We are an NC Medicaid provider and currently accept NC Medicaid Direct and United Healthcare Community Plan. We are out of network with all other commercial insurance providers at this time. However, we will happily provide you with a Superbill (a detailed, itemized receipt for healthcare services) that can be submitted to your insurance provider for possible reimbursement for some or all of your therapy costs. The client is responsible for submitting Superbills to their own insurance company as The Grove Speech Center does not directly bill commercial insurance outside of Medicaid at this time.

In addition, the majority of speech and language therapy services can be paid for using your flexible spending account (FSA) or healthcare savings account (HSA) if you have these benefits.

We recommend contacting your insurance company or benefits department directly with any questions and to confirm your benefits.

Private pay clients are responsible for payment at the time of service.

We hope to enroll as an in-network provider with major insurance companies in the future. Looking for yours? Send us a message!

For our clients without Medicaid benefits, we currently accept cash, check and all major credit cards. In addition, the majority of speech and language therapy services can be paid for using your flexible spending account (FSA) or healthcare savings account (HSA) if you receive these benefits. Contact your benefits department directly with further questions.

We provide convenient speech therapy services both in-person and via telehealth. In-person services are available in and around the Greensboro, NC area. Telehealth services are available throughout NC and VA.

Speech and language evaluations typically consist of standardized assessments, clinical observations, and parent/caregiver input in order to gain a comprehensive understanding of the child’s communication skills. Most evaluations are completed within 1-2 hours. Following the evaluation, the parent receives a formal written report that includes results, diagnoses, and treatment recommendations. This report is reviewed with the parent and opportunities to ask questions are given. If the parent chooses to pursue treatment, we will create a plan of care that includes your child's goals and treatment plan (frequency and duration of services).

Treatment sessions differ based on your child’s age, developmental level, interests, and unique strengths and challenges. For little ones, treatment is often play-based, and skill-building is integrated into the activities they are engaged in and motivated by, as well as daily routines. We will sing songs, play, read books, and have fun while improving your child's ability to communicate. For older children, sessions are often more structured and include elements of direct teaching and skill practice, with the integration of games/age-appropriate activities to keep them motivated and having fun. Session length and frequency can vary from 30-60 minutes and 1-3 times per week based on our recommendations, your preferences, and your child's attention span. The most common recommendation that we make is 1-2x per week for 30-45 minutes. However, this varies and is not "one size fits all."

No! Speech-language pathologists can provide diagnoses and treatment without a referral or prescription from a doctor. However, your insurance company may require a doctor's order if you plan to submit a Superbill for reimbursement. Contact your insurance provider directly with questions about this.

School-based services differ notably from private services. The public schools provide speech therapy to students who are recognized as having a disability that impacts their education and requires specially designed instruction. The purpose of these school-based services is to allow the child to access their curriculum and achieve at school. Therefore, school-based services will address only the deficits that are negatively impacting the child's education. Additionally, a child usually needs to have more than one speech sound error to qualify for articulation therapy in the NC public schools. This means that there are many children with communication difficulties that will not qualify for services at school but will still qualify in a private setting.

Additionally, public school services are always provided during the child's school day and usually in a small group of other students. The students in their group are often working on similar skills, but this is not guaranteed. This means that the child is missing part of their school day and typically is not working with the SLP one-on-one. School-based services are a great resource for many families but sometimes don't address every need. That's where private services come in!

School-based SLPs hold the same education and credentials as private SLPs, however, their function is different due to the nature of their job setting. Most school districts instruct their staff not to make recommendations for outside services, as the school can be required to pay for these as part of their obligation to provide a Free and Appropriate Education (FAPE) to all. Therefore, if you ask a school-based SLP if your child also needs private speech therapy, they are typically required to tell you that they cannot answer that question, that school-based services are adequate for the child's educational needs, or that they only make recommendations in the school-based setting. The good news is that children can usually receive both school-based and private therapy! Reach out to us for more information.

Yes! Public schools have a different process and eligibility requirements. Many children who do not qualify in schools will still qualify for private therapy.

Yes! We have worked in the NC and VA public schools and have extensive experience with school-based services. We provide professional consultation and advocacy at an hourly rate. We can review your child's special education documents, attend IEP meetings with you, and help you understand the processes and procedures to make sure your child is receiving what they need.

