Services
Therapy is designed to create meaningful progress — not to continue indefinitely.
Clear goals and an approach that evolves as your child grows.
Speech and Language Evaluations
Understand your child’s communication strengths, identify areas that may need support, and receive clear recommendations for what to do next.
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Every speech sound evaluation begins with a conversation. I take time to understand your concerns, what you and your child hope to change, and how your child’s speech affects communication in everyday life.
The evaluation may include standardized testing to compare your child’s skills with those of same-age peers, along with an analysis of speech in single words and conversation. I also examine intelligibility, speech sound patterns, consistency, stimulability, and the structure and function of the speech mechanism when appropriate.
An important part of the evaluation is determining why your child is having difficulty. Their speech profile may reflect an articulation disorder, a phonological disorder, a motor-speech disorder, or a combination of factors. This distinction matters because each profile requires a different approach to treatment.
After the evaluation, I will explain the findings in clear language and collaborate with you to develop meaningful goals and an individualized plan for therapy, monitoring, or additional support.
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A specialized motor-speech evaluation may be appropriate when childhood apraxia of speech is suspected, a child’s speech is highly inconsistent or difficult to understand, or progress in previous therapy has been limited.
Because childhood apraxia of speech cannot be identified through a single test or score, I evaluate speech across a variety of tasks and contexts. This may include single words, multisyllabic words, connected speech, imitation, and repeated productions of the same words. I examine the consistency and accuracy of consonants and vowels, transitions between sounds and syllables, syllable shapes, speech rhythm and stress, and how performance changes as words become longer or more complex.
Dynamic assessment is also an important part of the process. I provide different levels and types of support—such as slowed models, simultaneous production, visual cues, or tactile cues—to understand what helps your child produce speech more successfully.
The purpose of the evaluation is not only to determine whether your child’s profile is consistent with childhood apraxia of speech or another speech sound disorder. It is also to identify how your child learns best and what should happen next. Findings are used to develop individualized recommendations and determine whether an approach such as DTTC, ReST, tactile cueing, or another evidence-based treatment method may be the most appropriate starting point.
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Parents and caregivers know their child best. That’s why every early language evaluation begins with a conversation about how your child communicates now, what you’ve been noticing, and the skills you’d most like to see develop.
The evaluation brings together several sources of information to create a complete picture of your child’s communication. When appropriate, I use standardized assessment alongside play-based observation to look at how your child understands language, interacts with others, and communicates using gestures, sounds, words, and sentences.
Because young children may communicate differently with a new person than they do at home, I may also invite you to share brief videos of familiar routines or interactions. This allows me to consider how your child communicates across people, activities, and environments—not just during a single evaluation session.
At the end of the evaluation, we’ll review your child’s strengths, identify areas where additional support may be helpful, and develop meaningful, individualized goals together. You’ll leave with clear recommendations, next steps, and a plan for monitoring progress over time.
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A preschool or school-age language evaluation begins with understanding how your child communicates across home, school, and social settings. I gather input from parents and, when appropriate, teachers and the child to learn about their strengths, current challenges, and the ways communication may be affecting learning, relationships, or everyday participation.
The evaluation combines standardized assessment with functional measures such as conversation, observation, language sampling, storytelling, and review of relevant records or schoolwork. Depending on your child’s age and concerns, I may assess vocabulary, grammar, comprehension, following directions, word retrieval, narrative skills, social communication, and the ability to understand and express increasingly complex ideas.
For school-age children, I also consider how spoken language supports reading, writing, classroom learning, organization, and self-advocacy. Some children communicate comfortably in everyday conversation but have difficulty when language becomes longer, more abstract, or academically demanding.
After the evaluation, I will explain the results in clear language and work with you to identify meaningful priorities. You’ll receive individualized recommendations and a plan for therapy, school collaboration, monitoring, or additional support when appropriate.
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A stuttering evaluation begins with conversations with you and your child about when the stuttering began, how it has changed over time, what your child understands about stuttering, and—most importantly—how it affects their communication and everyday life.
During the evaluation, I gather speech samples through age-appropriate activities and conversations. I listen to the ways your child stutters, while also paying attention to physical tension or struggle and how their communication may change across situations. Caregiver questionnaires, conversations with your child, assessment tools, and videos from home may also be used to create a more complete picture.
Beyond what your child’s stuttering sounds like, I want to understand what it feels like to them. We’ll explore whether stuttering affects what they say, how they say it, or their willingness to participate in certain situations. We’ll also look at their understanding of stuttering, their comfort talking about it, their confidence as a communicator, and the strengths they already bring to communication.
Following the evaluation, we’ll discuss the findings together and determine whether monitoring, parent consultation, or therapy would be most helpful. When therapy is recommended, goals are individualized to your child and their experience of stuttering—not simply how often they stutter. Recommendations may focus on reducing physical struggle, building communication confidence, strengthening self-advocacy, and helping your child develop a healthy, informed relationship with their stuttering.
