I serve children, adolescents, and young adults ages 3-22 whose speech, language, learning, and communication needs interfere with their ability to demonstrate their full potential at school and in life.

Diagnoses I serve:

I view my clients as people first. My work with them is informed by, but not defined by, their diagnoses. That being said, individuals who work with me often carry diagnoses of:
  • Developmental language disorder (including receptive and expressive language disorder)
  • ADHD (including inattentive, hyperactive-impulsive, and combined types)
  • Autism (including DSM IV diagnoses of Asperger's and Pervasive Developmental Disorder)
  • Specific learning disability (including dyslexia and/or dysgraphia)
  • Social communication challenges (including pragmatic language disorder and social anxiety)
  • Dyslexia/Reading disorder (including deficits in decoding and reading comprehension)
  • Written language disorder (including difficulty with spelling, grammar, and getting thoughts onto paper)
  • Nonverbal learning disabilities (NVLD)
  • Dyscalculia (math learning disabilities)
  • Twice exceptional or "2e" (gifted students who have learning disabilities)
  • Speech sound disorder (including articulation disorder, phonological disorder, and childhood apraxia of speech)
  • Auditory processing disorder
  • Fluency disorder (including stuttering and cluttering)
  • Weaknesses in processing speed and working memory
  • Executive functioning deficits (including difficulty with planning, organizing, memory, time management, cognitive flexibility, task initiation, attention, and/or self-regulation)

The following may be signs of a speech, language, or learning disability:

  • Has difficulty putting words to their thoughts, experiences, and emotions
  • Uses behavior (e.g., pointing, gesturing, screaming, tantrums) instead of words to communicate
  • Has difficulty following directions
  • Frequently responds with empty statements, such as "I don't know," "Sure," or "I don't care."
  • Speech sounds "slushy," "babyish," or unclear or sounds like they are speaking with an "accent" they were not exposed to
  • Struggles to communicate information in a clear and organized way that makes sense to others
  • Seems to have the "ability" to complete tasks but is failing or not reaching their potential
  • "Falls into the background" in classes OR is viewed as the class clown
  • May be incorrectly labelled as lazy, defiant, disruptive, manipulative, or oppositional
  • "Avoids" or "refuses" to complete schoolwork or attend school
  • Has particular difficulty with writing and reading comprehension
  • Has to work harder than peers to get good grades
  • Academic difficulties noticed beginning around 3rd grade or when transitioning to middle school or high school
  • Has no friends or only has friends who are much older or much younger than them
  • Says that their only friends are people they've met through online gaming, social media, or forums
  • Demonstrates difficulty across school subject areas OR Demonstrates difficulty only in certain subjects (e.g., is good at math but struggles with writing)