Specialties

Speech Sound Production

Articulation, AKA speech sound production is what comes to mind when most people imagine speech therapy. A speech sound disorder occurs when a child is producing a sound incorrectly or producing the incorrect sound in it's place when it is not developmentally appropriate for their age.

The two most common speech sound errors are Articulation errors and phonological errors. Articulation errors occur when a child is distorting specific sounds or producing them incorrectly. Phonological errors are when a child is substituting one kind of sound for another in a consistent pattern. Both these errors require a different speech therapy approach. In an assessment or intake session we will determine which type of error the child is making. This will inform the goals and treatment plan.

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Learn more about Speech Sound Disorders here: https://www.asha.org/public/speech/disorders/speech-sound-disorders/

Language Development

The American Speech and Language Association defines a language disorder as:

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(an) impaired comprehension and/or use of spoken or written language. The disorder may involve (1) the form of language (phonology, morphology, syntax), (2) the content of language (semantics), and/or (3) the function of language in communication (pragmatics) in any combination. 

In an assessment or intake session, a language sample will be taken to determine if your child's receptive (what they comprehend) and expressive (what they say/write) language skills are developmentally appropriate for their age. These observations will inform your child's goals and treatment plan. 

Some examples of language concepts we may work on include: syntax (grammar), semantics (vocabulary), asking/answering questions, story/event retell, describing pictures/objects, sorting items into categories, understanding/using prepositions, etc.

Learn more about Language Disorders here:  https://www.asha.org/public/speech/disorders/Preschool-Language-Disorders/​

Gestalt Language Processing

Gestalt language processing and analytic language processing are two distinct ways that children may learn and use language. While both styles are valid, understanding these differences can help parents support their child's unique communication journey. This is especially true in speech therapy settings, where tailored strategies can enhance their language development. 

Gestalt language processors often acquire language in chunks or phrases they hear in context, similar to memorizing a song. Another name for this is Natural Language Development. They may initially communicate using these larger units, called gestalts, without breaking them down into smaller words or sentences. Gestalts can be used in a context that may not make sense to the listener; however, these phrases have meaning to the child. 

In contrast, analytic language processors begin learning language by focusing on individual words, allowing them to build sentences from the ground up. ​

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Learn more about the stages of Natural Language Development here:  https://www.meaningfulspeech.com/blog/Stages-of-GLP

AAC (Augmentative and alternative communication)

All forms of communication should be valued and encouraged. Some children need alternative forms of communication to supplement or replace speech. This can include , manual signs, gestures, finger spelling, tangible objects, line drawings, picture communication boards, and speech-generating devices.

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Learn more about AAC here: https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/

Neurodiversity Affirming Care

Autistic Advocate Jim Sinclair said, "Autism... is not some shell that a person is trapped inside. Autism is a way of being. There is no neurotypical child under the Autism." In speech therapy sessions with me we celebrate children for who they are. Our sessions are about developing skills that help enrich their lives. I strive to:

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• Presume competence by assuming each child is capable of learning and understanding. 

• Encourage and value all forms of communication, not just spoken language.

• Teach self advocacy language skills early. This includes teaching “no, I don’t like it, stop, etc” alongside requests such as “I want, I need, I feel.”

• Avoid “compliance” based therapy approaches. With parent permission, we may have an occasional treat, prize, or sticker for fun; however, I won’t be using them to get the child to comply. Instead we will focus on regulation and connection to build intrinsic (or self) motivation. 

• Use a strengths based approach. Our sessions are flexible, play based, and child led. I collaborate with the parent/caregiver and child to use the child’s strengths and interests to help support and improve their challenge areas.

• Avoid generalizations. When doing paperwork or discussing my clients with their families, I avoid terms “high functioning/low functioning.” Instead I describe the types of support the child needs and their strengths.

Sensory Strategies to Facilitate Communication

Regulation plays a crucial role in fostering intrinsic motivation and engagement during speech therapy sessions. When children are in a regulated state, they are better able to focus, process information, and participate actively in their learning. By incorporating sensory strategies—such as tactile tools, calming visuals, or movement breaks—therapists can help children maintain an optimal level of arousal and comfort, which in turn supports their ability to engage with the tasks at hand. This approach not only makes the sessions more enjoyable but also empowers children to take ownership of their progress, enhancing their motivation to communicate and interact. By prioritizing regulation, we create an environment where children feel safe and excited to explore their speech and language goals.