SPEECH LANGUAGE THERAPISTS

Judith has been a speech/language pathologist since 1993. Her specialties include accent reduction and accent learning, voice therapy, voice training, elocution, public speaking and business communication skills.

Judith remains deeply committed to working with children. She has worked with children ages 3-18 in private and public schools for over 25 years and has also treated adults in clinics, rehab centers, and privately. She has a strong background in auditory processing, phonics, reading skills, language delays and disorders, writing skills, accessing the curriculum and executive functioning. Judith ran a highly successful and popular program at two schools she worked at called “Sounds In Motion.” This involved a multi-sensory approach to reading and speech development and proved highly effective in engaging young learners, with regards to fluency rates and speech sound development.

Her programs and sessions are tailored to develop the unique strengths and needs of the individual client. Her background in singing, movement, acting, improv, and public speaking brings an added element to her therapy, as she believes that when learning is fun and engages as many senses as possible, the results go deeper, are more meaningful and longer-lasting.

Her programs and sessions are tailored to address the unique strengths and needs of each individual client. Judith’s background in singing, movement, acting, improv, and public speaking brings an added element to her therapy. She believes that when learning is fun and engages as many senses as possible, the results are deeper, more meaningful, and longer-lasting.

LOCATION: Manhattan

TYPES OF SERVICES:

• Individual and group therapy for adults (accent reduction, vocal development, public speaking)
• Individual and group therapy for children (fluency, literacy, articulation, and more)
• Parent consultations
• Evaluations

EXPERTISE:

• For Children: Fluency, auditory processing, literacy, reading, writing, articulation and phonological impairments, dyslexia, language delays and disorders, executive functioning skills, study skills, pragmatic language, and voice.
• For Adults: Accent modification, stuttering, public speaking, voice therapy and vocal training, business communication skills, Asperger’s, and autism.

AGES:
Children ages 3-18, Adults

Rachel is a New York State licensed speech-language therapist who holds a Certificate of Clinical Competence (CCC) from the American Speech Language-Hearing Association. She received her master’s degree in speech-language pathology from Hunter College and her B.S. in Communication Sciences and Disorders from Touro College. Rachel is also certified as a Teacher of Children with Speech and Language Disabilities (TSSLD) and is level one PROMPT trained.

Rachel is currently a full-time speech-language pathologist at the NYC Department of Education, providing assessment and treatment of a culturally diverse population of elementary and preschool-age students. Rachel also holds prior experience in providing services for students grades K-8 at a specialized school for language-based learning challenges and for children ages Birth-5 at a specialized preschool and early intervention center for hearing impairment.

Rachel is proficient in the use of standardized and dynamic assessment procedures to evaluate speech-language skills and develop individualized treatment plans. She has experience treating a variety of delays/disorders, including expressive-receptive language disorders, language-based learning difficulties, Auditory Processing Disorder, hearing impairment, Autism Spectrum Disorders, articulation, and phonological impairments, Dyslexia, Emotional Disturbance, Learning Disabilities, Intellectual Disability, and fluency or stuttering.

As a school-based therapist, Rachel has worked extensively on treating speech and language difficulties that affect literacy development, suchas decoding and reading comprehension. She is trained in various Orton-Gillingham-based intervention programs, such as Fundations, S.P.I.R.E, Sounds Sensible and the Heggerty Phonological and Phonemic Awareness curriculum. She is also trained in the Story Grammar Marker tool, Expanding Expression tool, and Anita Archer’s REWARDS program, all of which support school-based literacy skills. Rachel is passionate about instructing her students on a variety of language-learning strategies for decoding and reading comprehension using multiple modalities that help them become more independent in their own learning and academic performance.

Rachel also has a keen interest in facilitating expressive language development in the population of late-talkers. Rachel has experience supporting toddlers in expanding their vocabulary and utterances, as well as empowering parents with strategies they can implement during daily routines.

Rachel firmly believes in using the personal interests and clients’ strengths to help plan therapy that is meaningful and engaging. She enjoys collaborating with caregivers, professionals, and the clients themselves to create a tailor-made treatment plan that will help them generalize their skills to all aspects of their life.

