Services Overview

Articulation and speech sound therapy helps children learn to produce sounds more clearly and accurately so they can be better understood in everyday conversations. Therapy is individualized based on your child’s specific speech errors, age, strengths, and how they respond to different types of teaching and cueing.

Sessions are active and focused, with an emphasis on getting a high number of meaningful speech practice trials. Rather than practicing a sound only a few times, I create opportunities for your child to produce target sounds repeatedly in words, phrases, sentences, and eventually conversation as their skills develop. Treatment targets and strategies are adjusted based on your child’s progress.

I also explicitly teach children that it is my job to help them learn new speech sounds—not their job to already know how to say them. We work together to understand what the mouth is doing, notice what helps, and build new speech skills through practice in a supportive environment.

Practice outside of therapy is an important part of helping new skills carry over. Parents receive simple, targeted home practice activities and clear guidance on how to help without turning everyday interactions into therapy. The goal is efficient, evidence-based speech therapy that leads to meaningful improvements in speech clarity and helps your child use their new skills beyond the therapy room.

Phonological disorder therapy focuses on helping children understand and use the sound patterns of their language more accurately. Children with phonological disorders may be able to produce certain sounds but use predictable patterns of errors, such as leaving off final sounds, simplifying sound combinations, or substituting one group of sounds for another. These patterns can make a child difficult to understand, even when they are saying many individual sounds correctly.

Therapy is individualized based on your child’s specific error patterns and may incorporate evidence-based approaches such as the Complexity Approach, minimal or maximal oppositions, multiple oppositions, or other phonological treatment methods depending on your child’s needs. Sessions include frequent, purposeful practice while helping your child recognize how changing sounds can change the meaning of words.

Because speech sound development and literacy skills are closely connected, I also draw on my advanced training in structured literacy and the Orton-Gillingham approach when appropriate. Therapy may incorporate phonological awareness skills such as recognizing, comparing, segmenting, and manipulating sounds in words to support both speech development and emerging literacy skills.

Parents receive clear guidance and targeted home practice to reinforce skills between sessions. Progress is monitored regularly so treatment targets can evolve as your child’s speech system changes. The goal is to create broader improvements across your child’s speech—not simply teach one sound at a time—while supporting clearer communication and the foundational sound awareness skills important for reading and spelling.

Childhood apraxia of speech (CAS) therapy focuses on helping children develop more accurate and efficient motor plans for speech. Because CAS is a motor speech disorder, treatment requires a different approach than traditional articulation or phonological therapy. Therapy is individualized based on your child’s speech profile, severity, age, and response to different types of cueing and practice.

Sessions emphasize frequent, carefully structured speech practice with a high number of meaningful repetitions. Rather than practicing individual sounds in isolation, treatment focuses on the movements and transitions needed to produce syllables, words, and phrases accurately. I use principles of motor learning and provide individualized visual, verbal, and tactile cues, gradually reducing support as your child becomes more independent.

I have advanced training in evidence-based motor speech approaches, including Dynamic Temporal and Tactile Cueing (DTTC), Rapid Syllable Transition Treatment (ReST), PROMPT, and Speech Motor Chaining. The specific treatment approach is selected based on your child’s individual needs rather than using the same program for every child with CAS.

Parents are active partners in treatment and receive clear guidance for appropriate home practice between sessions. Progress is monitored closely so targets, cueing, and treatment intensity can be adjusted as your child develops. The goal is to build increasingly accurate, consistent, and independent speech that carries over into meaningful everyday communication.

Early language therapy supports young children who are not yet talking, are using fewer words than expected, have difficulty combining words, or need additional support understanding and using language. For children from birth to age three, therapy is play-based, relationship-focused, and designed around the everyday interactions where communication naturally develops.

Sessions may target early communication skills such as gestures, imitation, joint attention, play, understanding language, expanding vocabulary, and combining words into longer messages. Rather than asking young children to sit at a table and complete structured tasks, I follow your child’s interests and create meaningful opportunities for communication during play, books, songs, and familiar routines.

Parents and caregivers are an essential part of early language therapy. I have advanced training in parent-coaching approaches, including Hanen More Than Words, and have taught communication-focused courses to groups of parents. During therapy, I help families understand which strategies are most appropriate for their child and show them how to use those strategies naturally throughout the day.

