Nichole L. Cannon, MA, CCC-SLP/L
Play and Connection Based Approach
Totally Communicating LLC, believes in child-led, connection-based therapy. Through engaging play and motivating activities, I foster an environment where your child feels empowered to succeed. I prioritize your child's interests and strengths, allowing them to take the lead in their therapy journey, building not only communication skills but also confidence and independence.
Evidence Supporting these Principals
Progress is Step by Step:
Speech therapy follows a step-by-step process, like climbing a ladder. Each skill (like steps A through Y) must be mastered before reaching big communication goals (like Z). Studies show that taking this approach helps kids learn better (Law, Garrett, & Nye, 2004; Hegde, 2020)."
Natural Growth Approach:
Research consistently demonstrates that meeting a child at their own developmental level and supporting their natural pace of progress yields better outcomes in speech treatment. Studies emphasize the importance of individualized approaches that prioritize the child's strengths and needs, fostering a supportive learning environment (ASHA, 2016; Guralnick, 2001). By respecting the child's unique journey, therapy can promote lasting communication skills and overall well-being.
Prioritize Connection over Compliance:
While compliance-based approaches may focus on immediate compliance with therapeutic tasks, connection-based therapy prioritizes building a strong therapeutic relationship, which can lead to deeper engagement and more meaningful progress over time. Research suggests that connection-based therapy often yields superior outcomes in terms of long-term communication skills and overall well-being (Bratton et al., 2005; Jones & Landreth, 2002).
Play Based Treatment Approach:
Research consistently shows that play-based therapy is highly effective for children's communication development. Studies highlight how play promotes cognitive, social, and emotional growth (Lillard & Lerner, 2013). Additionally, play therapy fosters a positive bond between children and therapists, enhancing treatment outcomes (Bratton et al., 2007).
ASHA (American Speech-Language-Hearing Association). (2016). Evidence-based systematic review: Effects of naturalistic early language interventions on language outcomes for children with ASD. Rockville, MD: Author.
Bratton, S., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Professional Psychology: Research and Practice, 36(4), 376-390.
Bratton, S., Ray, D., Rhine, T., & Jones, L. (2007). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Professional Psychology: Research and Practice, 38(2), 129-139.
Guralnick, M. J. (2001). A developmental systems model for early intervention. Infants & Young Children, 14(2), 1-18.
Hegde, M. N. (2020). Assessment and treatment of speech sound disorders in children: A dual-level text (5th ed.). Boston, MA: Pearson.
Jones, L., & Landreth, G. (2002). Filial therapy with single parents: Effects on parental acceptance, empathy, and stress. International Journal of Play Therapy, 11(2), 63-83.
Law, J., Garrett, Z., & Nye, C. (2004). The effectiveness of treatment for children with developmental speech and language delay/disorder: A meta-analysis. Journal of Speech, Language, and Hearing Research, 47(4), 924-943.
Lillard, A. S., & Lerner, M. D. (2013). The role of pretend play in children's cognitive development. Early Childhood Research Quarterly, 28(3), 279-291.