LOCATION: Manhattan
TYPE OF SERVICES: Individual therapy, group (2-4 children) therapy, speech-language evaluations, parent consultation
EXPERTISE: Language-based disorders, articulation and phonological delays, literacy skills, reading comprehension, oral and written language, organization skills, vocabulary development, pragmatics, and social skills
AGES: Birth through Adolescence

Kristin is a New York State bilingual (Spanish/ English) licensed Speech-Language Pathologist and certified Teacher of Students with Speech and Language Disabilities (TSSLD). Kristin completed her Master’s of Science in Speech-Language Pathology at Teachers College, Columbia University and holds her Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association.

Kristin has provided speech-language therapy as well as academic intervention in schools and homes both in New York City and internationally. She has supported students in English and Spanish in addition to working with multilingual students from diverse linguistic backgrounds. One area of expertise is evaluating students from multilingual environments to differentiate typical multilingualism from potential speech, language, and learning disorders. 

Over her career she Kristin has worked with children with a wide variety of diagnoses including speech and language delay but also dyslexia/dysgraphia, ADHD/ADD, executive functioning deficits, autism spectrum disorder, and various syndromes. Kristin has extensive experience and training in working with students from preschool age through high school with speech, language, and literacy challenges. Her approach to speech-language delays is tailored to the needs and development of the child. For younger students, therapy is based on play and the interests of the child as much as possible.  For older students, careful consideration is given to what language needs children to have in their daily functioning whether that be academic or participating in the community.  Kristin is also equipped to provide phonics-based reading intervention (Wilson, Orton Gillingham, SPIRE) as well as for other areas of reading difficulties. Reading and writing intervention is also always directly tied to the needs of the child in their academic setting. Whenever possible, she’s in contact with teachers to understand what the child’s challenges look like in the classroom. This might include phonics work, explicit instruction to support reading comprehension, learning the conventions and organization of writing, and more. When children need help with executive functioning, as with reading and writing intervention, Kristin works in tandem with parents and educators to individualize therapy and intervention to fit the specific needs of the child. This might mean helping the child find systems and strategies for organizing work, writing, or time.  

Regardless of the need, Kristin’s approach is child and family-centered, seeking to make the child and family partners in the intervention process. She prioritizes functionality and transfer of skills to the child’s everyday life in identifying goals and planning therapy. She is passionate about seeing children achieve their goals and feeling confident and capable. 

LOCATION: Manhattan
TYPE OF SERVICES: Individual and group (2-3 children) speech-language therapy, speech-language evaluations, parent and teacher consultation, reading/writing intervention, reading/ writing evaluations, executive function support
EXPERTISE: Speech-language delays, articulation, autism spectrum disorders, dyslexia/ dysgraphia, multilingualism, executive function disorder,
AGES: birth through high school

As a licensed and certified speech-language pathologist, Michelle has a variety of clinical experiences helping children, adolescents, and young adults. Michelle received her undergraduate degree at the University of Delaware in cognitive science with a concentration in speech-language pathology, and her graduate degree is in speech and language pathology from Hunter College. She is level one PROMPT-trained. Additionally, Michelle is completing her final year in New York Law School's part-time evening program to obtain her Juris Doctor degree. She intends to participate in the field of special education law alongside her work as a speech-language pathologist.

Her professional experiences include working at a preschool for children with Autism Spectrum Disorder, working at a variety of sensory gyms in Manhattan with children ages 2-9, leading social groups to facilitate pragmatic language skill development, and providing home and clinic-based early intervention sessions. 

For the past two years, Michelle has worked with several young adults diagnosed with Autism in a clinical setting providing transitional services, with a focus on job-related skills, and language skills within activities of daily living to foster these students’ ability to participate in society independently.

Michelle has worked with children, including those under three years of age, on the autism spectrum, children with auditory processing delays, pragmatic language delays, attention deficit disorder, literacy delays, delayed executive functioning skills, and general receptive/expressive language delays. Michelle has experience facilitating writing skills (organizational skills, proofreading skills, idea expansion), and reading comprehension skills (vocabulary, inferencing, sequencing). Michelle has also provided home-based speech therapy for several adolescents focusing primarily on reading comprehension skills, and organizational skills in writing.

