Speech Therapy
Areas of Focus:
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Articulation and phonological therapy targets the accurate production and use of speech sounds. Intervention may address individual sound errors, sound patterns, overall speech intelligibility, and carryover of correct productions into words, sentences, and conversation. Therapy activities are selected based on assessment results and the individual’s developmental level and functional needs.
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Expressive and receptive language therapy focuses on understanding and using spoken language effectively. Intervention may address vocabulary, sentence structure, following directions, answering and asking questions, narrative skills, and the organization and clarity of spoken language. Goals are determined through formal and informal assessment and are designed to support communication across home, school, and community settings.
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Social communication and pragmatic language therapy addresses how language is used in social contexts. Intervention may target skills such as turn-taking, topic maintenance, perspective-taking, understanding nonverbal cues, interpreting social situations, and using language appropriately in different settings. Therapy may be provided individually or in small groups, depending on needs and goals.
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AAC support includes assessment, selection, and implementation of communication systems for individuals who have limited or unreliable speech. Services may involve low-tech options (such as picture boards or communication books) and/or high-tech speech-generating devices. Intervention focuses on teaching functional use of AAC across environments, customizing vocabulary and layouts, and training communication partners to support effective use of the system.
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Comprehensive communication assessments include formal and informal evaluation of speech sounds, language, social communication, voice, fluency, and cognitive-communication skills as appropriate. Assessment procedures may involve standardized testing, clinical observation, interviews, and review of relevant records. Each assessment yields a written report with diagnostic impressions and recommendations for intervention, supports, or further evaluation.
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Cognitive Wellness services provide structured support for attention, memory, problem-solving, organization, and other cognitive skills as they relate to everyday activities. Sessions may address tasks such as managing medications and appointments, following routines, using memory and organizational strategies, and supporting effective communication in daily interactions. Services can also include caregiver consultation and education to promote carryover of strategies across settings.
IEP Advocacy & Educational Support
Navigating the special education process can be complex. Our advocacy services help families understand and manage the IEP and 504 Plan process, ensuring children receive appropriate support in school. We collaborate with parents, teachers, and school teams to develop effective educational plans.
We Can Assist With:
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IEP reviews and recommendations involve a detailed examination of existing special education records, including evaluations, IEPs, progress reports, and relevant correspondence. The purpose is to analyze present levels of performance, goals, accommodations, services, and placement to determine alignment with the student’s needs. A written or verbal summary of findings and recommendations is provided to guide families in collaborative problem-solving with the school team.
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Attendance and support in school meetings includes participation in IEP, 504, eligibility, or problem-solving meetings as a member of the student’s support team. The advocate or clinician helps clarify information, ask follow-up questions, and reference relevant data or documentation. The focus is on supporting effective communication, ensuring that concerns are clearly expressed, and promoting collaborative decision-making regarding services and accommodations.
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504 plan development and guidance services assist families in identifying needed accommodations, supports, and environmental modifications for students with qualifying disabilities under Section 504. Support may include review of evaluations and school data, preparation of proposed accommodations, and consultation with families before or after 504 meetings. The goal is to help develop a plan that addresses access to instruction, testing, and school activities.
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Parent coaching for advocacy and special education rights provides education and guidance to caregivers on understanding evaluation reports, special education processes, IEP and 504 procedures, and relevant rights and responsibilities. Services may include reviewing documents with parents, preparing questions for meetings, and discussing strategies for effective communication with school teams. The focus is on increasing caregiver confidence and capacity to participate in decision-making.
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Classroom observations to assess accommodations and services involve observation of the student in the educational setting to document how current supports are implemented and how the student responds. Data may be collected on access to instruction, use of accommodations, participation, independence, and staff-student interactions. Findings are used to evaluate the effectiveness of existing services and supports and to inform recommendations for adjustments to the IEP or 504 plan.
Comprehensive Evaluations & IEEs
We conduct speech, language, and educational evaluations to assess learning and communication needs. Our Independent Educational Evaluations (IEEs) provide additional insights for educational planning.
Evaluation Services:
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Speech and language evaluations include formal and informal assessment of articulation, phonology, receptive language, expressive language, and, when appropriate, social communication and fluency. Procedures may involve standardized testing, language sampling, clinical observation, caregiver and/or teacher interviews, and review of relevant records. Results are summarized in a written report with diagnostic impressions and recommendations for intervention, accommodations, or further evaluation.
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Independent educational evaluations provide a comprehensive, third-party assessment of a student’s learning and functional performance when families or schools seek additional data beyond school-based testing. IEEs may include cognitive, academic, language, social-emotional, behavioral, and functional components, depending on the referral questions. Findings are documented in a detailed report with interpretation of results, educational impact, and recommendations for IEP or 504 planning.
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Psychoeducational and psychological assessments examine a student’s cognitive abilities, academic skills, and social-emotional functioning to clarify learning profiles and inform educational planning. Assessment methods may include standardized cognitive and achievement tests, rating scales, interviews, and behavioral observations. Reports summarize strengths and needs, potential diagnoses, and recommendations for instruction, accommodations, and supports across settings. (Provided by licensed psychologists or qualified professionals.)
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Learning and literacy assessments focus on skills related to reading, writing, and academic learning. Areas assessed may include phonological processing, decoding, reading fluency, reading comprehension, spelling, written expression, and related language skills. Standardized measures, curriculum-based tasks, and classroom work samples may be used. Results are used to identify specific learning needs and to guide targeted interventions and school-based supports.
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Cognitive assessments evaluate overall thinking and reasoning abilities, including areas such as verbal and nonverbal reasoning, working memory, processing speed, and executive functioning. Standardized cognitive measures, rating scales, and functional tasks may be used. Findings are summarized to describe the individual’s cognitive profile and to inform educational planning, accommodations, and support strategies.
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Functional communication assessments examine how an individual communicates across everyday environments, including home, school, work, and community settings. Assessment may include observation, interview, environmental analysis, and structured communication tasks with and without supports. The goal is to identify communicative strengths, barriers, and the need for strategies, accommodations, or augmentative and alternative communication (AAC) to support effective participation.
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Classroom observations are used to document how a student engages in real-time academic, social, and behavioral demands. Observations may focus on attention, participation, communication with peers and staff, response to instruction, and use of supports or accommodations. Data from observations are combined with other assessment findings to clarify functional needs and to inform IEP goals, services, and classroom strategies.