Preschools Aren’t All Created Equal

Choosing the right childcare facility for your kiddo is a tough decision! As a parent myself, my husband and I spent countless hours researching websites, talking with friends, taking building tours, and asking questions before we chose a place we felt was best for our children.

When TheraCare opened in 2014, I envisioned a place where children would not only get the therapy services they need, but also where their families would have access to necessary resources, developmental guidelines, and sometimes just a listening ear or shoulder to cry on.

In the past two years of our journey, I have watched parents of children with various levels of special needs struggle to find a preschool where they felt their children would be safe and loved, as well as gain the skills they need to be ready for kindergarten. For that reason, we turned another dream into reality: TheraCare Preschool.


What sets TheraCare apart?


  1. Small Student-Teacher Ratio

  • Maximum of 3:1 student teacher ratio
  • Ability to teach portions of the day in a one-on-one environment
  • Daily communication logs for parents to track progress
  • Monthly check-ins with the teacher


  1. Whole-Child Approach

Although academic skills are highly important for your child’s ability to progress to the next level of education, other crucial areas such as his or her ability to interact well with peers and take part in physical activities can improve your child’s quality of life and later educational experiences.

The four areas we will target to achieve these goals are:

  • Early Language and Reading Literacy – introducing language and reading concepts appropriate for a preschooler
  • Math Literacy – gaining knowledge of math concepts and the “language” of math
  • Physical Literacy – helping your child master the fundamentals of physical movement as an individual and in a group
  • Social Literacy – guiding your child in ways to appropriately interact, maintain and build relationships with others


  1. Guidance From and Close Proximity to Therapy Professionals

TheraCare offers speech, occupational, and music therapy in the clinic adjacent to the preschool. These professionals will be readily available to consult with you regarding your child’s needs. Your child can receive these therapy services before, during, or after preschool hours, so you don’t have to make a separate trip to another clinic.


  1. An Inclusive Environment

No two people learn in exactly the same way. Providing education in an inclusive environment means that teachers and assistants will use visual, auditory, kinesthetic and other techniques to fit your child’s unique learning style. In addition, students will be guided in activities that will help them respect the various backgrounds and abilities of those around them. This will provide a climate where students and their families feel valued for who they are.


If you would like to learn more about TheraCare Preschool, come visit us Saturday, July 16th from 9 am – 12 pm at our Open House. We would love to share how our dream of quality preschool education for all can help you and your child get the care and individualized attention they need.


Melanie Stinnett, MS, CCC-SLP

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3 Red Flags Your Kindergartener Needs Speech/Language Therapy

3 red flags

Written By: Allison Slone, MS, CCC-SLP

It seems like only yesterday your child was learning to roll over, sit up, and take those first wobbly steps.  Now it’s time for them to go to Kindergarten, and you’re left wondering how time managed to slip by so quickly.  Your mind swirls with a million questions.  Will they make good friends?  Will they succeed in school?  Will they remember that you put their lunch money in the front pocket of their backpack?

You’re so proud of your child you think your heart might burst.  But at the back of your mind, the questions continue.  Is this “normal”?  Do other kids have a hard time following directions?  Your relatives have mentioned they can’t understand what your child is saying.  Should you be worried?

A child’s ability to communicate is one of the most important skills they will use as they progress through school and adulthood.  Here are three red flags that your Kindergartener might need to be evaluated by a speech-language pathologist:

  1. People are having a hard time understanding what your child is saying.

By Kindergarten, your child should be able to be easily understood by both familiar (ex: Grandma and Grandpa) and unfamiliar (ex: a stranger at the grocery store) listeners.  Your child may make errors on some speech sounds that are harder to say, like “wabbit” for “rabbit” or “yips” for “lips”, but his or her overall message should be easily understood.  You may need to rely on other people’s report for this, since parents seem to be able to “speak the language” of their child, no matter how difficult they are to understand.

  1. Your child has difficulty following multi-step directions at home or school.

As a Kindergartener, your child should easily be able to follow 3-step directions at home, like “put on your pajamas, brush your teeth, and then pick out a book.”  If he or she seems to get lost after step one or needs frequent reminders about what the next step is, this could be a sign of a receptive language issue.