LOCATION: Manhattan
TYPE OF SERVICES: Individual therapy, speech and language evaluations and therapy
EXPERTISE: Speech-language delays, articulation/phonology disorders, pre-literacy and literacy skills, receptive/expressive language disorders, auditory processing disorder, narratives skills, and social-pragmatic weaknesses.
AGES: Infant through 21 years

Selver is a speech-language pathologist. She holds her Clinical Certificate of Competence (CCCs) from the American Speech-Language-Hearing Association (ASHA),  New York State Speech-Language Pathology license, certificate as a Teacher Students with Speech and Language Disabilities (TSSLD), and is certified in Bilingual Education Assessment – Turkish (BEA). She received her B.A. in Communication Sciences and Disorders from Brooklyn College – City University of New York and her M.S. in Speech-Language Pathology from Long Island University – Brooklyn. In addition to working in private practice, Selver is a speech-language pathologist at the Department of Education. Selver’s experience working in the Department of Education helps her align her client therapy goals to all areas of her clients’ academic and social lives.

Jillian is a New York State licensed Speech-Language Pathologist, with a Certificate of Clinical Competence from the American Speech-Language and Hearing Association (ASHA), and a certified Teacher of Students with Speech and Language Disabilities. She earned her Masters of Science in Speech-Language Pathology from Brooklyn College and holds a Bachelor of Science in Neuroscience from Binghamton University. Jillian is also a level one PROMPT-trained therapist.

Jillian has been practicing speech-language pathology for six years, specializing in working with children with autism spectrum disorders. She utilizes a variety of evidence-based techniques and approaches, including extensive experience utilizing Applied Behavior Analysis (ABA). She currently works as a speech therapist within the NYC Department of Education, providing therapy to students with autism spectrum disorders. She previously worked at a specialized private school utilizing the principles of ABA to target speech and language development. She possesses additional experience in providing home-based therapy addressing language delays and language-based learning disabilities.

Katie is an ASHA-certified speech-language pathologist who is licensed in New York, Washington D.C., and Maryland. Katie received her Bachelor of Arts Degree in Hearing and Speech Sciences and Psychology from The University of Maryland, College Park, and her Master's Degree in Speech-Language Pathology at The City University of New York, Hunter College. Katie is also certified as a Teacher of Children with Speech and Language Disabilities (TSSLD).

Katie's professional and clinical experiences have been in a variety of settings including private practice, public school (pre-k through high school), and private school. Katie has experience assessing and treating children and adults in the areas of articulation/phonology, expressive & receptive language, fluency, pragmatic language, literacy, and executive functioning.

Katie is PROMPT trained and has extensive experience treating social communication disorders using the Social Thinking methodology. Katie is also trained in the Orton-Gillingham approach to teach reading and is passionate about helping students improve their literacy skills.

Katie greatly enjoys building a strong therapeutic relationship with clients and incorporating client interests and strengths into therapy sessions. She also believes that collaborating with other professionals, parents, and teachers is imperative to reinforce the skills learned in the therapeutic setting.

LOCATION: Manhattan
TYPE OF SERVICES: Individual Therapy, Group Therapy, Consultations and Evaluations
EXPERTISE: Expressive/Receptive Language, Articulation and Phonology, Literacy (Reading and Written Language), Vocabulary Development, Social Pragmatics, Fluency, Executive Functioning
AGES: Preschool through Adulthood

Lindsay has worked as a Speech-Language Pathologist in both a school setting and private practice. She holds a New York State Speech-Language Pathology license and TSSLD certification. Lindsay received a B.A. in Hearing and Speech Sciences from the University of Maryland and an M.A. in Speech-Language Pathology from Hofstra University. She is skilled at working with various speech and language disorders and social/pragmatic deficits. She is experienced in working with ADHD, dyslexia, and children with various learning disabilities/profiles. As a learning specialist and speech-language pathologist, she has worked with elementary, middle, and high school students to develop decoding, writing, reading comprehension, executive functioning (organizing, planning, and executing), and social skills. Lindsay teaches language skills, inferential reasoning skills, reading, vocabulary, writing, editing written work, understanding texts, and other higher-level cognitive skills. In addition, she also teaches compensatory strategies, study habits, executive function, and organization skills to help the client gain independence.

Lindsay creates an individualized learning program specific to each students’ unique needs. Lindsay strives to promote student independence by creating a positive learning environment.

