Complimentary phone consultations are designed to determine if your child would be a candidate for a comprehensive speech-language evaluation.


Parent/client interview, informal observations, and formal standardized assessments help determine the need, type, frequency, and duration of therapy rendered. A full diagnostic written report with evaluation results and recommended goals are included. Under certain circumstances, if your child has had an evaluation in the last six months, there may not be a need for an additional complete evaluation. This will vary for each child.


Following the assessment, specific skills based on developmental norms, your child’s learning style, and family goals will help determine how to proceed with therapy. There are three choices when it comes to ongoing therapy:

  • 30 minutes (25 minutes direct treatment, 5 minutes parent report/note writing)
  • 45 minutes (40 minutes direct treatment, 5 minutes parent report/note writing)
  • 60 minutes (50 minutes direct treatment, 10 minutes parent report/note writing)

Multiple sessions a week are available. Parents/caregivers are expected to be on site no later than the end of direct treatment.

Areas in the scope of practice for speech-language pathologists are:

  • Articulation/Phonology – speech sound production errors
  • Expressive Language – answering questions, telling stories, word retrieval, grammar usage
  • Receptive Language – understanding language, listening skills, auditory processing
  • Stuttering – fluency disorder
  • Voice – quality, pitch, clarity, and loudness of sound
  • Social pragmatic language – learning rules to support social communication
  • Cognitive aspects of communication- attention, memory, problem solving, executive functions

Populations may include but are certainly not limited to children with mild, moderate or severe:

  • Genetic disorders that adversely affect speech, language and/or cognitive development including cleft palate, Down syndrome, DiGeorge syndrome
  • Attention deficit hyperactivity disorder (ADHD)
  • Autism spectrum disorders (ASD)
  • Developmental delay
  • Feeding disorders, including oral motor deficits
  • Cranial nerve damage (TBI)
  • Hearing loss
  • Craniofacial anomalies that adversely affect speech, language and/or cognitive development
  • Language delay
  • Specific language impairment
  • Specific difficulties in producing sounds, called articulation disorders, (including vocalic /r/ and lisps)
  • Pediatric traumatic brain injury
  • Childhood apraxia of speech (CAS)
  • Sensory Processing Disorder (SPD, also known as Sensory Integration Disorder)
  • Infants with injuries due to complications at birth, feeding and swallowing difficulties, including dysphagia