Receptive language is your child’s ability to understand spoken words (since he or she most likely isn’t able to read fluently yet).  If he or she doesn’t understand what’s being asked or can’t retain the information, these issues will show up in school, too.  If your child’s teacher reports that your child has a difficult time following classroom directions, it might be time to look into an evaluation from a speech-language pathologist to determine his or her overall language skills.

  1. Your child is struggling putting his or her thoughts into words.

By the time your child is in Kindergarten, he or she should be speaking in complete sentences.  These sentences should be relatively free of grammar errors, and they should be able to convey two or more ideas.  If your child is upset, can he verbalize what happened?  If he wants to tell you about something fun that happened at school, could he do so in a way you could easily understand?  Can your daughter retell the basic elements of a story you read to her?  Could she describe what a picture looks like that you can’t see, or explain to you the basic steps of how to make a peanut butter and jelly sandwich?  Can your son use his words to tell his brother “Don’t touch my rocket ship!  It’s mine!” rather than hitting him?

If not, your child may be demonstrating difficulty with expressive language skills.  Expressive language is your child’s ability to put his or her thoughts into words in a way that makes sense.  Difficulty with expressive language can affect your child’s ability to explain what he or she knows at school, which impacts academic success.


If you’re worried about your child’s speech or language skills, you can put your mind at ease by requesting a speech and language evaluation by a qualified speech-language pathologist.  Early intervention is the key to reducing the impact of any issues that could affect your child’s ability to communicate and succeed, both at home and in school.

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Social Skills Groups: Not Just a Play Date

If you are a parent of a child with special needs, you know that the topic of play dates can often bring on anxiety and worry.
You may find yourself asking some of these questions:


  • Will my child be able to play with other children appropriately?

  • What will I do if he bites or hits another child?

  • How will the other parents respond when my child begins flapping or shouting loudly?


While all parents want their children to be integrated into the community and have a chance to have fun with their peers, parents of children with special needs have a lot to think about when planning these types of activities. Take this story from one of our client’s moms for instance.

“Play dates were basically a nightmare! I knew that I wanted my son, Payton to have friends and learn how to play the right way but I wanted friends for myself, also. I felt so isolated in this world of autism. Before we would go on play dates, when he was 2-4 years old, we would have to prepare. I would make a picture schedule and go over different behaviors; how to share with a friend or take turns, reviewing that we don’t hit, bite, kick, lick, or scream around our friends. Oh my, that list went on forever. On top of that, I had to think of almost every scenario – if this happens, then this is what we do. It was exhausting and that was before we even got to the play date!

I was always a big ball of stress. Basically, I felt like I had to be a ninja in the night because you never knew when he is going to have a meltdown and you had to be prepared. Play dates were a ticking time bomb for Payton. I would sit and pray, “OH LORD, please don’t let that boy touch Payton’s train and please, for the love of God, if you do touch it then don’t move it!”

Other parents were always really nice about it but play date invitations started to disappear until we were no longer invited over to play or go to the park. I mean really, I totally understood. You don’t want your kid around someone who constantly hits and bites them or throws these fits, head banging and screaming for no apparent reason. Trust me, I get it! We needed help for Payton to improve his social skills so that he could make friends and participate in a social environment.”

Playdates were a nightmare!we needed help.-3

We made the decision to start social skills classes and behavioral therapy around the age of 2.5 and it really helped improve our play dates. Now, at the age of 6, play dates can still be stressful for me because I still remember my ninja moves and how nervous I would be wondering how is he going to handle those pop-up situations. But I would say he plays like any other 6 year old now. Social skills groups and support from therapists and friends are the most important things to make play dates a success.

What if there was a place where your child could practice these skills without worry? What if that place not only offered a safe environment for your child to learn and grow but also a therapeutic environment where your child could gain the skills to join in on play and activities at home, at school, and at play?

TheraCare has just the thing for your child this summer: Social Skills Groups for all ages!


These Social Skills Groups will include ways to help your child grow in skills that will build opportunities for friendship. Targeted skills will include discussion and tasks related to:

  • Active Listening
  • Conversational Skills
  • Responding appropriately to social cues
  • Identifying personal feelings and understanding the emotions of others
  • Problem solving for conflict management
  • Compromising, sharing, and being a good sport
  • Negative thoughts and management of feelings
  • Anger and frustration management
  • Teasing and bullying


At TheraCare, we pride ourselves in making sure that every class and opportunity we offer focuses on the goals of the individual. We will take the time to review any therapy evaluations or recent therapy treatment notes from other providers to make sure that the goals of our social skills groups cater to the needs of the children present.