TYPE OF SERVICES: Individual therapy, Group Therapy (2-4 children), Speech-language Evaluations
EXPERTISE: Speech-language delays, Autism Spectrum Disorder, Social/Pragmatic Disorders, Reading, Writing, Inferencing, AAC
AGES: 1 year old through High School

Jenna is a New York State licensed Speech-Language Pathologist and a certified Teacher of Students with Speech and Language Disabilities (TSSLD). Jenna received a Master of Arts in Speech-Language Pathology from Hofstra University and holds her Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association (ASHA). She was the recipient of the prestigious Dr. Ellen Parker Annual Scholarship Award for Clinical Excellence and Compassion awarded to two students from the graduating class.

Jenna has practiced speech therapy in a number of settings including public schools, private schools, charter schools, and home-based therapy with clients ranging from birth-18 years old. Utilizing a multi-sensory approach, Jenna strives to build strong foundational speech and language skills while simultaneously instilling a lifelong growth mindset in the clients she serves.

Jenna is currently a full-time Speech-Language Pathologist in an elementary school within the NYC Department of Education. She has extensive experience treating the following speech and language disorders: expressive/receptive language, phonological, articulation, social communication and language-based literacy. She works to facilitate pre-language skills, vocabulary, grammatical and morphological development using evidenced-based practices. Jenna previously worked for the NYC Early Intervention Program providing home-based speech therapy using a play-based approach. In addition, Jenna has worked with young children who stutter using the Lidcombe Program and students with autism-spectrum disorders. She is also trained in Sounds in Motion which pairs kinesthetic gross motor movements with phonemes to build articulation, phonemic awareness and sound/symbol correspondence.

Jenna’s versatile experience has allowed her to cultivate her professional objective: to give individuals the gift of a voice, both literally and figuratively. Developing an evidenced-based, individualized method of communication, that aligns with client values and backgrounds, is a critical component in Jenna’s philosophy. Working closely and collaboratively with families/caregivers, while incorporating the child’s natural environment, augments motivation and improves functional client outcomes.  Jenna believes that making communication a positive and meaningful experience for clients and families is of utmost importance.

LOCATION: Manhattan
TYPE OF SERVICES: Individual therapy, group therapy (2-3 children)
EXPERTISE: speech and language delays, early literacy, executive functioning and organization, autism spectrum disorders, phonological awareness, reading/auditory comprehension, oral language development
AGES: birth through elementary school

Paula has worked as a speech-language pathologist for 13 years. She holds a New York State Speech-Language Pathology license and holds her TSSLD certification, providing services in English and Spanish.

Paula received a B.A. in Psychology from the University of Western Ontario, and an M.S. in Speech-Language Pathology from SUNY College at Fredonia. She completed the Bilingual Extension at Columbia University Teachers College, Bilingual Extension.

Much of Paula's professional experience has involved providing therapy to toddlers as well as preschool and school-aged children with delays or disorders in the areas of articulation, motor speech including Apraxia, receptive and expressive language, social skills, as well as treating developmental delay, Down syndrome, and Autism Spectrum Disorder. 

Prior to working as a speech-language pathologist, Paula worked for seven years as a behavior therapist, providing ABA therapy in the private and public sectors. Paula is a level one PROMPT-trained therapist and has received Hanen certification for Early Intervention and parent training.

Paula has experience providing services in a wide range of settings, including preschools, elementary and middle schools, home-based and center-based early intervention settings, child care centers, private clinics, and adult in-patient and out-patient rehabilitation centers. In addition to the treatment of speech and language delays and disorders, Paula provides accent modification services to adults for professional and personal purposes.

Paula's experience working in diverse areas has allowed her to be able to identify and address difficulties in fundamental skills such as establishing and maintaining attention, developing executive functioning skills, as well as learning within and generalizing skills to the natural environment, which are the basis for successful learning in individuals of all ages and areas difficulty. Paula takes great pleasure in successes small and large, knowing that each one is a step in the direction of fulfilling a client's potential.

LOCATION: Manhattan
TYPE OF SERVICES: Individual therapy, speech-language evaluations, parent consultation and training, accent modification
EXPERTISE: receptive and expressive language, articulation and motor speech, Apraxia, autism spectrum disorder
AGES: Birth through adult

Max is a New York and Illinois licensed Speech-Language Pathologist and an Assistant Professor in the Department of Communication Sciences and Disorders at St. John’s University. He is a bilingual speaker of English and Spanish. He received his undergraduate degrees in Psychology and Spanish from Pennsylvania State University and Master’s and Ph.D. in Communication Sciences and Disorders from Northwestern University. He also holds the Teacher of Students with Speech and Language Disabilities (TSSLD) certificate, Professional Educator’s License in Illinois, and Certificate of Clinical Competence from the American Speech Language Hearing Association (ASHA).

