since 2009. I enjoy working with children that have spe...

  • Shawnry Baker

    Shawnry Baker

    Full-time Therapist CCC-SLP

    I worked as a School SLP and at a private practice/clinic for 6 years when living in Georgia. Sin...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Danielle Rich

    Danielle Rich

    Full-time Therapist CCC-SLP

    I love working with school age children with speech and language disorders. Collaborating with te...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Kacey Hammonds

    Kacey Hammonds

    Full-time Therapist CCC-SLP

    I specialize in treating speech and language disorders in the school setting.

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Claire Roper

    Claire Roper

    Full-time Therapist CCC-SLP

    I treat articulation and language disorders at Mary Blount Elementary. I am also the District Coo...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Rachel Brewer

    Rachel Brewer

    Full-time Therapist CCC-SLP

    Hi! I'm Rachel. I work as an SLP at Happy Valley Elementary in Carter County. I love working with...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Sarah King

    Sarah King

    Full-time Therapist CCC-SLP
    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Sara Boggs

    Sara Boggs

    Full-time Therapist Scheduling Operations Management CCC-SLP

    Director of Case Management and Scheduling. CCC-SLP that has primarily worked in the schools.

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Jennifer Henderson

    Jennifer Henderson

    Full-time Therapist CCC-SLP

    I am a Speech Language Pathologist with 13+ years of clinical experience. I enjoy working with th...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Krista-Beth Luther

    Krista-Beth Luther

    Full-time Therapist CCC-SLP

    I specialize in working with children who have apraxia of speech , voice disorders, and articulat...

  • Natalie Keller

    Natalie Keller

    Full-time Therapist CCC-SLP

    I specialize in receptive and expressive language skills, including cognition, and articulation/p...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Christina Mitchell

    Christina Mitchell

    Full-time Therapist CCC-SLP

    I have been a practicing speech-language pathologist for over ten years. I have worked in early i...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Chezlie Davis

    Chezlie Davis

    Full-time Therapist CCC-SLP

    I love working with all clients to improve their goals. I truly have a passion for helping others...

  • Heidi Wheeler

    Heidi Wheeler

    Full-time Therapist CCC-SLP

    I have been a Speech-Language Pathologist for 3, going on 4, years now. I have had experience wit...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Abby Clarke

    Abby Clarke

    Full-time Therapist CCC-SLP

    Hi! My name is Abby. My favorite population to work with is elementary aged students. I specializ...

  • Margie Busby

    Margie Busby

    Full-time Therapist CCC-SLP

    “If all my possessions were taken from me with one exception, I would choose to keep the power of...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Nancy Milbourne

    Nancy Milbourne

    Full-time Therapist CCC-SLP

    I especially love working with students with articulation and phonology challenges, and I love th...

    • Sidekick Therapy Partners Sidekick Therapy Partners