Call us today to find out more or visit to sign up today!

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A Beginner’s Guide to Augmentative & Alternative Communication

A Beginner’s Guide to

Augmentative & Alternative Communication

Written by: Rachel Ball, MS, CF-SLP


Singing along to your favorite song in the car. Ordering food at the drive-thru. Saying, “I love you” to someone special. Speech is often a concept taken for granted in our day-to-day activities. However, for many people, verbal output is not a viable option for communication.


When an individual is unable to use speech to communicate functionally, families and caregivers are often directed to seek out alternative options. It can be a daunting task when choosing what mode of communication works best for your loved one. Outlined below are terms and definitions that are useful for navigating through the confusing world of acronyms and jargon common to professionals in the field of assistive technology and alternative communication.


Assistive Technology (AT): An umbrella term that encompasses any item, equipment, software or product system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. This information and more can be found here.


Augmentative and Alternative Communication (AAC): Any mode of communication other than speech. Some examples include facial expressions, gestures, symbol systems (e.g. PECS), pictures, writing, sign language and high tech communication devices. The American Speech-Language Hearing Association explains more here.


Augmentative Communication Device (ACD): Equipment used as an alternative and/or supplement to speech for communicative purposes. ACDs help individuals overcome their inability to speak due to a disease or medical condition that interferes with participation in daily activities. Examples include communication picture books/boards, speech amplifiers/enhancers and electronic devices that produce speech or written output.


Speech-Generating Device (SGD): Electronic AAC devices that produce digital or synthesized speech as a result of selections made by the user. They are often used to supplement or replace the natural speech and/or writing for individuals who have severe speech impairments. SGDs can also be referred to as voice output communication aids (VOCA).


Dedicated: Communication devices that have hardware and software designed to be used strictly for communication purposes. In contrast to integrated devices, dedicated ACDs do not have the capability of accessing other features common to your everyday tablet (e.g. applications, internet, music, camera, etc.)


Core Vocabulary: Words that are most commonly used in a language. Usually core words consist of pronouns, simple verbs and helping verbs, articles and prepositions. Core vocabulary is typically more general and can be used across a wide range of settings with various communication partners. Much research has been done to define the “best” set of core words, leading to differences in software/programing for ACDs.


Fringe Vocabulary: A more specific set of words that lend themselves to the individual, environment or topic. Fringe words are often nouns and specific verbs. Every AAC user has a unique set of fringe vocabulary that best fits their needs, and people’s fringe expands according to their own experiences. These words are not often found at the forefront of an ACD, as they are not used with as high of frequency as the core set. In the example below, the fringe words are in bold, italicized font.


“I want to go swing at Oak Park with Bobby and Suzy, please.”


Explore some more!

Check out the links below to learn more about the wonderful world of AAC.


Contact us via social media, email, or by phone for more information about AAC!










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Voice Treatment for Parkinson’s

Written by: Melanie Stinnett, MS, CCC-SLP

The Michael J. Fox Foundation for Parkinson’s Research published a post on their FoxFeed blog entitled “10 Lesser-Known Parkinson’s Disease Symptoms“. One of those symptoms included was ‘Voice Volume’ and here is what they had to say, “Parkinson’s can cause slurred speech and a quieter voice. People with Parkinson’s who sing may also find that their musical side is affected, too. A speech therapist, especially through the LSVT LOUD program, can help this symptom. Singing in a choir or on your own can also help strengthen your voice.”

Here at TheraCare, we are proud to offer this service to our community and encourage individuals with Parkinson’s disease who may be having this type of symptom to ask their doctor for a referral. From difficulty talking on the phone to a decrease in volume of singing voice and everything in between, our therapists are skilled at helping you regain the skills you once had.


Feel free to contact us via our social media links, email, or by phone to discuss any questions you have.





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Tongue Tie Podcast

Written by: Melanie Stinnett, MS, CCC-SLP

In August, I had the privilege of joining Dr. Poppy Daniels on her radio show, The Dr. Poppy Show. We discussed various issues potentially caused by the presence of a tongue and/or lip tie. Take a listen and let us know your thoughts!

Click here to listen!

