Let's Talk Speech and Language Services

Speech Therapist

Let's Talk! Speech and Language Services is a private practice that provides speech-language pathology services to children and adults in Southern Sask.


Let's Talk! Speech and Language Services recognizes and respects the uniqueness of each individual and provides services that is personalized to each client. Our primary mission is to encourage each client to be the best communicator they can be while gaining confidence in their communication skills. We offer dedicated, client specific services that are flexible and accommodating to the busy lives of each and every client and family.

Shay Chubb is a certified Speech-Language Pathologist. Shay graduated from the University of Alberta with a Master's degree in Speech-Language Pathology in 2013 after having completed a Bachelor of Arts degree in Psychology and Linguistics from the University of Regina in 2011. Shay has obtained experience working with preschool, kindergarten, and school aged children in a variety of settings. She has also obtained experience working with adults within the hospital setting as well as in their homes. She is a certified member of SASLPA (Saskatchewan Association of Speech-Language Pathologists and Audiologists) and belongs to SAC (Speech-Language and Audiology Canada). Shay continually participates in professional development in order to continue learning and provide the most updated treatment. She is certified in Hanen: Learning Language and Loving it, Picture Exchange Communication System (PECS), PROMPT certified, trained in the Kaufman Speech to Language Protocol, as well as Lee Silverman Voice Treatment (LSVT).

Megan Prefontaine is a Speech Language Pathologist Assistant. Megan graduated from Medicine Hat College in 2009 with a diploma as a Speech Language Pathologist Assistant. She has experience working with pre school, kindergarten, and school aged children in a variety of setting. She has experience providing treatment in an individual or group settings with her main area of focus being articulation and phonological speech delays and disorders as well as receptive and expressive language delays. Megan is committed to continuous learning and has participated in numerous seminars and workshops to increase her knowledge base and provide the most up to date treatment.

To learn more, please visit our website or contact Let's Talk! Speech and Language Services by phone or email.

3:37
LSVT Progress
10 months ago
2:25
In typical language development, the approximate age of acquisition of pronouns is as follows: 12-26 months - I, It 27-30 months - My, Me, Mine, You 31-34 months – Your, She, He, Yours, We 35-40 months – They, Us, Hers, His, Them, Her 41-46 months – Its, Our, Him, Myself, Yourself, Ours, Their, Theirs 47+ - Herself, Himself, Itself, Ourselves, Yourselves, Themselves If you notice your child saying sentences with incorrect pronouns (e.g., “her did it”, “hims turn”, or using “he” for “she”) here are some things you can do to encourage development of pronouns: 1) Model the right way to use pronouns throughout your day. For example, while at the park you could say “I see a little girl over there. SHE looks nice. Let’s go talk to HER”. 2) When practicing the pronoun ME, look at pictures of family members. You can model using ME by saying “Who’s that? Oh it’s ME!” After modeling for your child, show your child a picture of your child and ask “Who’s that?” If your child does not respond appropriately, grab their hand and place it on their chest and model the word “ME”. 3) When working on the pronoun I, the easiest way to do so is by using items that are reinforcing to your child (e.g., food, toy) and offering it to your child and a group of others (e.g., siblings, parent, friends). For example, if your child really likes smarties you could offer them one by saying “Who wants a smartie?” The other individuals will model “I do!” for your child. Once your child says “I do!” then you will immediately provide them with the item. Once your child is saying the short phrase of “I do!” then you can continue practicing by using the phrase “I want ___” to request items. 4) When working on the pronouns HE and SHE, you will first want to make sure your child knows the difference between a boy and a girl. Start by asking your child “is that a boy or a girl?” when looking at real pictures, pictures in a book, or real people (e.g., friends, family members). Keep practicing this until your child can accurately tell you whether someone is a boy or a girl. 5) Draw faces – Start with a blank piece of paper and tell your child that you are going to draw a boy and a girl. Gradually draw the different body parts and clothing (e.g., long hair, nose, dress, shorts) and talk about what you are doing. For example, you could say “HE needs a mouth. Now SHE needs some hair”. Once the pictures are finished you can then use them to model the words HIS and HERS as you colour the different parts. For example, you could say “Let’s colour HIS eyes blue. Let’s colour HER lips pink”. 6) Once your child demonstrates understanding of pronouns, you can then work on having your child produce the pronouns. To do this, cut out a picture of a girl and a boy. Print off pictures of various items (e.g., food, clothing, toys) and ask your child “who wants the ___?”. Model and help your child say “HE does” or “SHE does”. 7) Place two pictures in front of your child of a girl and a boy doing something (e.g., running and jumping), then ask your child “Who is ______?” Model and help your child say “HE is” or “SHE is”. 8) Show your child pictures of people doing various things and have your child describe what that person is doing using HE or SHE. For example, show your child a picture of a girl jumping on a trampoline and ask “What is this person doing?” Model and help your child say “SHE is jumping”. If your child says “The girl is jumping” instead of using the pronoun, you can say, “Yes, the girl is jumping. If it’s a girl, do we say HE or SHE?”
2 years ago
0:42
PECS
2 years ago