Infant Language Stimulation Program

The Auburn University Speech & Hearing clinic (AUSHC) provides speech and language therapy for individuals of all ages including infants age birth to three. While some of the infants and toddlers are served directly at the AUSHC for language stimulation therapy, most of the services provided to infants and toddlers are provided in conjunction with the Alabama Institute for deaf and blind (AIDB).

Infants and toddlers are eligible for services through AIDB’s Early Intervention Program if they demonstrate a 25% delay in one or more discipline (i.e., cognition, communication, gross motor, self-help, etc.). An infant may also be eligible for services if they are diagnosed with a medical disability which places them at risk for developmental delays (i.e., deaf and/or blind, Down Syndrome, Cerebral Palsy, Spina Bifida).

The types of services offered to infants and toddlers include:

Evaluations – Two different types of evaluations are conducted at AIDB. One is to determine eligibility and programming needs of children entering into early intervention. The second is for children that are turning three years of age and ready for transition to the public schools. Both evaluations consist of assessing the child’s expressive and receptive language skills, care-taker child interactions, and play skills. Articulation and oral-motor feeding skills are assessed as needed.

Play group – Some of the children enrolled at AIDB receive weekly language stimulation services from a speech-language pathologist during a playgroup. Playgroups are offered under the direction of a special education teacher and a speech-language pathologist and are designed to continually stimulate language during free play, music, craft and snack activities.

Individual Weekly Therapy

Language - language therapy for infants and toddlers is play–oriented rather than drill-oriented. Treatment concentrates on increasing a child’s expressive language skills (through use of words, signs and gestures, or a picture communication board), receptive language skills (i.e., identifying objects and following commands), social skills and play skills. Treatment is family oriented in that the parents are encouraged to attend all sessions with their child and are provided with suggestions for facilitating language in the home setting.

Oral-motor/feeding therapy - Some of the children served through AIDB present with feeding difficulties secondary to sensory or motor impairments. Children that present with sensory feeding difficulties may be seen in conjunction with an occupational therapist. Treatment concentrates on helping the child accept and tolerate different textures. Children that present with feeding difficulties secondary to motor impairments may be seen in conjunction with a physical therapist. Treatment for these children concentrates on positioning as well as strengthening or improving oral motor control for feeding.

Periodic Consultations – based on family needs, some children may be seen directly by the speech/language pathologist at a frequency of one time per month or one time per quarter. For the remainder of the time, these children are followed by an early childhood special educator or a paraprofessional that has been specifically trained to carry out objectives established by the professional.

Children enrolled at AIDB are served at a variety of locations including their home, daycare centers or in the AIDB off-campus location. Communication Disorders students assigned to AIDB will have the opportunity to work with other students and professionals in related fields such as special education, physical therapy, occupational therapy, and social work. Students will also have the opportunity to be involved in training parents and/or paraprofessionals to carry out treatment techniques in the home setting.