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                                         Andrew Miceli, M.A., CCC-SLP
                                               Email   : micelispeech@gmail.com
                                               Office  : 520-812-9256
                                              AZ Cell : 917-887-4716
Speech Therapy & Stuttering Solutions

Serving Tucson, AZ and all of Southern Arizona
Skype Services available nationwide
in all Time Zones

MICELI Speech Therapy & Stuttering Solutions™ is proud to offer
speech-language consultations, evaluations and therapy services in the following areas:

(If you have questions about an area or concern that is not listed below pleaese feel free to contact me)

(Skype services available in all time zones nationwide)
Services available in: English
Age-range: 0 – 21

A child's first words can be one of the most exciting experiences for a parent.  Contrary to the still-existing widespread belief,
children do not learn to speak when they “want to” or “are comfortable” speaking.  The opposite is actually true: evidenced-based data
indicate a normal acquisition of language progresses at a modest pace through time-specific receptive and expressive language
milestones from birth to kindergarten and beyond.

If you think your child is having difficulty with any aspect of language comprehension or using any parts of speech
(i.e., plural /s/, irregular past tense, singular/plural agreement – anything) please contact me to arrange a free consultation
to discuss whether presenting languages challenges are age-appropriate or if consideration for an evaluation
(due to a possible delay in language acquisition) may be needed.
Please click here for a .pdf of language acquistion information and strategies 0 - 6 years
Services available in: English and Spanish
Age-range: 0 - 21

Sometimes children acquire language on time but have trouble pronouncing certain sounds.  As words are made up of sounds,
pronunciation difficulties can make it challenging for parents and peers to understand what children are saying with their language.

Similar to language acquisition there are time-specific milestones for speech sound (a.k.a. “phoneme”) acquisition.

If your child is having difficulty saying a particular sound (or sounds) please contact me today to schedule a free consultation
to discuss whether presenting sound difficulties are age-appropriate or if consideration for a possible evaluation
(due to a speech-sound delay) may be needed.

Please click here for a .pdf of speech sound acquisition information 0 - 8 years
Services available in: English or Spanish
Age-range: all ages

Some children go through a “developmental” period of stuttering during adolescence, where after a certain period of time (be it several months
to several years later) the stuttering eventually dissipates.  While some children experience an adolescent dissipation of their stuttering,
other children do not - and these children can continue to stutter through elementary school, the teenage years, and into adulthood.

Stuttering can negatively impact quality of life at any age, even if the stuttering is ultimately developmental in nature.
Congruently, learning how to control the stuttering and speak (predominantly) fluently can positively impact quality of life.

The same techniques, tools, approaches and strategies I continue to use and practice daily
to control my stuttering are the same techniques I teach my clients and their parents, spouses and support system(s).

If you are stuttering or your child (no matter how old) is stuttering and would like help, to discuss resources and/or options,
or simply to speak with another person who stutters, please contact me immediately to arrange for a free consultation.
"Fluency Exists on the Breath of Hope." (A.M., 2015)
Services available in: English and Spanish
Age-range: Middle School - Professional

While it is understandable someone who presents with a speech or language disorder (e.g., stuttering) might be fearful of public speaking,
survey after survey continuously show public speaking in general to be one of the top three, if not THE top, shared fear(s) among people
in the United States.  This is significant because most of us speak in public all the time: ordering food in restaurants, talking on the street
with a friend or colleague, making calls from a cell phone in a store or from a park, talking with a coworker in an office, etc. These scenarios
require speaking in front of people, sometimes even a large group of people, depending on where you live and how crowded the place
(e.g., ordering food in a diner in New York City is not the same experience as ordering in a diner in a small town).

For some reason, however, we don't typically associate fears of public speaking with the above-cited (as examples) scenarios.
Upon further inspection, then, the fear of public speaking appears to really a two-folded fear rooted in:

1) speaking to an audience gathered for the sole purpose of listening to what you have to say (i.e., a presentation, lecture , speech, etc) 


2) when something is at stake (when something may be "won" or "lost", or an opinion "changed") based on how you speak.

To speak well in public means having the ability to use verbal expression to facilitate a desired outcome:

High School: oral reports, speeches, debate team, student government, clubs, social scenes, college interviews.

College or Unveristy (all levels): presentations, speeches, student government, dissertations, debate team, job interviews.

Corporate Professionals: lectures, presentations, speeches, meet-and-greets, event hosting, networking, career advancement.

Athletes (High School, Collegiate, Professional): recruiting tapes, interviews, talk shows, speeches, image enhancement, endorsements.

Teachers and Professors: voice function, use, maintenance, projection, hygiene, amplification systems.

Attorneys: trial presentation, alligning verbal speech with body language, vocal function, speaking to juries,   

Anyone and Everyone: wishing to become a better speaker and each individual's publc speaking goals.

