Angela began her career as a Special Education teacher in Providence, RI in 1989. She returned to school to follow her passion of working with the Deaf Community and obtained a Master's degree in Education of the Deaf from Boston University in 1996. She is fluent in American Sign Language (ASL).
She transitioned to Speech-Language Pathology with a Communication Sciences and Disorders degree from the Medical University of South Carolina in 2005 and has since worked with the pediatric population, mostly in the public school setting.
Angela lives in beautiful Ashland, Oregon with her husband, two daughters, and three cats. She has lived in many different locations across the USA and overseas and is excited to finally settle in such a diverse and special community. She enjoys spending time remodeling her “fixer-upper”, practicing Aikido, being outside in nature, and continuing this life adventure with her family.
Articulation disorders occur when a child has difficulty producing speech sounds correctly.
For example, substituting the /l/ with a /w/ such as saying ‘weaf’ instead of ‘leaf’ and other speech sound errors that are not within normal developmental milestones.
Phonological disorders arise when a child produces predictable patterns of speech sound errors called phonological processes that persist beyond the age when most typically developing children have stopped using them. A child with this disorder is often more difficult to understand in conversation.
Examples of phonological processes are: leaving off the final consonant sound of words like ‘toe’ for ‘toad’, or sounds that are produced in the back of the mouth like /k, g/ are substituted with sounds that are produced toward the front of the mouth, /t, d/. Such as ‘tat’ instead of ‘cat’ or ‘tootie’ for ‘cookie’.
A child may also demonstrate a mixed speech sound disorder, in which he/she exhibits characteristics of both Articulation and Phonological Disorders.
CAS is a motor speech disorder characterized by difficulty with planning and coordinating the movements to produce the right speech sounds or words. The child’s ability to use word stress and rhythm may also be impacted.
Our goal at Ashland Speech is to treat the whole child. Often times, secondary issues can occur with these primary speech disorders. These areas will also be included in your child’s assessment and treatment plan.
(541) 625-9851
(541) 535-3943
info@ashlandspeech.com
www.ashlandspeech.com