top of page


Lapsa Speech Language Center utilizes a combination of research based speech and language interventions when designing and implementing treatment plans for our clients. The following is a sampling of the specialized treatment programs and protocols used at the Center. Each is delivered by a Speech Language Pathologist who has received advanced training or

certification in the intervention method.

Auditory Processing Disorder (APD)


In collaboration with an Audiologist, educational professionals and parents, Auditory Processing Disorder interventions are designed around the following three key elements:



Executive Dysfunction


The goal of executive dysfunction therapy is to foster an individual’s ability to form more independent executive function skills by describing and utilizing strategies to improve:


These methods and interventions are based upon the seminal works of Sarah Ward, MS CCC-SLP and Kristen Jacobsen, M.S., CCC-SLP.

Expanding Expression Tool (EET)


The Expanding Expression Tool (EET) was created by Sara. L. Smith to provide children with a multi-sensory approach to describing and defining objects.  Clients who have difficulty with word choice, topic maintenance, organization of thoughts, and/or the identification and understanding of relevant information benefit from this program by increasing both their oral and written language expression.


Kaufman Speech to Language Protocol


The Kaufman Speech to Language Protocol was developed by Nancy Kaufman, M.A., CCC-SLP, to be used with children with Childhood Apraxia of Speech. It is a highly effective method of shaping word approximations toward target vocabulary, intelligible speech and functional expressive language.


Lidcombe Program


The Lidcombe Program is an efficient, well researched, evidence-based program for treating pre-school stuttering. The treatment is administered by a parent in the child's everyday environment. Parents learn how to do the treatment during weekly visits to the speech language pathologist.

The treatment is intensive and direct.  It involves the parent(s) commenting directly about the child's speech. This parent feedback is overwhelmingly positive. The parent comments primarily when the child speaks without stuttering and only occasionally when the child stutters. The parent does not comment on the child's speech all the time, but chooses specific times during the day in which to give the child feedback. Using Lidcombe, parents learn to respond constructively to their children's speech to teach them how to speak without stuttering.


PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets)


The PROMPT technique was formally devised by Deborah Hayden in 1980 after working extensively with/and researching varied speech production disordered populations. Since that time, Deborah has continued to develop PROMPT as a Technique, System, Approach, and Philosophy.


PROMPT is a dynamic tactile method which can be used for the treatment of motor speech disorders. It is based on neurological, anatomical, cognitive-linguistic and motor theory principles.  The technique uses touch, proprioceptive cues, pressure, and specific placement, while creating auditory and visual awareness to support and develop movements of speech. It has been said that "PROMPT directly translates the neuro-muscular movements required for the phonemic system, connects them to linguistic-codes and articulatory sequences for communicative interactions".

Social Thinking


The innovative Social Thinking® treatment framework and curriculum by Michelle Garcia Winner is integrated into all social cognition interventions.


For children preschool through early elementary years, the curriculum will focus on the following ten Social Thinking® vocabulary concepts: thinking thoughts and feeling thoughts, the group plan, thinking with your eyes, body in the group, whole body listening, expected and unexpected, smart guess – wacky guess, flexible versus stuck thinking, size of the problem, and sharing an imagination.


For children 7 years and older: The ILAUGH curriculum focuses on Initiation of language, Listening with your whole body, Abstract and inferential language, Understanding perspective, Gestalt processing (seeing the big picture), and Humor and human relatedness. Social thinking, abstract social concepts are broken down and explicitly taught (social task analysis).


Visualizing and Verbalizing (V/V)


The Visualizing and Verbalizing (V/V)® program improves language comprehension, and higher order critical thinking skills by developing the ability to create mental imagery for  language that is heard and the language that is read. This mental imagery for language is called concept imagery, and it is essential to comprehension skills (i.e.,) ability to recall facts, identify the main idea and supporting details, understand figurative language, predict, extend, draw conclusions and evaluate.


Individuals with weak concept imagery may have difficulty comprehending what they read, even if their reading skills are otherwise unimpaired. These individuals may have trouble following directions, or expressing their own ideas in an organized manner. V/V® instruction can help these individuals connect language to mental imagery and enable them to make a significant, measurable improvement in language comprehension.


V/V® was authored by Nanci Bell, M.A., Director and CEO of Lindamood-Bell Learning Processes; the program has been used in Lindamood-Bell® Learning Centers and School Services partnerships since 1986.


Written Expression


Written expression interventions are modeled after the EmPOWER™ instructional method. This evidenced based approach was developed by Bonnie Singer, Ph.D. and Anthony Bashir, Ph.D. Guided by the components of Executive Function (organization, planning, initiation, self-monitoring and evaluating), clients will understand and utilize a specific framework of strategies to complete written assignments.


bottom of page