(PLEASE NOTE: Therapy can be geared towards preparing for a specific presentation or speaking situation or engagement)
Call today to set-up your free consultation to discuss all of your present or upcoming public speaking needs.

Services available in: English
Age-range: high school - professional

As English is often learned as a second language by people outside of the United States, various dialectal and accentual influences of the
speaker’s native language may impact the pronunciation and overall intelligibility of English.  Even if the nonnative speaker’s knowledge
of English is solid, native speakers may (still) find it difficult to understand what is being said.

Communication misunderstandings can directly impact various educational, professional, and/or personal speaking objectives;
smooth, fluid communication based on mutual understanding only enhances the chances for a desired outcome.

If you are a nonnative speaker of English who is learning the English language and would like help with specific sound pronunciation,
grammatical components, slang, socialization or other areas of English please contact me today to set-up your free consultation.
Services available in: English and Spanish
Age-ranges: Parents/Family and Teachers of kiddos in daycare, preschool, head start, kindergarten and early elementary school

Speech and language development, especially from birth - kindergarten, is something many parents (and pediatricians) incorrectly assume
will happen when the child enrolls in day care or preschool, or simply, when the child is “ready” or “wants to speak.”

A child’s acquisition of speech and language is a time-specific process based on the acquisition of
specific speech-sound and language milestones congruent with certain age-ranges.

As such, the potential for a child to acquire timely pronunciation and language skills is increased via a team-oriented approach
on the part of parents and teachers by learning and implementing strategies and techniques to optimize a child’s speech and language development yet do not require a lot of extra time (as who actually has that?!) be set aside to do so.

The earlier speech and language delays are addressed, the more likely the child will progress in areas such as but not limited to:
transitioning to the classroom, initiating speech, making friends, answering/asking questions, overall learning and self-confidence.

Call today for a free consultation, information on workshops and pricing, and get all of your questions answered in detail
(workshops can be done over skype in the convenience of your home, school or office)

* Group rates are available.
Services available in: boards are available in multiple languages (please see below)
Age-range: all ages (nonverbal speakers or nonnative speakers)

There have been incredible advancements in augmentative or adaptive communication for patients whose verbal communication
has become compromised.  Some devices can even be programmed to talk and literally “speak” for the patients as long as they
can somehow activate or manuever the switch(es) or button(es) on the devices.

More basic devices such as a multilingual communication boards still have a place in the ever-growing field of augmentative/adaptive
communication, as these boards can provide/establish communication on a fundamental yet functional level for:

1) Patients who are cognitively intact yet unable to manipulate a pen and paper or adaptive device but can maneuver a digit,
an elbow or tow, or hold a light beam/gazer in their mouth or digit.

2) Patients who are cognitively intact but speak a language other than that of the physicians/residents,
nursing staff or rehabilitation therapists.

3) Teachers of Daycare, preschool, headstart, kindergarten and elementary school who have students
speaking a language other than English.

Quantity/Cost: 1 board = $30,   2 boards = $50,    3 boards = $65

(NOTE: larger packages are available upon request)

Boards are available in the following languages: English (US), Norwegian, Spanish, French, German, Portuguese (EURO), Swedish, Dutch,
Italian, Danish, Catalan, English (UK), Finnish, Hmong, English (AUS), Hungarian, Polish, Russian, Turkish, Czech, Korean, Hebrew, Arabic,
Japanese, Chinese (Simplified), Vietnamese, Hindi, Urdu, Chinese (Cantonese), Swahili, Portuguese (Brazil), Tagalog, Farsi, Bengali,
Punjabi, Greek, Ukrainian, Slovak, Croatian, Serbian, Afrikaans, Zulu, Spanish (Castilian), English (NZ).

NOTE: Not all picture symbols are available in every language; please allow for alternate cell content if/as needed.

Boards can be printed in black and white or color and be single or double-sided.
Please contact me today to discuss preparing your personalized communication board package.
Please click here for a .pdf of a sample of a single-sided English-Spanish Communication Board (Content: Eating)
Services available in: English and Spanish
Age-range: any student with an IEP

If speech therapy services are offered at your child’s school, the plan for services and schedule for therapy (among other things) are detailed
in a state-mandated legal document known as an Individualized Education Plan (IEP).  The wording, content, and presentation of an IEP must be
precise and clearly indicate where the student is projected to be goal-wise in one calendar year from the start-date of the IEP and how they'll get there (the document must contain, among other variables: the present levels of the student (= where/how your child is presently functioning),
what the goals are for therapy and why (based on what), the criteria that will be used to measure the progress, what accommodations the
student needs (if any) and why, and previous IEP data if the IEP is being revised (vs. an initial/first-time IEP). 

If you have concerns about the language/rhetoric of your child’s IEP, whether it’s being implemented, if the goals and measurement ciriteria
are appropriate, what your options are as a parent and what the school’s obligation is re: providing the stipulated
speech-language therapy services, please contact me today to arrange a free consultation so we can talk things over.