In addition to providing education to the community in varying forms, I am now offering 20 minute consultation appointments to assess oral structure and function, including presence of tongue, lip, and other ties in children birth through 12 months. This consult includes a thorough oral examination. Any necessary recommendations for referrals based on your family’s individual needs will be provided. If you are interested in this service, please contact us by phone at 417-890-4656 for more information.

Feel free to contact us via our social media links, email, or by phone to discuss any questions you have.






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5 Easy Ways to Improve Your Baby’s Communication Skills

5 Easy Ways to Improve Your Baby’s Communication Skills

Written by: Allison Slone, MS, CCC-SLP

Ten tiny fingers and ten tiny toes.  Two big eyes staring at you with a toothless grin.  Chubby cheeks that are made for squeezing and a perfect little head that’s made for smothering in kisses.  We sure love our sweet babies, don’t we? As we become parents, we are hit hard with that intense feeling of love for our children.  We’ll do anything for them, and we want to give them the best life possible.

Then reality sets in, laundry and dishes pile up, sleep deprivation turns us into walking zombies, and the sheer amount of information and conflicting opinions on how to raise our kids makes us want to crawl under a blanket and wave a white flag of surrender.  Yet those two big eyes keep staring at us, and we’ve promised to give this parenting thing our best effort.  After all, our babies will never need us quite as much as they do in their first year of life.

Breathe easy, moms and dads.  Here are five simple things you can do with your babies to improve their communication skills.

1. Talk to Your Baby


See, you’re doing great already!  Sometimes we try to overcomplicate things by reading Shakespeare aloud with one hand as we work on baby’s pincer grasp with the other hand while playing Mozart in the background.  Simply talking to our babies about what we are doing throughout the day will do wonders for helping them learn the sounds in our language, as well as begin to associate vocabulary with tangible meaning.

Here are a few basic tips for talking to your baby:

  • Feel free to use an excited, animated voice (most people naturally use this kind of voice when talking to babies) to increase interest when talking to your baby, but use real words with their proper sounds.  You don’t need to say “Whewe is Wodney’s wattle?” for “Where is Rodney’s rattle?” (Do you have any idea how hard it is to teach kids to say the /r/ sound?  They need all the proper modeling they can get from an early age! ☺), or “Do you need your baba?” for “Do you need your bottle?”, but you can be as enthusiastic as you want when you say “OOOOO, mama’s HUUUUNGGRRYYY!!!!  Are YOU hungry too?”
  • Ask your baby questions and then pause for a response.  Even if they don’t say anything, they are learning about “conversational turn-taking”, even as a baby.  Mommy gets a turn to talk, then it’s baby’s turn!
  • Turn daily routines into something predictable for your baby.  For example, every time you give your baby a bath, sing “This is the way we wash our belly, wash our belly, wash our belly.  This is the way we wash our belly to get my Ellie clean” for each body part you wash.  They’re not only hearing the names of their body parts, they’re learning that at bath time, this is what we do.

2. Read to Your Baby

One of the absolute best things we can do for our babies to set them up for a lifetime of success is to read to them.  As babies get older, they may not sit quietly and listen to a book politely.  As a matter of fact, they will most likely use the books to mouth, taste, and throw.  That’s okay!  Make sure you get sturdy board books for your babies that won’t easily be destroyed.  And if they won’t sit still for an entire story, let them roam and read the rest of the story aloud anyways.  They are still listening!  Remember, you are building up their attention span, listening skills, vocabulary development, and pre-literacy skills, just by reading aloud to them and exposing them to lots of books!

The best books for babies are ones that have the following characteristics:

  • Good rhythm and rhyme to help them learn the different sounds of a language (Mother Goose rhymes or Dr. Seuss books)
  • Lots of repetition (For example, “Brown Bear Brown Bear, What Do You See?” by Bill Martin Jr. and Eric Carle)
  • Sounds that are silly or dramatic (My daughters’ all time favorite is “Mr. Brown Can Moo, Can You?” by Dr. Seuss.)
  • Bright colors to catch the eyes (Example, “The Everything Book” by Denise Fleming)
  • A “touch and feel” or sensory/interactive component.  Babies are “hands on” (and probably mouth on) learners.  Isn’t it so much more meaningful for them to feel a lamb in a book with a bit of wool on it to talk about how it’s “soft” or a sandpaper rock to talk about it being “rough”?  Older babies also delight in being able to lift a flap or open a door to find something for you.

