Welcome to my web page.  Speech Therapy is provided for students who score moderate in two treatment areas or severe in one treatment area. 

Students are identified for treatment service from Teacher referrals, Parent letters, Speech Pathologist's observations and Student requests student's deficit or disorder must have a negative educational impact to qualify for speech services.

Treatment areas include:

Apraxia- Apraxia is a motor speech disorder that reduces and impedes oral participation in all curricula areas and attaining ELS NYS learning standards for oral communication and reading fluency.

Articulation-Learning takes place through the process of communication.  Decreased intelligibility limits the ability of the student to participate in active and interactive communication with peers and adults.  Articulation deficits interfere with developmental acquisition of phonemic awareness skills, thereby negatively impacting the student's ability to access the curriculum for academic success.

Dysarthria

Cognitive Communication-Cognitive deficits impact the student's ability to acquire, maintain and use language, metacognition (the knowing about knowing, which includes knowledge about when and where to use particular strategies for learning or for problem solving.)  and metalinguistics (the study language and its relationship to culture and society) which are the foundations necessary for academic success.

Auditory Processing/Information Processing-Auditory/information processing deficits impact a child's ability to process oral language.  Students have difficulty understanding and processing inclusive of recall of orally presented information, scaffolding, conceptualization and rate of comprehension.

Autism/PDD Spectrum- The inability to utilize social language skills prevents the student from successful access in a language learning environment.

Childhood Aphasia

Expressive Language- Expressive language deficits interfere with a student's ability to participate in interactive learning situations.

Pragmatic Language

Phonological Awareness-Deficits in the development of phonological awareness skills impair the student's ability to develop decoding and encoding skills of spelling.  Due to the inability to decode unfamiliar words, reading fluency and comprehension are negatively affected.

Receptive Language-Deficits in receptive language impair the student's ability to understand orally presented and written information.  Deficits in vocabulary/semantics impair the student's ability to develop comprehensive reading skills.

Selective Mutism-Selective Mutism impairs a student's ability to participate in all currcula areas and attain ELS NYS learning standards for oral communication.

Stuttering/Dysfluency- Stuttering reduces and impedes oral participation in all curricula areas and attaining ELS NYS learning standards for oral communication and reading fluency.

Traumatic Brain Injury

Voice Disorders- Voice disorders impairs a student's ability to participate in all curricula areas and attain ELS NYS learning standards for oral communication.