Functional Therapy Lesson

Would you like to know how opening a bank account can be incorporated into speech therapy? Yes…it’s possible, so keep reading!

Before we continue, check out this clip of a young man name RJ who is the son of famous actress, Holly Robinson, as he shares some of his future goals.


Tear jerker, right?! This is The Speech & Career Center’s WHY? This is why we exist because like RJ said, kids with autism or any other ability level can do anything they want to and TSCC is passionate about supporting them along their journey.

RJ mentioned getting a debit card ūüí≥¬†Before RJ or any individual who is interested in opening a bank account does so, it’s important that they are ready for this new experience. Let’s talk about how opening a bank account can be incorporated into speech therapy.

1. Knowing the vocabulary necessary to open a bank account and complete banking transactions is a very important part of the process. The vocabulary should include words like withdrawal, deposit, interest, savings, checking, and that’s just to name a few. Also, bringing real withdrawal and deposit slips into therapy is a great way to help teach the vocabulary in context as well as prepare for the daily or weekly transactions that will take place when managing their finances.¬†

2. To help with understanding what the initial experience and all the others to come may look like, role playing or watching a video is a great way to provide a visual of what the individual may hear and see. Furthermore, this would be a perfect opportunity to work on appropriate social skills (i.e. greetings, small talk, eye contact) that are essential while visiting the bank.

3. Formulating and understanding frequently used banking questions is another area that can be addressed in therapy. For example, if the individual wants information about their account balance, we would teach them how to formulate that question into a sentence and understand the meaning of the sentence. Comprehending the verbiage or at least being able to recognize it is key, so they don’t become flustered.

4. After teaching vocabulary, social skills, and sentence structure in a quiet environment, how would we make sure the individual will actually carryover the new skills taught in speech therapy? Well…we take a trip to the bank! At TSCC, we believe this is the only way to really support generalization of skills.¬†

There you have it, a functional lesson that includes speech and language goals. Just to summarize, the therapy targets included vocabulary, sentence formulation, and social skills all while incorporating a FUNCTIONAL skill. 

Here at The Speech & Career Center, we are all about supporting and helping to prepare our clients as they integrate into their communities and transition into adulthood, careers or post-secondary education. We’re all about improving their communication skills and helping them to find their way in this world.

Just like RJ, we believe individuals of all ABILITY levels can do ANYTHING they put their mind to!


Phonological Processing Disorder

What is a Phonological Processing Disorder?

A Phonological Processing Disorder refers to a child’s difficulty understanding the speech sound rules governing our language. In other words, some sounds are produced in the front of our mouth (i.e. /t/, /d/) while others are produced in the back of our mouth (i.e. /k/, /g/). There are some sounds in our language that require continuous airflow (i.e. /sh/, /s/) and other sounds that require the airflow to only continue briefly (i.e. /t/, /k/). As children are developing speech, phonological processes are normal because they’re still learning how to move their articulators (tongue, teeth, lips, jaw, vocal cords) in order to produce desired sounds. As children continue developing, those phonological processes will eventually fade. For some children, these speech sound patterns exist beyond the typical age of development. The more phonological processes a child is using the more difficult their speech intelligibility will be.

The first step is knowing when phonological processes should begin fading as your child’s speech develops. Below you will find a link to Caroline Bowen’s Phonological Processes’ Chart. I have this chart laminated and I keep it in my work bag. I frequently reference this chart with all my phonological processing disorder cases.

Elimination of Phonological Processes

If you’re concerned about your child’s speech development, The Speech & Career Center would love to answer any questions you may have regarding your child’s speech or the chart provided for you to view. Click on the contact section where you will find our phone number and email. We also offer FREE speech and language screenings. We’d be happy to come to your home for your convenience or meet you in a community setting such as a local library.

Communication is KEY!

–¬†The Speech & Career Center


Bowen, C. (2011). Table 3: Elimination of Phonological Processes. Retrieved from on 7/17/2017.


The Speech & Career Center wants to share some quick information about our first “BIG 9” that Speech-Language Pathologists assess, diagnose, and treat. We promise this read won’t take long. Happy Reading!



the formation of clear and distinct speech sounds.

Articulation Disorder:

incorrectly producing, omitting, or substituting one or more speech sounds when at a specific age, the sound should be produced correctly.

How does this impact communication:

Difficulty producing sounds accurately can affect a child’s ability to be understood by their communication partners (i.e. parents, teachers, peers).

What to do if you’re a concerned parent or educator:

1. Parents: contact your child’s teacher who can connect you with the speech-language pathologist (SLP) in your child’s educational setting. Request that your child receive an articulation screening by an SLP. You can also contact a local speech therapy private practice.

Ways to encourage correct articulation of sounds:

1. Model the correct articulation of the target sound

2. Find objects around your home/outside or a book that contains the speech sound error(s) and allow your child to practice saying it correctly. On the contrary, your child may not immediately improve their production of the sound and that’s okay! Continue to model the right way to say the sound (good auditory feedback) and allow a speech therapist to provide you with more guidance.


Always communicate your concerns to your child’s educator. Simply request an articulation screener then the SLP can give you his/her recommendations. If your child is not school age, call a local speech therapy private practice to get more information on how they can help your child.

If you want more information, TSCC would be happy to answer your questions or provide a free articulation screener.  Head on over to our contact page to set it up. We are your communication resource!!