Many times parents call my office frustrated with the lack of progress their child is demonstrating in speech correction. Sometimes it is in reference to school programs and sometimes it is regarding private clinics. Occasionally it is in relation to strategies the parents are trying to do at home with their own child to help correct a speech problem.

There is limitation in what the school can offer. Increased caseloads, large group sizes of mixed deficits, frequent days off from school, scheduling conflicts, meetings, testing, assemblies, etc. will effect levels of improvements that are observed. It may be difficult for some youngsters to achieve the level of progress desired under these conditions. While there are constraints in receiving services in the public school system, it is a fundamental free service that offers many youngsters an invaluable resource. Make sure to learn what the therapists are doing at school and try to coordinate home practice to reinforce the skills being taught.

When progress is slow or non-existent at home, it may be that professional help is indicated. The other option is a professional that could guide the family with strategies and support on an as needed basis. An assessment such as a screening may be in order to see if further testing is necessary.

When there are concerns regarding insufficient progress in a private clinic there are some areas that need to be addressed in order to see changes. There are at least three essential steps in achieving success in a private therapy setting. I will outline them in the next three paragraphs.

The first area vital to promote success in remediation of a speech concern is consistency and commitment in getting to scheduled sessions. Progress can only be insured when the client and the clinician are consistent in their attendance to sessions and receive an adequate number of sessions and time per session based on the severity of the speech impediment.

The second area recommended for increased levels of improvement have to do with motivation. The youngster (and parent) needs to want to correct their speech production. Children as young as toddlers can demonstrate motivation when they are beginning to talk. They become less frustrated and they can see the positive feedback from family members and get the desired response. With other youngsters the motivation is due to the activity, stimuli used or the behavioral reinforcements utilized in treatment.

The third component in achieving success in speech and language therapy involves home and outside the center reinforcement of goals. Sometimes school personnel such as classroom teachers and supportive services personnel become involved with the speech therapist in private practice. This interaction is invaluable in that it allows the people in the student’s circle of life to communicate with each other about goals and treatment plans. In our office we use one-way windows and monitors for parents to view and listen to sessions so they can reinforce work done at home. They can also tape the session so that the child can practice the session over and over at home as long as they need to. Often parents will use these tapes as journals to monitor progress over time. Sometimes they use them as ways to communicate with schools or other professionals working with their child. Parent involvement in treatment cannot be emphasized enough.

In conclusion, if all three of these areas are met and progress is not being observed, perhaps a change of therapist is in order. Time is of the essence in the child’s remediation of a speech and language disorder or delay.