OUR SERVICES

• Expressive & Receptive Language Skills – Expressive language refers to how a child uses words to communicate, while receptive language is how well a child understands words and language.

• Articulation & Phonological Skills – Articulation refers to a child's ability to produce clear and accurate speech sounds. This includes the correct placement and movement of the lips, tongue, teeth, and jaw to make sounds like "s," "r," or "b." When a child has good articulation skills, they can pronounce words clearly so others can understand them. Phonological skills refer to a child’s ability to use and understand sound patterns in speech. Some children use phonological processes or patterns to simplify words by leaving out sounds or substituting sounds – for example, saying "tat" instead of "cat."

• Motor Planning & Sequencing for Speech (Childhood Apraxia of Speech) – This involves the ability to plan and coordinate the movements needed for speech. Childhood Apraxia of Speech is a type of speech sound disorder where children struggle to plan the movement sequences necessary to say words correctly.

• Social & Pragmatic Communication Skills – These skills involve understanding how to use language in social situations, like knowing when to take turns talking, how to greet others, or how to initiate conversation.

• Feeding & Swallowing Disorders – Problems with eating, chewing, or swallowing food or liquids, which may lead to difficulties with nutrition or choking risks.

• Orofacial Myofunctional Disorders – Issues related to how the muscles in the mouth and face function, such as tongue thrust (pushing the tongue against teeth), improper swallowing, or other habits that can affect speech, eating, and dental health.

• Fluency & Stuttering – Fluency refers to the smoothness of speech. Stuttering is when a child has interruptions or repetitions in their speech, such as repeating sounds or words.

• Voice Disorders – Problems with the sound or quality of the voice, such as being too high or low in pitch, or strained, which can make it difficult for a child to be understood.

• Cognitive-Linguistic Skills – The ability to think, problem-solve, remember, and make decisions. It also involves organizing thoughts and using language to help manage tasks.

What to Expect 

• All clients must receive an initial evaluation prior to beginning services. An outside speech-language evaluation report may be provided in lieu of conducting an evaluation at our clinic, if the following conditions are met:
  • The evaluation was completed within the past year
  • The evaluation report is submitted to our Intake Coordinator 📧: [email protected]
  • The client qualified for speech-language therapy services/speech-language therapy services were recommended in the report.
• If the above conditions are not met, the client will need to schedule an initial speech-language evaluation at our Clinic prior to being seen for therapy services.
• Those clients who receive an initial evaluation at our Clinic will receive:
  • Immediate Feedback – We provide initial results and recommendations at the end of the evaluation.
  • Detailed Report – A full diagnostic report is provided within several weeks of the evaluation.
• If your child qualifies for services, our one-on-one speech and language therapy sessions are 30-45 minutes long and tailored to each client’s unique needs.

• Parents/guardians receive session updates and at-home activities to support progress.

• Teacher & therapist consultations (Early Intervention and school settings) are available upon request for consistency across environments.

• Fine Motor Skills – Hand strength, dexterity, and coordination for writing, cutting, and daily tasks
• Sensory Motor Skills – Processing and responding to sensory input effectively
• Visual Motor Skills – Eye-hand coordination for activities like handwriting and sports
• Visual Perception – Understanding and interpreting visual information
• Self-Care & Activities of Daily Living (ADLs) – Dressing, feeding, hygiene, and independence skills
• Bilateral Coordination – Using both sides of the body together for tasks like buttoning, zipping, and tying shoes
• Feeding Skills – Improving oral motor control, sensory tolerance, and self-feeding abilities

What to Expect 

•  All clients must receive an initial evaluation prior to beginning services. An outside occupational therapy evaluation report may be provided in lieu of conducting an evaluation at our clinic, if the following conditions are met:
  • The evaluation was completed within the past year
  • The evaluation report is submitted to our Intake Coordinator 📧: [email protected]
  • The client qualified for occupational therapy services/occupational therapy services were recommended in the report.

• If the above conditions are not met, the client will need to schedule an initial occupational therapy evaluation at our Clinic prior to being seen for therapy services.
• Those clients who receive an initial evaluation at our Clinic will receive:
  • Immediate Feedback – We provide initial results and recommendations at the end of the evaluation.
  • Detailed Report – A full diagnostic report is provided within several weeks of the evaluation.
• If your child qualifies for services, our one-on-one occupational therapy sessions are 30-60 minutes long and tailored to each client’s unique needs.

• Parents/guardians receive session updates and at-home activities to support progress.

• Teacher & therapist consultations (Early Intervention and school settings) are available upon request for consistency across environments.

Our Therapy Space

Our occupational therapy division, located in Unit 4, features:
✔ Multiple therapy and evaluation rooms
✔ A sensory gym equipped with:

• Swings
• Tunnels
• Climbing structures
• And more!

We Offer Social Groups Targeting a Variety of Skills Including:

• Executive Function Skills – Planning, organization, time management, and working memory
• Reading & Literacy Skills – Reading fluency, phonological awareness, and comprehension
• Play & Social Interaction – Engaging in cooperative and pretend play, taking turns, and interacting with peers
• Speech Production – Support for articulation disorders, phonological disorders, apraxia, and other motor speech disorders
• Receptive & Expressive Language – Understanding directions, using language for different purposes, and effective communication
• Fine & Gross Motor Skills – Activities like coloring, cutting, pasting, throwing, catching, and jumping
• Problem-Solving & Critical Thinking – Developing resilience, decision-making, and flexible thinking

Evidence-Based Approaches We Use:

Our social groups integrate proven methodologies to support skill development, including:

• Social Thinking® Curriculum (Michelle Garcia Winner)
• Zones of Regulation® (Leah Kuypers, MA Ed., OTR/L)
• DIRFloortime® Approach – A child-led, relationship-based model

Program Details

Groups are private pay tuition-based

• Our experienced speech and occupational therapists work collaboratively to create engaging sessions tailored to each child’s needs.

LET'S GET SOCIAL