Therapy Services

Our unique ability to offer in-home therapy provides your family with easy implementation and carry over of language building strategies. We have extensive training working with little ones with language delays and “late talkers.” We also have specific training in parent coaching to make the strategies accessible and easy to use at home. We use fun activities that build on your child’s interest to keep them engaged and learning. In this motivating context, your child while have fun while learning the power or their words and how to be a successful communicator!

Preschool Language Therapy:

Preschoolers may struggle with a variety of aspects of language. These can include vocabulary, grammar (syntatx), phonics, early literacy skills, social skills (pragmatics) and retelling a story (narratives). We use fun and play-based activities to target the area(s) of language your preschooler is having difficulty with. By implementing mult-sensory learning, we make learning engaging and fun! . Interventions such as the Story Grammar Marker, The Storybook Journey, and Lively Letters help further build the foundation for literacy.

Toddler Language Therapy:

We have extensive training and experience in providing speech therapy to young children who are not yet talking. Through meaningful and engaging opportunities, children learn words associated with the world around them. Our therapists are trained in programs specifically for working with “late talkers” such as “Target Word” and “It Takes Two to Talk.”  Individualized therapy and specific suggestions for carryover throughout the week are provided following each session. Our compassionate and engaging therapists make therapy fun and meaningful for your little one!

 Reading/Written Language Disorders:

The Speech Dynamic written language disorders

During the elementary school years, children develop many more complex skills. They tell stories that follow a sequence of events, demonstrate cause and effect, and indicate the goals of the characters. Children should have a much more developed theory of mind, understanding the beliefs and thoughts of themselves as well as the beliefs and thoughts of others. At this age, parts of the story are not always “spelled out” and children are expected to make inferences based on what they already know about the characters or situation. We use books and stories to help teach these skills to students. Interventions such as the Expanding Expression Tool, SPACE framework, and Visualizing and Verbalizing ™ are utilized to help children develop these skills. The Lindamood-Bell Seeing Stars®: Symbol Imagery for Phonemic Awareness, Sight Words, and Spelling Program (SI) is used to successfully develop symbol imagery for reading and spelling and The Visualizing and Verbalizing® (V/V®) program develops concept imagery—the ability to create an imagined or imaged gestalt from language—as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.


We also are uniquely qualified to assess a child’s social-cognitive level and executive functioning difficulties. Impairments in these areas are often missed by standard language assessments. Social skills assessments consists of an observation in the child’s natural, environment, parent interview, and direct a assessment.

Brooke's heart is in her work, and you can tell she loves what she does

Brooke has been working with my son Colton for about a year now. She is an amazing speech path and has created a great relationship with him during that time. He is always super excited to see her, and sees the time he spends with her as play time. Yet he’s always learning. Colton has an obsession with trains, and so generally wants to show her how his trains are set up every week. Brooke manages to incorporate whatever skill they are working on into this play. Whether it was putting more than one word together, or focusing on certain sounds, or not dropping the endings of words. She also leaves us with suggestions on what to do with him over the next week to help with the goal that we are currently working on.

Brooke’s heart is in her work, and you can tell she loves what she does. If you choose to work with her, you will be happy with the results you see. Colton had had an explosion of vocabulary this year, and I know she contributed greatly to that.

Autumn M

Does Your Child Need Help?