3. Play With Your Baby

As I said before, these are things you naturally do as parents!  Little did you know the silly games you play with your baby are teaching them the crucial building blocks they need for communication skills.  These skills include joint attention, reciprocation and imitation, following directions, social greetings, predictable routines, vocal play, turn taking, development of intentionality, cause and effect, and more.  Here are a few simple games every baby loves:

  • Peek-a-Boo
  • Imitating actions like clapping, blowing kisses, waving hi and bye
  • Pat-A-Cake
  • Finger plays like “Itsy Bitsy Spider”
  • Blowing bubbles

4. Give Your Baby Your Undivided Attention


We live in a busy, “go, go, go!”world where there are plenty of distractions to prevent us from getting quality one-on-one time with our babies.  If we are distracted, we might miss out on opportunities to recognize our babies’ attempts to communicate with us.

  • That shift in their gaze means they notice the dog walking across the room and they want us to notice it too.
  • Their serious stare into our eyes as we talk to them means that they are memorizing the faces of the people they love the most, and watching how our mouths move to form sounds.
  • That smile that melted your heart means “Dad, PLEASE make that hilarious zerbert noise again!”
  • That soft coo means they are perfectly content, snuggled up in our arms.

As parents we so often worry about getting them “the best” of everything—we do crazy amounts of research, seeking out the very best educational toys, the very best and safest carseats, even the very best pacifiers to soothe them.  In reality, babies need very little.  Are we giving them the very best of ourselves?  That’s what they need the most, even if it’s just for 30 minutes a day.

5. Consider a “Mommy and Me” Summer Enrichment Class

So you’re talking to your baby, you’re reading to your baby, you’re playing with your baby, and you’re giving that sweet baby some serious uninterrupted one on one time.  What now?  Well, you do something really fun to enhance your baby’s growing communication skills, of course!  TheraCare Outpatient Services is excited to provide “Mommy and Me” summer enrichment classes.  This hands-on summer camp is for parents to enjoy special bonding time with their baby as they learn how to better enhance their budding speech and language skills in a way that’s meaningful to babies: through play!  Guided by a certified speech-language pathologist, parents will come away from this class with improved parent/baby attachment and interaction, specific strategies for enhancing your baby’s speech and language skills through play, and fun memories with new friends!  Visit our summer programs page here for more information on session dates, times, and prices.  It’s going to be a blast!  Oh, and it’s called “Mommy and Me” because alliterations are fancy.  Dads are welcome too!

Chime In:
What are some of your favorite games to play
books to read with your baby?


Feel free to contact us via our social media links, email, or by phone to discuss any questions you have.







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Orofacial Myology – Part 5: Orofacial Myology and Orthodonics

Orofacial Myology and Orthodontics


Orofacial myofunctional disorders (OMD) can cause changes in the growth and shape of the upper and lower jaws, as well as other facial bones and teeth. In some situations a narrowing of the roof of the mouth (hard palate) can occur. When this is the case, it is important to consult an orthodontist to consider the possibility of palatal expansion. Generally, optimal outcomes with orofacial myofunctional (OM) therapy are achieved when this expansion is completed.


While we may refer for an orthodontic evaluation, this does not mean that your child must wait to move forward with therapy. Orthodontic treatment can coincide with OM therapy and long term effectiveness of orthodontic treatment can in fact be enhanced by OM therapy.


At TheraCare, we work hand in hand with several local orthodontists and we would be happy to talk with you about the positive impact orofacial myofunctional therapy could have for you or your child.


Feel free to contact us via our social media links, email, or by phone to discuss any questions you have.







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Orofacial Myology – Part 4: Orofacial Habits – Thumb Sucking and More

Orofacial Habits

This will be a short introduction to orofacial habits. These habits are of concern because they can be caused by or contribute to other orofacial issues in the areas of both structure and function.

Orofacial habits include, but are not limited to:

  • Mouth Breathing
  • Thumb or Finger Sucking
  • Tongue or Cheek Sucking

Let’s briefly take a look at these.


Mouth Breathing –

There are many factors that can cause mouth breathing. If your child breaths through their mouth consistently throughout the day or during the night, an evaluation to assess the root cause of this posture should be considered. If allowed to continue this posture while breathing. a child’s tongue will sit unnaturally low in the mouth. This can cause concerns related to development of the face, upper and lower jaws, as well as possible speech articulation issues.


