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Services
Staff
Appointments Resources FAQs
What Consumers Say About
Speech-Language
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The Outpatient Speech-Language Services Department provides evaluation and
therapeutic services to individuals who are experiencing
language-based disorders, speech-sound production disorders,
voice disorders, fluency disorders,
and/or social-communication problems. 301.424.5200 x144 (phone)
301.424.8063 (fax)
Email
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| Services |
- Screenings
- Comprehensive evaluations
- Individual and group therapy sessions
- Computer-assisted diagnostic and therapy tools, such as Fast
ForWord
- Therapeutic summer camp
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Interaction Group
- Flexible therapy hours (including evenings and weekends)
- Workshops for parents and professionals
- Interdisciplinary treatment program
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| Staff |
All of our speech-language pathologists
hold Masters degrees, are certified by the American
Speech-Language-Hearing Association (ASHA) and are licensed by the
State of Maryland.
Janet
Graves-Wright, MSEd, CCC-SLP, Director of Outpatient
Services
Shawna Page, M.A., CCC-SLP
Shannon
Parnell, M.S., CCC-SLP, PC
Stacey Thompson, M.A., CCC-SLP
Renee Wilson, M.S., CCC-SLP
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| Appointments |
Please contact us at
301.424.5200, ext. 144 for more information
or to schedule an appointment.
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Success Stories
From a Parent...
To the members of TLC,
After my son was evaluated for speech-language by both the County
and TLC, it was confirmed that he suffered from developmental
delays. When I heard the news, I had no idea how this could happen,
nor what could be done. His former preschool teacher recommended I
seek the help of TLC. Shortly thereafter, he began receiving speech
and language therapy through TLC. However, his insurance would not
cover sessions so I had no choice but to pay out of pocket.
Unfortunately, I lost my job a couple months later and could no
longer afford to send my child to his therapist. Therefore, I am
extremely thankful for your generous assistance. Without it, my son
would not be receiving the therapy he urgently needs. His
performance in school and behavior at home has improved, and for
that I am thankful.
Sincerely, Judy
Danielle's story
It was a little thing that brought us to TLC. Danielle’s “s” sounds
were still “th” sounds. When she was 5, 6, and 7, we thought it was
adorable. At 8, we were concerned that she wasn’t outgrowing it. At
9, Danielle was noticing that she spoke differently than most other
kids. We decided it was time for speech therapy. Danielle began
weekly sessions with Emily, a speech-language pathologist at TLC.
Danielle came out of her first session grinning ear to ear. Her
connection with Emily was immediate. Danielle had homework and
strategies that she could easily manage. Within a few months,
Danielle had mastered the “s” sound and she was thrilled. One day I
overheard a friend telling Danielle how good her “s” sounds were.
Danielle was glowing. This year Danielle decided to run for a
position on the student government which required a speech in front
of the entire school. Then, I knew that our time at TLC had been
invaluable.
Zoe's story
Enrolling our daughter, who has been diagnosed with Pervasive
Developmental Disorder (PDD-NOS) at TLC has perhaps been the best
intervention method for her. Before she began attending TLC, she had
very limited expressive language and social skills, very little eye
contact, multiple auditory and sensory issues, and in general, was
completely out of touch with the world outside her. At TLC, she
receives occupational and speech therapies both on a one-to-one
basis and in an interactive group which has dramatically helped her
communication and social skills. She is now, with prompting, much
more able and willing to communicate almost all of her needs and
desires, and much more willing to engage with her surroundings.
As she has continued to grow and develop new challenges, TLC staff
has been there to provide us with creative approaches to deal with
these challenges. She also receives a psychological consultation on
a weekly basis with the staff clinical psychologist. It has been an
immense blessing to have the advice and guidance of such a talented
and helpful team to support us through the constant challenges that
face our daughter from day to day. TLC also provides bi-weekly
parent meetings and workshops where staff members review children’s
progress and answer parents’ questions and concerns related to the
issues both at TLC and home. In addition to all of this staff
support, educational books, articles, software, many other related
materials are provided and sometimes lent to parents. We are so
grateful to TLC staff for all that they have done for our daughter
and are looking forward to seeing the progress she will make here in
coming years.
Resources
Please click here to
return to TLC's Web Resource Library.
Links:
- The American Speech-Hearing-Language Association (ASHA),
www.asha.org
Articles and Factsheets:
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FAQs
Q: What is the difference between a screening and an
evaluation?
A: A screening is a brief (less than 25 minutes)
assessment of your child's general developmental language
levels that is usually provided in a school or community
setting. The purpose of a screening is to determine if your
child should be further evaluated or whether they
demonstrate age appropriate skills. An evaluation is an
in-depth assessment of your child's speech and language
skills. At the end of that assessment, a complete written
report along with recommendations is provided. The
speech-language pathologist determines whether an evaluation
is necessary based on information provided.
Q: Is speech therapy covered by insurance?
A: Every insurance plan is different. Before making an
appointment, it is always a good idea to contact your
insurance carrier to determine if your plan covers
speech-language evaluation and therapy and if there are any
qualifying conditions to receiving services.
Q: How soon will my child complete therapy?
A: All children and families come to therapy with their
own strengths, needs, motivations, and support systems. The
rate at which a child moves through therapy is dependant
upon all of these variables, and cannot be predetermined.
Some children come to therapy for a very specific problem,
and are discharged in a short time, while others have more
long-term needs. These children may have goals that are
updated and changed as improvements are noted in various
areas. |
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