Elizabeth with a client and coworker

Speech-Language Therapy Services


Early identification of speech-language delay or disorders can prevent frustration of children and their significant others due to difficulty in communication. It can also help prevent later academic and social difficulties which are often due to weak basic language skills. A screening is a brief assessment of speech and language abilities in order to determine if the individual requires a comprehensive speech-language evaluation. This service is typically provided when the parent or client is uncertain whether an evaluation is necessary and would like to seek a professional opinion. Often doctors or teachers will suggest a screening if they are concerned. In the United States, it is mandatory that all children entering kindergarten (typically 5 year olds) receive a screening.


A speech-language evaluation takes an in-depth look at the individual's speech-language abilities. The therapist uses a combination of interviewing parent or client and if appropriate other professionals (teacher, doctor, psychologist, other therapists), standardized tests and other non-standard approaches such as story-telling, conversation, or play situations to assess these skills. A comprehensive evaluation involves formally evaluating the following speech-language abilities as appropriate:
In order to rule hearing difficulties out as a reason for speech-language difficulties, a hearing screening by the doctor or test by an audiologist is coupled with a speech-language evaluation. A report is written by the SLP addressing the in-depth findings of the evaluation and stating recommendations. If therapy is recommended, suggested Long-term goals and short-term objectives will also be provided. After this report is written, the information is shared with the parents or client and questions and concerns are addressed.


When parents or client are in agreement, therapy guided by written goals and objectives is provided. Goals and objectives are consistently reevaluated and adjusted as the client makes progress. Written progress reports are provided after the recommended therapy program has ended, but verbal progress is communicated after each session.

I believe in working through a child's strengths to build up their weaknesses. I believe therapy should be fun and motivating for a child.  If it is appropriate, co-treatment with other therapists (e.g. occupational therapists, physical therapists) involved with the child is possible. The family is an essential part of the therapy process with children. Home practice is expected and parents should have knowledge of their child's ability, their goals and how to facilitate their progress at home. Progress is dependent upon practice at home and in the child's every day life. How this goal is achieved depends upon whether it is best for the child to work alone with the therapist or with the family present. This will be discussed with the family at the beginning of therapy.

Typical skills addressed include:
Common speech-language problems of children treated by Speech-Language Pathologists:


Tutoring services in English for subjects which are language-based (e.g. reading, writing, language arts, social studies, history) are also available for children who would benefit from extra help with school work. Please contact Elizabeth for questions and further information.

Consultation/Collaboration Services

Consultation to and collaboration with the school or other professionals can be offered on an as-needed or as-requested basis. Often teachers or other professionals are interested in how they can facilitate the child's speech-language improvement. Consultation can be provided in this case. Sometimes a child does not need direct therapy, but would benefit from strategies which can be used in the home or classroom. In this case,  consultation of the SLP with the parents or other professionals is a possibility.