Thumb or Finger Sucking & Tongue or Cheek Sucking – 

Thumb sucking can be seen as early as 18 weeks in utero. Human infants lose the essential need for sucking around the age of 4 months. At that point, it can quickly become associated with comfort and pleasure; therefore, making it difficult to break the habit as the child gets older.

Thumb and finger sucking can cause inappropriate shaping of the palate and chin. In addition, it can cause changes in the tone of the tongue and facial muscles, as well as a lower resting posture of the tongue. An anterior open bite can sometimes be the result of prolonged thumb and/or finger sucking.

Tongue and cheek sucking, while similar, could stem from a number of causes. It is important to find a knowledgeable professional who can complete a thorough evaluation to diagnose and make necessary referrals for adequate treatment.


What can speech therapy do to help with orofacial habits?

At TheraCare, we offer evaluations that can help to pinpoint the root cause of these concerns. Through our treatment programs, we address these concerns and work with your family to devise a program tailored specifically to you or your child. We utilize a multimodal approach that has seen proven results – utilizing proprioceptive techniques and a hierarchy of exercises as needed, along with positive reinforcers.


Feel free to contact us via our social media links, email, or by phone to discuss any concerns you have.






thumb sucking

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Orofacial Myology – Part 3: Tongue Tie

This is a very basic overview of tongue tie and possible concerns related to speech production. Please call our office for more information if you have any concerns or questions.

What is a tongue tie?

The lingual frenum (or lingual frenulum) is the cord that stretches from under the tongue to the floor of the mouth.

‘Tongue tie’, ‘Ankyloglossia’ or ‘short frenum’ are the terms used when the lingual frenum is short and restricts the mobility of the tongue.

Tongue tie can be defined as a structural abnormality of the lingual frenum.  When the frenum is normal, it is elastic and does not interfere with the movements of the tongue in sucking, eating, clearing food off the teeth in preparation for swallowing and, of course, in speech. When it is short, thick, tight or broad it has an adverse effect on oromuscular function, feeding and speech. 1

Often dismissed by professionals as unnecessary to treat, tongue tie can cause many issues that, at the time, may seem unrelated or unimportant. However, when viewing the body as a whole and assessing the parts of your system that a tongue tie can impact, it is highly important that you consider having this assessed if you have any concerns.

Symptoms that may be seen when a tongue tie is present include:

  • Heart shape of tongue when raised or protruded (see pictures below)
  • Cannot extend tongue out to a point
  • Tongue curves down when extended
  • Difficulty licking an ice cream cone or kissing
  • Extended time period in orthodontics
  • Possible speech problems
  • Possible digestive problems
  • Swallowing deficits, difficulty swallowing pills
  • Cannot suction the tongue to the roof of the mouth

Included here are a couple of images of my own child’s tongue prior to his tongue tie release. You can clearly see the heart shape of his tongue. We had been noticing symptoms which included frequent choking and gagging with solid foods, speech articulation delays, inability to click his tongue, downward curve of the tongue when extended and the heart shape. Once his tongue was released (via laser at a local orthodontic clinic), we noticed immediate improvements in his swallowing function and ability to click his tongue, as well as increased imitation of speech sounds. After approximately 2.5 months, his speech articulation skills were gaining and were considered within normal limits.

Tongue Tie - heart shape image from front


Tongue Tie - heart shape image from side


While it is important to note that some of the symptoms listed above could be caused by other factors, a quick check of the tongue by a knowledgeable professional can ensure that treatment is targeting the root cause of these concerns.

The specialty of orofacial myology is something gained outside of traditional schooling for most speech-language pathologists. Be sure to ask your speech-language pathologist if they have training in this area and if they are confident in their skills to treat deficits related to tongue tie.

What can speech therapy do to help with tongue tie?

When we identify a tongue tie is present, we refer to a provider who can complete a tongue tie release/revision, also known as a frenectomy. Once the procedure is completed, speech therapy can assist with:

  • providing gentle stretches post surgery
  • addressing jaw stability
  • developing suction to the roof of the mouth
  • addressing any speech concerns, if present


Here are a few links that give great information related to tongue tie.


Feel free to contact us via our social media links, email, or by phone to discuss any concerns you have.







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