We do not recommend a "wait and see" approach. This is an outdated recommendation that many pediatricians unfortunately still make. Research continues to support early intervention for the best outcomes. There is currently no way to determine if a child's speech is just delayed, or if they have a speech disorder that will persist. Therefore, it is best practice not to ignore delays and to provide treatment when a child is not meeting developmental norms. If the child is just delayed, therapy will help them catch up and get on the right track faster. If they have a disorder that persists, treatment will help lessen the gap and give them resources they need to be successful as soon as possible. The worst-case scenario is that you choose to wait and see, the child has a disorder that doesn't resolve, and they don't receive treatment until much later than they should have. The earlier the intervention, the better the outcomes! You know your child best. Listen to your gut and get a second opinion from the true communication experts: speech-language pathologists.

We offer free screenings that can help determine if an evaluation is necessary, as well as comprehensive speech-language evaluations that can answer this question. While recommendations are personalized to each client, here are some of the things we look for when screening children at various ages:

BIRTH TO 12 MONTHS:

1. Birth-3 months: startles at loud sounds, quiets or smiles when you talk, makes cooing sounds, smiles at people, seems to recognize your voice, cries change for different needs

2. 4-6 months: looks in the direction of sounds, giggles and laughs, makes sounds when happy or upset, coos and babbles when playing with you, makes speech-like babbling sounds such as "pa," "ba," "mi," etc.

3. 7 months-12 months: looks when you point, turns when you call their name, starts to respond to simple words and phrases (i.e., "come here," "no," "want more," etc.), understands names for common items and people ("mama," "daddy," "cup," "ball," "juice," etc.), listens to songs and stories for a short time, babbles long strings of sounds ("mimi upup babababa"), uses multiple gestures (waving, clapping, pointing, shaking head, reaching up, etc.), says 1-2 words around their first birthday (mama, hi, no, kitty, etc.).

1-2 YEARS:

1. Points to a few objects when you ask

2. Follows simple 1-step directions ("Kiss the baby," "Give me the duck," "Show me the shoes," etc.)

3. Responds to simple questions, like "Where is mama?" and "Who is that?"

4. Points to pictures in a book when you name them

5. Uses a lot of new words

6. Says 50 words by 18 months

7. Puts 2 words together, such as "Hi mama," "More juice," "Help me," "No bath," etc.

8. Says the following sounds in words: p, b, m, h, and w

9. Most 2-year-olds are about 50% intelligible (50% of what they say can be understood).

3-4 YEARS:

1. Understands and follows 2-step directions, such as "get the spoon and put it in the sink"

2. Has a word for almost everything

3. Talks about things that are not in the room

4. Uses spatial words, such as "in," "on," and "under"

5. Puts 3+ words together in phrases and sentences

6. Asks "why"

7. People who know your child can usually understand them

8. Most 3-year-olds are about 75% intelligible (75% of what they say can be understood).

9. Most 4-year-olds are about 100% intelligible (this doesn't mean they can't still have some speech sound errors, but that you can at least understand 100% of what they say around 4 years old).

10. Correctly produces the following sounds by the end of age 3: p, b, m, d, n, h, t, k, g, w, ng, f, y

11. Correctly produces the following sounds by the end of age 4: l, j, ch, s, v, sh, z

4-5 YEARS:

1. Understands words for order, such as "next," "first," "last"

2. Understands words for time, such as "yesterday" and "tomorrow"

3. Hears and understands most of what they hear at home and at school

4. Follows multistep directions, such as "get a piece of paper, draw a circle, and give it to me"

5. Tells a short story

6. Keeps a conversation going

7. Most 4-year-olds are about 100% intelligible (this doesn't mean they can't still have some speech sound errors, but that you can at least understand 100% of what they say around 4 years old).

8. By the end of age 5, correctly produces all sounds listed above for ages 3 and 4, as well as: r, zh, and voiced th (as in "that")

AGE 6 AND ABOVE:

1. By end of age 6, correctly produces all sounds listed above, as well as: voiceless th (as in "think").

2. By age 6, no longer has any persistent speech sound errors and is 100% intelligible (everything they say is understood by family and strangers).

Other things to look for:

1. Stuttering. This can include repeating sounds and words, getting "stuck" when speaking, and drawing out sounds in words.

2. Frustration or embarrassment when trying to communicate

3. Grammatical errors and poor vocabulary

4. Trouble with reading and writing in school

5. Avoidance of speaking situations

6. A lack of interest in communication, or low communicative intent

7. Difficulty making conversation

8. Difficulty using language for social purposes, such as navigating family relationships, friendships, and school

9. Concerns about the child's voice, including speaking too quietly or too loudly, roughness, hoarseness, not much variation in pitch, etc.

Find more developmental norms for your child's age from the American Speech-Language-Hearing Association here