I view behavior as communication. As a speech-language pathologist, I view behavior through the lens of communication. Oftentimes, behavior deemed "lazy," “disruptive,” “defiant,” or “oppositional,” is actually a child or adolescent’s attempt to communicate that they do not have the skills necessary to participate in or complete an activity. My goal is to help clients develop the underlying skills and strategies that they are lacking so they can reach their full potential.
 
I am a advocate and mentor. My goal is to change the way society thinks about education and behavior and the way my clients think about themselves. I change the narrative from talking about things clients “won’t do,” to talking about things they “can’t do yet.” I help my clients recognize and understand both their areas of strength and their areas of struggle and support them in accepting their challenges while also working to develop new skills and strategies to overcome them.

I do not believe in "one-size fits all" approaches. We've all heard the saying, "You can't fit a square peg in a round hole."  Many commonly used treatment programs and curricula are designed for a subset of children who fit a very specific and narrow profile. Because many individuals have more complex learning profiles, these programs often are not a good match for them. I conduct a comprehensive assessment to develop a more complete picture of each client's areas of strength and weakness. I then use the client's skills, needs, and values, my professional experience, and current research to develop a customized, evidence-based treatment plan.

I value working collaboratively to look a little more closely, listen a little more carefully, and love a little more deeply.

I take a whole-person approach. Speech, language, and learning are not the only skills that influence a clients' ability to succeed. I make sure to look at all the "parts" that are making learning and communication difficult for clients and often provide referrals to other professionals for those clients who I feel would benefit from additional support in other developmental areas. I welcome open communication with related service providers and school personnel to allow for a more holistic approach to intervention.

I prioritize collaboration.  My clients' learning and support systems include more than just me. With younger clients, I encourage parents and caregivers to be active participants in the therapy process, participating in sessions right alongside their child. For school-age children and adolescents, I regularly communicate with parents and caregivers regarding their child's progress and skills and strategies they can practice at home, at school, and in life. As appropriate, I also collaborate with clients' psychotherapists, teachers, occupational therapists, and other related providers.