Articulation Station

Is your child working on correctly producing specific sounds to increase intelligibility in connected speech? Typical flashcards and drill activities can become boring very quickly! Fortunately there is a fun, interactive articulation app that kids of all ages love to play.

Articulation Station has 6 engaging activities at the word, sentence and story level. You are able to customize the target sounds, sound placement, and level of difficulty for your child’s needs. If your child is too young to read, picture prompts and auditory reinforcement are included to allow your child to practice by themselves. They are also able to record their responses and play them back to hear how they produced the sounds. This tool is great for self monitoring.

Articulation Station has a “store” within the app. This is where you can purchase the sound(s) your child needs help with. You have the option to purchase all of the sound programs at once for $49.99. The 22 programs included include: p, b, m, h, w, y, d, n, t, k, g, ng, f, v, ch, j, l, r , s, z, ch, and th. Individual sound prices range from $1.99 to $9.99 depending on the sound.  For further information or to purchase, log onto:

Blog By: Mary Williams-Anderson

For Further information contact us at 941-360-0200 or visit us at

Book Review-”The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism”

Written by Naoki Higashida and Translated by KA Yoshida and David Mitchell

This book was written by a 13-year-old child diagnosed with Autism who lives in Japan.  Naoki Higashida uses an alphabet grid to communicate and answer questions set forth.  The book is set-up in an interview-like fashion with over 100 pages of questions.  Naoki’s raw answers to questions, we all wish we could ask of our children on the Autism Spectrum, were nothing short of thought provoking.  Examples of such questions include: “Why do you need cues and prompts?” “Why do you flap your fingers and hands in front of your face?” and “Why are you too sensitive or insensitive to pain?” Naoki’s responses are written referring to both himself, specifically, and children with Autism as a whole. One verse that is repeated and underlying in most answered questions was simply this, “We don’t want you to give up on us.  Please, keep battling alongside us.”  Tearing jerking at times, this book was a good read for insight.  Some points were well-received, but some were questioned and very subjective in nature.  Overall, we give The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism 3.5/5 stars.


“One of the most remarkable books I’ve ever read. It’s truly moving, eye-opening, incredibly vivid.”—Jon Stewart, The Daily Show

Why Can’t My Child Say That?-Childhood Apraxia of Speech

What is Childhood Apraxia of Speech (CAS)?

  • CAS is a motor speech disorder that affects a child’s ability to clearly and correctly produce syllables and words. The child knows what he or she wants to say, but his/her brain has difficulty coordinating the muscle movements necessary to say those words. The child may have significantly limited and/or unclear speech.

 What Causes CAS?

  • Currently the cause of CAS is unknown. Most often no specific cause is found. Some children may, however, have CAS as a part of a larger neurological diagnosis or as part of a genetic or mitochondrial disorder, (2009. Childhood Apraxia of Speech Association of North America).

 Treatment of CAS

  • Research shows the children with CAS have more success when they receive frequent (3-5 times per week) and intensive treatment. Receiving feedback from a number of senses, such as tactile/visual/verbal cues is often helpful. With this multi-sensory feedback, the child can more readily repeat syllables, words, sentences and longer utterances to improve muscle coordination and sequencing for speech(1997-2013 American Speech-Language-Hearing Association).

 Products frequently used for treating CAS

 Kaufman Speech Praxis Treatment Kit 1 (basic level)


Contains 225 visual referent speech cards targeting the syllable shapes that children with apraxia of speech need to become effective vocal/verbal communicators. The accompanying 52-page manual explains the Kaufman Speech to Language Protocol (K-SLP) methods and how to get children started on the road to combining consonants and vowels to form words. 

 Word FLIPS for Learning Intelligible Production of Speech

Word FLIPS includes three sections of identical picture words with four tabs in each section that divide the words according to articulatory placement. Begin working on severe CAS by having them repeat identical earlier developing sounds, such as “boo-boo-boo.” Older or more verbal children can practice a variety of sequences, such as “tie-tea-shoe” as a warm-up to practicing sentences.


Proloquo2Go® is an award-winning Augmentative and Alternative Communication (AAC) solution for iPad, iPhone and iPod touch for people who have difficulty speaking or cannot speak at all. Providing a “voice” to over 50,000 individuals around the world, Proloquo2Go enables people to talk using symbols or typed text in a natural-sounding voice that suits their age and character.

Apps for CAS

  • Apraxia Ville has multiple levels, both vowel and consonant targets, and the ability to create custom words.


  • LinguiSystems Apraxia Cards provides sets of words organized by syllable structures. The app has two activities, a receptive activity called “touch” and an expressive activity called “say”.


  • Sly Apraxia: Provides 125 images organized into different syllable structure categories. Sly Apraxia app includes CV, VC, CVC, CVCV & Multisyllabic categories.


Blog By: Mary Williams- Anderson

What is Speech and Language Therapy?


Here are some common questions that I run into when working in a school or a clinic setting from professionals and parents.

Q: Is there a difference between Speech and Language Therapy?

A: Yes! Speech and Language therapy two different entities. A speech disorder refers to a problem with the actual production of sounds, whereas a language disorder refers to a difficulty understanding or appropriately putting words together to communicate ideas.

Q: Are there different types of speech disorders?

A: Yes, there are four main areas:

  • An Articulation disorder or Phonological disorder. An articulation disorder refers to incorrect sound production. A phonological disorder refers to incorrect sound patterns.  These disorders can greatly reduce intelligibility in conversation.
  • A Fluency disorder refers to stuttering. This is when the flow of speech is characterized by abnormal stops, repetitions, and/or prolonging sounds.
  • A Voice disorder refers to problems with pitch, volume, or quality of the voice.
  • Dysphagia/oral feeding disorders refer to difficulties with eating and swallowing.

Q: Are there different types of language disorders?

A: Yes, there are two main areas:

  • A Receptive disorder is characterized by difficultly understanding or processing language.
  • A Expressive disorder is characterized by difficulty expressing thoughts and wants/needs, limited vocabulary, or inability to use language in a socially appropriate way.

Q: What types of interventions are used in speech/language therapy?

A: There are numerous types of interventions based on what deficits are present. Listed below are some of the most widely used therapies.

  • Interventions for articulation and phonological disorders: minimal pair therapy, paired auditory, visual, and tactile stimuli in intensive drills, traditional articulation therapy (Van Riper, 1978), and training sound combinations (CV, VC, CVC…).
  • Interventions for fluency disorders: fluency shaping, traditional stuttering therapy (Van Riper, 1958), and diaphragmatic breathing.
  • Interventions for voice disorders: teaching good vocal hygiene, reducing/stopping vocal abusive behaviors, altering pitch, volume, or breathe support, and stress      reduction/relaxation exercises.
  • Interventions for dysphagia/oral feeding disorder: sensory stimulation, pacing/feeding strategies, oral motor exercises, maneuvers, adaptive equipment/utensils, diet modification, postural/positioning techniques, and behavioral interventions.
  • Interventions for expressive language disorders:  increasing vocabulary, teaching strategies for social language, increasing ability to answer WH questions, augmentative devices, and strategies to increase syntax skills.
  • Interventions for receptive language disorders: increasing vocabulary, strategies to improve the ability to follow directions, and strategies to improve comprehension of WH questions.

Blog By: Mary Williams- Anderson

For more Information us at 941-360-0200 or visit