Imagine being a child who has a voice but no words—and no understanding that communication is even possible. Or a child who has words, but the words come slowly, inconsistently, or disappear when they’re needed most. Or a child who knows exactly what they want to say, but can’t make themselves understood—and eventually stops trying or becomes frustrated when no-one seems to understand.
This is where many children begin at Crossroads.
For some, communication starts with a picture—learning to hand a therapist a symbol through PECS to express a want or need. From there, with patient instruction, repetition, and encouragement, pictures may slowly give way to sounds, and sounds to words. For others, a voice emerges through an assistive communication device, or through careful work to shape and clarify speech so others can finally understand. Each path is different, and every small breakthrough represents immense courage, effort, and trust—from both the child and the therapist guiding them.
Our Speech and Language Pathologists work tirelessly, one-on-one and in small groups, to help children discover that their voices matter. They build individualized communication programs that empower children to express needs, share ideas, and connect with the world around them. When a child learns to communicate, frustration turns into confidence, isolation turns into connection, and possibilities open wide.
Your support helps make these moments possible.
Recently in Speech Therapy
9.21.26 Communication is a Right.
Everyone has the right to communicate, and for our students, learning to communicate means having the tools to express their needs, share their ideas, connect with others, and participate more fully in their families and communities.
In keeping with the American Speech-Language-Hearing Association’s Communication Bill of Rights, 3rd Edition, and with our mission to prepare our students for life success within their families and communities, our Speech Department goes the extra mile to make sure every student has the tools and support they need to communicate—whether through words, gestures, signs, pictures, or an AAC device. We meet each student where they are and work to help their voice be heard in whatever way works best for them.
Read the bill of rights:
8.19.26 STOP. GO. And so much more.
For A, learning the words “stop” and “go” is powerful; these are core words that can help him understand what is happening around him, make choices, communicate his wishes, and—most importantly—build skills that support safety and independence.
During a recent Speech Therapy session, A and his SLP took their learning into the hallway. As they walked, Amy helped A practice using his AAC device to use “stop” and “go” both receptively (understanding what the words mean) and expressively (using the words himself).
And the learning didn’t stop when something interesting caught his attention! When A reached the sensory wall and paused to explore it, his therapist followed his lead. She modeled the words on his AAC device, giving him another meaningful opportunity to connect language with what he was experiencing.
This is what individualized Speech Therapy looks like at Crossroads: following the child’s interests, creating communication opportunities in real environments, modeling language again and again, and celebrating every attempt.
A is learning that his words via his device can help him tell the people around him what he wants, what he needs, and what he is ready to do next.
Stop. Go. Explore. Communicate. Grow.
5.14.26 Speech Talk
In one of our Speech Therapy rooms, two very important things are happening: communication is growing, and confidence is too.
Amy and Brittany, two of our dedicated Speech-Language Pathologists, are each working closely with a student on individualized goals designed just for them.
One student is learning to communicate using his AAC device. Each time he makes a strong attempt to use his words through the device, he earns a peek at a favorite video on another iPad—a powerful motivator that keeps him engaged and excited to communicate. Every press of a button is another step toward having his voice heard.
Nearby, another student is working on understanding the concept of “not.” Amy asks questions such as, “Which is NOT something to eat?” or “Which is NOT a holiday?” and the student carefully selects the correct answer from an array of three pictures. After several successful trials and great effort, he earns a favorite reinforcement: bouncing on a therapy ball in front of a fan!
Both students are happy, motivated, and deeply engaged in learning—because their therapists know how to combine evidence-based teaching with joy, encouragement, and connection.
During Hearing and Speech Month, we want to give a huge THANK YOU to our SLPs for the incredible work they do every day to give our students access to communication, connection, and their voices.
3.7.26
How to Trap a Leprechaun
From Mrs. Brittany, SLP
Today the room 6 speech group (with Melanie and I) read “How to trap a leprechaun” and created our own leprechaun traps out of graham crackers, marshmallows, pretzels, and frosting. We used lucky charms cereal as bait. No leprechauns were trapped today though.
We worked on answering questions and following directions.