Speech & Language Therapy


Articulation, Childhood Apraxia of Speech (CAS), Specific Language Impairment, Late Talkers, Developmental DElay, Fluency Disorders

I have many years of experience working with children of all ages who have one speech error, for example S or R, to multiple and complex speech errors as well as developmental, non-developmental and structural differences affecting articulation including cleft lip and palate and tongue tie.

I also work with children who are late talkers or have a language impairment due to developmental delays and with children of all ages who have a fluency disorder or use AAC.

I have training in and use all of the programs discussed below to develop individualized therapy programs designed specifically to meet the needs of your child.

All of my sessions are child-centered and fun - the easiest (only) way for a child to learn and to want to come back for more.


Kaufman Speech to Language Protocol

I use the Kaufman Speech to Language Protocol (KSLP) for assessment and treatment strategies. The KSLP is an evidence-based method of helping children with CAS and other severe speech sound disorders to improve their verbal communication by progressing through developmental approximations of syllables, words, phrases and sentences.  



 I use the PROMPT Method and have completed the PROMPT Bridging Training. PROMPT stands for “prompts for restructuring of oral muscular phonetic targets.” It is a comprehensive program that develops motor skills within the overall development of social language. PROMPT is particularly effective when targeting severe sound disorders, CAS, dysarthria, fluency disorders and developmental delay affecting speech production. 

Thanks for all your work with (Henry). You make his sessions so enjoyable. I appreciate all that you have done. He actually looks forward to his time with you each week. Thanks again.
— Jenny M.

Lindamood Phoneme Sequencing (LIPS) For Reading, Spelling & Speech

The LIPS program targets phonemic awareness, spelling and reading through a multi-sensory approach. Strategies are provided for the production and identification of each speech sound. The program moves up in complexity to teach spelling expectancies and develops reading skill.

Augmentative and Alternative Communication

Language Acquisition through Motor Planning (LAMP) is “an AAC approach designed to give individuals who are nonverbal or have limited verbal abilities a method of independently and spontaneously expressing themselves through the use of a speech-generating device.”

Picture Exchange Communication (PECS) (Levels I and II) is a low tech method to provide functional communication to individuals by the exchange of pictures with a communication partner. It is based broadly on applied behavior analysis principles to teach communication. PECS can be used to lessen communication frustration by teaching simple requesting but can easily be a bridge to more complex AAC.

Thank you for all the work you did with G- ! We are amazed with her progress and the speed. You are wonderful! Speech therapy was so fun for G-. We are so grateful!
— Anne S.

Social Language

Social Thinking Curriculum & Zones of Regulation

This is a fabulous set of strategies to teach children from preschool age through their teens strategies for self-regulation, social-emotional learning, executive functioning, perspective taking, and social problem solving. The language used in this program is a great format for a consistent approach to social problem solving.


The Floortime method promotes social engagement and development of language using “the power of relationships and human connections to promote engagement, communication, positive behaviors, and thinking.” This program builds engagement which is a foundation to all communication.

It is hard to know how to thank someone who has had such a significant impact on your life. You are the main reason H- can converse with us, express his feelings, and use his imagination. Beyond that, you are the reason we had an OT evaluation and H- grew by leaps and bounds with (his OT). Without you, you see, our lives would be vastly different! Know that we are forever grateful.
— Meredith D.

Lindamood Visualizing and Verbalizing

Another Lindamood Program, Visualizing and Verbalizing (V&V) is a terrific program designed to help a child develop imagery from text which promotes reading for detail as well as understanding the big picture in order to answer higher order thinking questions and support reading comprehension.

Jess passed her end of year reading test retake! And her team approved her being evaluation this summer under autism and speech. They took your report very seriously. Thanks so much for your help with her reading and getting evaluated.
— Chelsea E.