We provide individualized speech-language and occupational therapy services that treat the whole child. We believe each child is unique with their own set of strengths which we work to capitalize on.


Speech-language therapy targets the following areas of development and communication:

  • Written Language

  • Reading/Spelling Skills

  • Augmentative and Alternative Communication (AAC)

  • Dyslexia

  • Fluency

  • Articulation and Phonology

  • Auditory Processing

  • Social Language

  • Reasoning Skills

  • Executive Functioning Skills

  • Receptive and Expressive Language

Occupational therapy

Occupational therapy addresses the following areas of development:

  • Handwriting Skills

  • Adaptive Behavior

  • Prevocational skills for Teens and Adolescents

  • Executive Functioning Skills

  • Typing Skills

  • Sensory Processing

  • Visual Perception

  • Dysgraphia

  • Letter reversals

  • Self-Care Skills

  • Gross and Fine Motor Development

dyslexia diagnosis and treatment

Dyslexia is a “specific learning disability” that is neurological in origin. It is characterized by difficulties in reading, spelling, and writing. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom.

This is the definition recognized and accepted by the International Dyslexia Association (IDA) and the National Institute of Child Health and Human Development (NICHD).

Comprehensive evaluations will take place across two days and assesses the following areas:

  • Receptive and Expressive Language

  • Phonological Processing

  • Spelling

  • Reading Comprehension and Fluency

  • Written Language


Our speech therapists are trained in the Orton-Gillingham approach of language and literacy intervention. Orton-Gillingham sessions are action-oriented and involve constant interaction between the therapist and student. This approach uses multiple sensory input channels reinforcing optimal learning. Orton-Gillingham increases phonological processing and the child’s confidence with reading.

Learn more about Orton-Gillingham here.

Social and Executive Functioning Groups

  • Social groups are excellent opportunities for our children to practice functional and important life skills. Social groups give an opportunity to work on taking turns, creating and forming friendships, problem solving, and implementing concepts taught in Michelle Garcia Winner’s Social Thinking curriculum. This curriculum is taught to our children with social skills difficulties in 1:1 sessions before implementing them in social groups.

  • Executive functioning groups give our children an opportunity to work on independence and building life skills such as staying on task, working as a group, managing a schedule, and organizational skills. Our older executive functioning groups work on building prevocational skills such as taking and completing coffee orders and managing money.