Goss, Heather

Heather Goss, M.S., CCC-SLP

Speech and LanguageAll About Me

I have a Bachelor's Degree in Psychology from Montclair State University and a Master's Degree in Speech-Language Pathology from NYU. I also hold a graduate certificate in Applied Behavior Analysis from the University of North Texas.
I have been a practicing SLP since 2010. I began working for the Glen Ridge Public Schools in 2014. I have also worked in Early Intervention and as a Clinical Supervisor and Adjunct Professor at NYU and William Paterson Universities.
I am PROMPT Levels I and II and Picture Exchange Communication System (PECS) trained. I am currently studying Gestalt Language Processing.
I live with my husband, two sons, and our Goldendoodle, Pete.
I love the beach, traveling, and yoga. When not working with my students, I can usually be found watching my boys play football or surf.

What Does an SLP do?

Referral Process for Speech

If a student is suspected of having a possible articulation, fluency or voice disorder by a classroom teacher, school personnel, or parent, a written request must be submitted for a speech evaluation. Students suspected of having a possible language disorder are initially brought to the attention of the I&RS committee, which may lead to a referral to the Child Study Team.
Once the written referral has been received, a meeting will be held with the SLP, parents, and teacher(s) within 20 days. If a speech evaluation is warranted at the time of the meeting, which is determined by the speech production norms below and impact on educational performance, consent for a speech evaluation will be requested.
Following receipt of written consent to evaluate, the SLP will perform the evaluation and follow-up meeting within 90 days. If the student is determined Eligible for Speech and Language Services (ESLS) , an Individual Education Plan (IEP) for speech services will be developed at this meeting.

Educational Model of Speech Therapy

It can be confusing to understand the eligibility criteria for school-based speech therapy. Within the school setting, eligibility for speech therapy must demonstrate an educational need for service. Here is a great resource to review the difference between school-based and private speech therapy.

www.pdstherapy.com/the-difference-between-educational-and-medical-slp-models/

Articulation/Phonology

Just 5 minutes a day of home practice can promote generalization of sound production! Here are some activities you can do at home with your child:

Play board games focusing on vocabulary containing their speech sound(s).
Read with your child and see if they can identify their speech sound in the stories. If your child is not yet reading, they can imitate the word after your model.
Discuss objects in daily activities (e.g., cooking, bath time, play) that contain their speech sound.

Play “I Spy…” on car rides.
Discuss favorite characters in shows that have names with your child’s speech sounds.
Have them make silly stories using their target words.

Here are some speech therapy apps to try at home:

Articulation Station
Speech Blubs
Talkie Articulation

Language Milestones

Home Strategies for Language Development

Engage your child in everyday activities and narrate as you work and play together. Tasks such as cooking, cleaning, yard work, bath time etc. are wonderful opportunities for language expansion.
Expand on your child’s utterances. For example, if your child says “car”, you can model “blue car” or “car go”.
Read together daily and have your child point to the pictures that you label. Ask “wh”-questions as you read.
Describe items for your child during play with concepts such as categories and adjectives.
Give your child options when eating and dressing so that they can convey their personal choices. For example, “Do you want the red cup or the green cup?”
Play music and sing together. Music is amazing for the development of vocabulary, sequencing, and following directions.
Acknowledge and praise all attempts at communication. Show your child you are paying attention and honor their request if possible.
Watch silent Pixar Short films together, such as "La Luna", "For the Birds", "Presto" and "One Man Band" and have your child describe the story to you. Ask them questions and discuss what you watched together.
PLAY! PLAY! PLAY!

Stuttering

Here are some tips to encourage your child's fluency at home:

Reduce your speech rate. Model unhurried speech and appropriate pauses.
Do not tell the child to "slow down" as this is not an effective strategy.
When your child is speaking, give them your undivided attention.
Reduce the number of questions in conversations with your child. You can provide comments to their productions modeling the reduced speech rate.
Model turn-taking in conversation as a family without interrupting one another.
Praise your child for communicating their ideas unrelated to their fluency.
Set aside special time throughout the week during which the pressure to speak is removed from the activity. Follow your child's lead regarding speech during this activity.