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Autistic children communicate in many different ways. My evaluations take a neurodiversity-affirming, strengths-based approach to understanding how your child communicates, connects with others, understands language, and expresses their wants, needs, ideas, and personality.
Rather than relying on a single standardized test, I use a combination of caregiver interview, observation, play-based assessment, and dynamic assessment to develop a more complete picture of your child’s communication. Dynamic assessment allows me to explore not only what your child can do independently, but how their communication changes when we adjust the environment, provide support, follow their interests, or introduce different communication tools.
For children who are nonspeaking, minimally speaking, or communicate in multiple ways, spoken language is only one part of the picture. I consider your child’s full communication system, which may include gestures, facial expressions, body movements, vocalizations, signs, words, and augmentative and alternative communication (AAC).
I also look at the social aspects of communication—how your child initiates and responds, shares interests, communicates preferences, navigates misunderstandings, and connects with the people around them. The goal is not to teach a child to communicate in a more “typical” way, but to better understand their individual communication style and identify supports that can expand their ability to communicate, participate, and advocate for themselves.
Following the evaluation, we’ll discuss your child’s strengths, communication needs, and the supports that may be most helpful. You’ll receive individualized recommendations and a plan for next steps that respects your child’s natural way of communicating while helping them build meaningful, functional communication skills.
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For families looking for a fresh perspective on their child’s communication or current therapy plan. I review your child’s history, previous evaluations and goals, current communication skills, and response to intervention to help clarify what may be contributing to ongoing challenges. When appropriate, I may complete additional assessment or dynamic testing to better understand your child’s needs.
Following the consultation, we’ll discuss what I’m seeing and whether changes to goals, treatment approach, frequency, or additional evaluation may be helpful. You’ll leave with clear recommendations that you can use whether your child continues therapy with me or another provider.
Speech and Language Therapy
Every session is designed with your child’s goals in mind. We’ll track progress, make changes when something isn’t working, and celebrate when skills are ready to move beyond the therapy room. The goal isn’t to keep your child in therapy—it’s to help them make meaningful progress and give your family the tools to keep supporting them.
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Articulation therapy focuses on helping children learn how to accurately produce specific speech sounds that are difficult for them. Sessions include direct teaching of how a sound is made, individualized cues and feedback, and plenty of opportunities to practice.
Practice is a priority in my sessions. I aim for a high number of meaningful speech productions while carefully adjusting the level of difficulty as your child progresses—from establishing the sound to practicing it in words, phrases, sentences, and eventually everyday conversation. Activities are adapted to your child’s age and interests, but speech practice remains at the center of our time together.
My goal is to help your child make meaningful progress, carry their new skills into everyday communication, and ultimately no longer need therapy. Each week, I provide focused home practice to reinforce what we are working on between sessions, and I continually adjust goals and treatment as your child progresses. Therapy should be purposeful and effective, with a clear path toward independence and graduation when your child is ready.
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When a child has a phonological disorder, therapy is about more than learning to say one sound correctly. Instead, we work to change patterns within the child’s speech sound system so that improvements can carry over to many words—and sometimes many sounds—at once.
Treatment is individualized based on your child’s specific error patterns and may incorporate evidence-based approaches such as minimal pairs, maximal or multiple oppositions, the Complexity Approach, or Cycles. I carefully select targets based on your child’s speech system and which changes have the greatest potential to improve overall intelligibility and encourage broader generalization.
Sessions include frequent, purposeful opportunities to practice and contrast sounds, with treatment continually adjusted based on your child’s response and progress. Families also receive focused home practice so that learning continues between appointments.
My goal is not to keep your child working through one speech sound at a time for years. By strategically selecting targets that have the potential to create broader changes across your child’s speech system, therapy is designed to maximize progress, build carryover into everyday communication, and move your child toward independence and graduation from therapy when they are ready.
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Therapy for childhood apraxia of speech (CAS) looks different from traditional speech and language therapy. Because CAS affects the planning and programming of the movements needed for speech, treatment requires frequent, intentional practice of speech movements with carefully selected targets, cueing, and feedback.
Sessions are designed to maximize the number of successful speech attempts your child gets. This can make therapy feel more intensive—and require more effort from your child—than other types of speech therapy. For younger children, I incorporate toys, movement, games, and highly motivating activities between and throughout practice opportunities so that we can achieve the repetition needed for motor learning while keeping your child engaged.
Treatment is individualized based on your child’s speech profile and may incorporate evidence-based motor-speech approaches and principles from DTTC, ReST, PROMPT, and Speech Motor Chaining as appropriate. I continually adjust the amount and type of support I provide as your child becomes more accurate and independent.
Because repetition over time is an important part of building new speech motor patterns, families receive specific home practice between sessions. The goal is not simply to produce a word correctly once, but to help your child develop speech movements that become increasingly accurate, consistent, and automatic in everyday communication.
