Frequently Asked Questions
During her last 28 years in practice, Sherilyn has worked for Primary Children’s Medical Center (Utah) and Children’s Specialized Hospital (NJ) prior to working in the Somerset Hills School District in NJ for the past 18 years. During that time, Sherilyn has successfully worked with many children and families.
If you don’t see your question answered, please contact Sherilyn via email or phone.
A speech and language pathologist (therapist) identifies speech and language deficits and helps develop the skills to become an effective communicator.
Receptive language is how language is understood. Children with receptive language disorders have trouble attending to, processing or comprehending language. These children often show difficulty following directions and processing verbal information. Expressive language refers to the verbal skills used to communicate. Children with an expressive language disorder often have difficulty using words to express their needs. These children may compensate by pointing or gesturing to communicate. Other children have a limited vocabulary or may use grammatically incorrect sentences.
An articulation disorder is characterized by difficulty moving the articulators (tongue, teeth, lips, etc) correctly to produce speech sounds. The child may say “dod” for “dog” or “tup” for “cup”. They may also distort sounds such as /s/ and /r/. A phonological disorder refers to the speech sound system. A child with a phonological disorder may drop or delete consonants and/or sounds. For example they might say “ha” for “hat” or “ba-ba” for “baseball”.
Pragmatic language disorders are characterized by deficits in social language and/or the “use” of language. These children my demonstrate strong language skills however have difficulty using their skills to communicate with others in social situations. They have trouble initiating conversation, staying on topic, and taking turns during the conversation. These children have difficulty reading social cues (e.g. can see from someone’s face that they are getting mad).
Stuttering occurs when involuntary repetitions, prolongations or blocks disturb speech. Repetitions are characterized by phrase repetitions (“Can I – Can I- Can I go?”), part word repetitions (“ba-ba-ba-baby”), whole word repetitions (“Can-Can-Can I go?”) and sound repetitions (“d-d-d-dog”). A prolongation occurs when a child holds one sound out (“Mmmmmmommy”). A block presents as a silent pause in words or sentences (“I want to (pause) go to the store”). It is not uncommon for children under the age of 3 to experience periods of part and whole word repetitions as language is developing. Early warning signs of stuttering are a decrease in eye contact, blinking, and tightening of neck/shoulders.
Many insurance companies cover the cost of therapy. Clinical documentation and billing statements required for your insurance reimbursement will be provided. The American Speech/Language/Hearing Association (ASHA) provides additional information regarding insurance coverage »
The frequency of your child’s therapy will be determined on an individual basis and is dependent upon their needs.