Early language therapy should feel practical and manageable for families. You’ll leave sessions understanding what we’re working on, why it matters, and what you can do at home to support your child’s communication. Strategies are designed to fit naturally into routines you’re already doing—giving your child more opportunities to communicate, connect, and build language throughout their day.

Preschool and school-age language therapy supports children who have difficulty understanding language, expressing their thoughts clearly, learning and using new vocabulary, forming sentences, following directions, answering questions, or organizing and sharing their ideas. As children get older, language demands become more complex across conversations, school, friendships, and everyday life.

Therapy is individualized based on your child’s specific language needs, developmental level, and interests. With preschoolers, sessions often remain highly play-based, using toys, games, and activities your child enjoys to create natural opportunities for communication and language learning. As children get older, more structure is naturally built into therapy. We continue to use their interests and incorporate play and engaging activities, while adding more explicit teaching and focused practice when appropriate.

Depending on your child’s needs, therapy may target receptive and expressive language, vocabulary, grammar and sentence structure, following directions, answering and asking questions, understanding more complex language, storytelling and narrative skills, or organizing and explaining ideas. I also incorporate books when appropriate, giving us meaningful opportunities to work on vocabulary, comprehension, predicting, inferencing, and retelling stories.

Throughout therapy, skills are practiced in ways that help children understand not only what they are learning, but how to use those skills outside of our sessions. Parents receive clear updates and practical strategies for supporting continued language development at home, at school, and in everyday conversations.

Early childhood stuttering therapy supports young children who repeat sounds, syllables, or words, stretch out sounds, experience blocks, or show other signs of stuttering. Stuttering can look and feel different from one child to another, so therapy is individualized based on your child’s age, stuttering patterns, communication development, and how they are responding to their speech.

A large part of early stuttering therapy involves working with parents. We’ll talk about what stuttering is, what we know about how it develops, and the factors that may influence how much or how easily a child is stuttering at a given time. Together, we look at your child’s communication environment and identify ways to reduce unnecessary demands while creating more space for comfortable, enjoyable conversation.

Parents learn specific strategies for everyday interactions, including how to respond during moments of stuttering, what to say when a child notices or comments on their speech, and how to talk about stuttering openly and supportively when appropriate. We also discuss what changes are meaningful to watch for over time, including changes in frequency, tension, awareness, or emotional reactions to speaking.

Depending on your child’s individual needs, therapy may involve parent-focused strategies, direct work with your child, or a combination of both. Families leave with a clearer understanding of stuttering and a practical plan for supporting their child’s communication at home.

School-age and adolescent stuttering therapy often looks different from therapy for younger children. As children get older, they have typically had more experiences with stuttering and may have developed their own thoughts, feelings, reactions, and strategies around speaking. Therapy gives them a space to better understand their stuttering while building the skills they need to communicate confidently and effectively.

Treatment is highly individualized and collaborative. We work together to identify what matters most to your child or teen—whether that is participating more in class, ordering at a restaurant, talking with friends, giving presentations, meeting new people, interviewing for a job, or simply feeling more comfortable saying what they want to say.

Therapy may focus on building strong overall communication skills, understanding and navigating moments of stuttering, self-advocacy, resilience, and developing a healthy relationship with communication. We also practice skills in meaningful, real-world situations so that what we work on in therapy carries over into everyday life.

Your child or teen has an active voice in determining what we work on and what successful communication means to them. Rather than following the same set of goals for every person who stutters, we identify the areas that will make the greatest difference in their life and build therapy around those priorities—helping them become the most confident, effective, and successful communicator they can be.

Autistic and neurodivergent communication therapy is strengths-based, individualized, and grounded in a neurodiversity-affirming approach. Therapy begins by understanding how your child naturally communicates, what is already working well, and where communication barriers may be making it harder for them to express themselves, connect with others, or participate in everyday life.

Therapy goals are developed around skills that are meaningful to your child and family. Depending on your child’s needs, we may work on understanding and expressing language, communicating wants and needs, self-advocacy, conversational skills, perspective-taking, navigating communication breakdowns, or developing more flexible and effective ways to communicate across different environments.

All forms of communication are respected. Therapy also considers the environment—not just the child. We look at how communication partners can provide support, reduce barriers, and better understand your child’s communication. The focus is on building skills that increase autonomy, connection, self-advocacy, and participation while honoring your child’s individual communication style and identity.