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Therapy with little ones should look and feel like play. You can expect us to be on the floor together—playing, being silly, following your child’s interests, and creating natural opportunities for communication. Parents and caregivers are an important part of every session, because the greatest opportunities for language learning happen in the everyday moments you already share with your child.
I use evidence-based, family-centered approaches, including strategies from the Hanen approach, to help you learn how to support your child’s communication through play and everyday routines. My coaching often follows a simple rhythm: I do, we do, you do. I’ll model a strategy with your child, we’ll practice it together, and then I’ll coach you as you try it yourself.
My goal is for you to leave each session understanding not only what we are working on, but exactly how to support it at home. Rather than relying on one therapy session each week, we turn the interactions you already have—playing, reading, getting dressed, eating meals, or going to the park—into meaningful opportunities for communication and language growth.
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Language therapy for preschool and school-age children is individualized to your child’s needs, age, and interests. For younger children, sessions may still look a lot like play—we might build, create, pretend, read books, or play a favorite game while intentionally targeting language. As children get older or are ready for more direct teaching, I incorporate greater structure to efficiently work on skills such as vocabulary, grammar, understanding complex language, storytelling, and other areas that support successful communication at home, with friends, and at school.
I lean into your child’s interests whenever possible. Whether they love dinosaurs, Pokémon, crafts, sports, or a particular book series, those interests can create meaningful opportunities to learn and practice new language skills. As skills develop, we practice them in increasingly natural situations so that what your child learns in therapy carries over into everyday communication.
Parents and caregivers remain an important part of the process, even as children become more independent in therapy. I’ll help you understand what we’re working on, why we’re targeting it, and practical strategies you can use outside of sessions. My goal is meaningful, functional progress—not simply success on a therapy activity—so your child can become increasingly independent with their communication and ultimately graduate from therapy when they are ready.
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For young children who stutter, therapy often begins with an indirect, parent-focused approach. Rather than asking your child to change the way they speak, we look at ways to adjust the communication environment to reduce demands and support easier, more comfortable communication.
Therapy is play-based and child-led, with parents actively involved. Together, we may work on slowing the pace of interactions, balancing questions with comments, allowing plenty of time for turn-taking, and following your child’s lead. The goal is for your child to feel safe, heard, and confident communicating—whether or not stuttering is present.
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Stuttering therapy is about much more than fluency. My goal is to help your child become a confident, effective communicator—whether or not stuttering is present. Drawing from the CARE Model developed at the Arthur M. Blank Center for Stuttering Education and Research, therapy considers the whole child and the many skills that contribute to successful communication.
We work on building communication confidence through real-life practice: using a strong voice, comfortable body language, engaging with a communication partner, sharing ideas, and navigating speaking situations that may feel challenging. As children are ready, we practice these skills in increasingly realistic situations so they can carry what they learn in therapy into school, friendships, activities, and everyday life.
Self-advocacy and resilience are also important parts of therapy. Children learn how to talk about their stuttering, communicate what they need from others, respond to questions or comments, and advocate for themselves in different situations. We practice navigating difficult moments and moving forward from them, helping children build skills they can carry with them well beyond the therapy room.
Education is woven throughout treatment. I want children to understand what stuttering is, recognize their own individual experience of stuttering, and feel comfortable talking about it. With knowledge comes the ability not only to better understand themselves, but also to educate others when they choose to.
Ultimately, therapy is not about measuring success by how little a child stutters. It is about helping them communicate what they want to say, participate fully in their lives, advocate for themselves, and develop confidence in who they are as communicators.
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Therapy is strengths-based, neurodiversity-affirming, and built around your child as an individual. I take time to understand how your child naturally communicates, what motivates them, and what is meaningful to your family. Their interests and passions are welcomed into therapy and often become some of our best opportunities for connection and communication.
Goals are developed collaboratively and may focus on expanding receptive and expressive language, social communication, self-advocacy, or access to a broader range of communication tools. For children who are nonspeaking, minimally speaking, or communicate in multiple ways, I support total communication—including gestures, signs, speech, and AAC—rather than viewing spoken language as the only successful outcome.
Above all, therapy is about helping your child become a more confident and effective communicator while respecting who they are. We celebrate progress in all its forms and work toward giving your child more ways to express their ideas, preferences, needs, and boundaries and advocate for themselves in everyday life.
Our Process
Start with a Free Consult
We’ll take a comprehensive look at your child’s communication strengths and needs using assessment methods individualized to your child.
Complete an Evaluation
We’ll take a comprehensive look at your child’s communication strengths and needs using assessment methods individualized to your child.
Create a Treatment Plan
We’ll review the findings together and develop meaningful goals and a treatment plan based on your child’s needs, your family’s priorities, and current evidence.
Begin Therapy
Therapy is purposeful, individualized, and designed for progress. We will continually monitor your child’s response, adjust treatment as needed, and give you strategies to support carryover between sessions.