ABOUT
In 2020, Chelsea Payraudeau, M.S., CCC-SLP, TSSLD received her masters in speech-language pathology from New York Medical College. Chelsea is a licensed speech language pathologist, certified teacher of students with speech and language disabilities, and a trained Orton-Gillingham reading instructor.
Prior to pursuing a masters degree in speech-language pathology, Chelsea became immersed in the research and understanding of reading and writing impairments and was employed by Lindamood-Bell Learning Processes, and thereafter certified in an Orton-Gillingham reading methodology. She has been treating reading disorders since 2014 which ignited her passion for speech-language pathology.
Chelsea strives to create a respectful, accepting and understanding learning environment for all of her clients. Chelsea's postgraduate work experience as a Lindamood-Bell clinician and Orton-Gillingham reading instructor has allowed her to develop the necessary skills to remediate reading disorders. Additionally, her academic and clinical training in speech-language pathology has given her the theoretical and practical skills to treat developmental language disorders, articulation/phonology disorders, and dyslexia.
Language Disorders
What is a language disorder?
In the field of speech-language pathology there are many terms to describe language problems in children: language delay, language disorder, language impairment, primary language impairment, and specific language impairment.
Children with language disorders typically show the following kinds of deficiencies: limited amount of language, deficient grammar, inadequate or inappropriate social communication, deficient nonverbal communication skills and deficient literacy skills and cognition. Children with language disorders who are otherwise typically developing are described as having a specific language impairment (SLI).
As a parent you may be wondering, "Why is my child struggling with language, reading, communication?"
There are two main explanation for SLI. The first explanation is "normal variation." Meaning some children simply fall on the lower end of the continuum in terms of linguistic skills. For example, some individuals may have poor math or musical skills, while others have poor linguistic skills. The second explanation is "underlying deficits." Meaning their difficulty with language is due to deficits in cognition, auditory perception, general perception, or intellect that underlie language.
Today, most experts believe that the neurological underpinnings of language impairments have been identified in the language-specific areas of the brain. Thus, children with SLI have abnormalities in two specific areas of the brain - the language specific areas and the frontal lobe which influences executive functioning skills. Additionally, many researchers believe that common cognitive processes (e.g., attention, memory, processing speed, planning and organization) may underlie both verbal and nonverbal performance in children with SLI.
How to approach language disorders?
There are five components of language - syntax, morphology, semantics, pragmatics, and phonology - and four modalities - reading, writing, speaking and listening. Children with SLI generally show specific difficulties in all aspects of language skills (e.g., syntax, morphology, phonology, etc.). They also manifest executive functioning, or cognitive processing deficits.
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Language is complex and develops overtime. The treatment of language based disorders requires a skilled language pathologist that targets the underlying causes of your child's language impairment (e.g., weaknesses in phonology or syntax) while building the child's confidence and self-esteem. Chelsea's goal is to remediate her client's speech and language challenges through thorough evaluations, thoughtful treatment plans, and therapy that is full of compassion and care.
Four Modalities of Language
Five Components of Language
