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    Laning Pre-SchoolSpeech Language Page sun

    Hi I am Diane Conboy M.S., CCC-SLP. I am an ASHA certified speech/language pathologist. I did my undergraduate work in Communication Sciences and Disorders at Montclair State and then stayed on to receive a post-B.A.certification in Special Education. Grandfathered in under the old regulations I was able to work in both fields while obtaining my M.S. degree from Hunter College. I have worked in private schools, NYC public schools, a private practice and the NJ Early Intervention program. With 19 years experience, I am dedicated to helping my students meet their potential as effective communicators.

    Diagnostic: When students are screened for speech-language eligibility four communication areas are assessed: articulation, language, voice, and fluency. Students are screened for speech-language eligibility in pre-school and kindergarten. The following information is assessed to determine whether students are eligible for speech-language services. Teachers and parents should consult a speech-language specialist to further clarify this information.

    Speech-Language Specialists identify, assess and treat speech and language problems which include articulation, fluency, voice disorders, receptive and expressive language and pragmatic skills (social skills/life skills including eye contact, making phone calls, strategies for handling teasing and more).

    Articulation - Articulation refers to the production of the phonemes. Some students do not produce phonemes correctly in single words or conversation. These errors are characterized by substitutions such as wabbit for rabbit, or omissions, or distortions of a sound. Young students may produce articulation errors such as these but they are considered developmental errors (they are still learning!). However, older children who are not producing these sounds correctly are referred for evaluation and possibly therapy.

    Language - A student who has difficulty comprehending or producing language for communication purposes. Also known as receptive or expressive language skills, a student with a receptive language disorder may have problems with auditory memory for spoken directions, comprehending spoken language, following directions and attending during listening activities. Expressive language includes pragmatic language such as conversational competence, and expressing thoughts and ideas appropriately.

    Voice - A student who is experiencing hoarseness, harsh or raspy voice that interferes with communication during conversation. If this is a recurring or consistent problem, the student should be referred.

    Fluency - A student who is experiencing difficulty with the flow of speech in connected discourse. Interrupted speech flow can be observed when a student repeats, prolongates or hesitates during production of syllables, whole words or phrases. Some students can be observed to have facial or other body struggling behaviors while speaking. Some students will also avoid speaking situations.


    If it is determined that a student has a communication disorder, the student is eligible to receive services. Multiple therapy approaches and materials are employed including technology and social skill outings, which will assist the student in the treatment process. Students receive speech-language services on a regular basis as determined by their Individual Education Plan (IEP).