Max has experience working with children 3+ in the assessment and treatment of articulation and phonological disorders, fluency, receptive/expressive language, pragmatics (high-functioning Autism). He also enjoys working with adults on fluency and accent modification. He has been trained on cognitive-behavioral approaches to fluency treatment and gender-affirming voice care with adults.

Max currently serves elementary-aged students (Kindergarten-3rd grade) in Illinois through teletherapy. He previously worked as a Speech-Language Pathologist in the Chicago Public Schools system. Max is familiar with the Common Core and often makes use of the school curriculum in treatment.

In addition, at St. John’s University, Max teaches Language Acquisition and Phonetics to undergraduate students, and Articulation and Phonology to graduate students. Max’s research takes him into daycares, working with 3- through 5-year-old children on enhancing language skills. Specifically, he creates a visual, verbal, and tactile multisensory experience within language intervention by using clay to create items that are the focus of the session (e.g., pizza). During these sessions, he implements evidence-based strategies, such as scaffolding, recasting, focused stimulation, and parallel talk to expand children’s sentences and provide them with syntactic models. In his school and daycare work, Max regularly meets with teachers and parents to discuss student progress towards goals and hear concerns from them.

LOCATION: Manhattan
TYPES OF SERVICES: Individual Therapy, Group Therapy (2-3 children), Parent/Teacher Coaching, Speech and Language Evaluations
AREAS OF EXPERTISE: Speech and Language Delays/Disorders, Articulation, Reading Comprehension, Social/Pragmatic communication, Fluency, Accent Modification.
AGES: 3-adults

Shannon is a New York State licensed speech-language pathologist with a Certificate of Clinical Competency (CCC) granted by the American Speech-Language-Hearing Association (ASHA). She holds a New York State Certificate for Teaching Students with Speech-Language Disabilities (TSSLD). She is Level 1 PROMPT trained (PROMPTs for Restructuring Oral Muscular Phonetic Targets) and also has experience with DIR Floortime. She has training in Wilson Language Training: Fundations and has experience working with structured literacy programs such as Heggerty to promote phonemic awareness skills and SPIRE for struggling readers and students with dyslexia.
Shannon obtained a Master of Science in Communication Sciences and Disorders from New York University and a Bachelor of Arts in Psychology from Lafayette College. She currently works for the NYC Department of Education with students ages 4-11, but has experience working with children ages 2-21 with a wide variety of communication disorders ranging from articulation and phonological disorders, receptive and expressive language delays, pragmatic language difficulties, and auditory processing disorders. She also has extensive experience working with students with Autism Spectrum Disorder, ADHD, and intellectual disabilities.

Shannon believes in a team approach to therapy and encourages collaboration with parents, teachers, and other therapists to provide the most encouraging and successful environment for her clients. She incorporates a play-based approach to learning that focuses on children’s individual needs and interests to keep therapy meaningful and engaging.

LOCATION: Manhattan
TYPE OF SERVICES: Individual therapy, speech-language evaluations, parent training, tutoring and test prep services
EXPERTISE: Early language development, receptive and expressive language delays, auditory/language processing, executive function, reading comprehension, literacy and writing, articulation and phonology, autism spectrum disorders, social pragmatic disorders
AGES: Toddler-elementary school

Sari is a seasoned Speech-Language Pathologist licensed in New York State and a certified Teacher of Speech and Hearing, boasting 20 years of experience in various therapeutic environments. She holds a Certificate of Clinical Competence from the American Speech-Language and Hearing Association (ASHA) and is equipped with a dual bachelor’s degree in English and Speech Communications from Oneonta State University, along with a Master’s degree in Communication Disorders from Hunter College. In her current role, Sari serves as a full-time Speech Pathologist for the New York City Department of Education, working with school-aged children. She plays a pivotal role in implementing the Social Development Intervention (SDI) within the Nest program for autism, an initiative developed by New York University, specifically designed to enhance social skills.

Marcy is a Speech and Language Pathologist (SLP) with a New York State certification as a Teacher of Students with Speech and Language Disabilities (TSSLD). She earned her Master of Science in Speech and Language Pathology from Teachers College, Columbia University and holds the Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA). Her experience spans a diverse range of clients, from infants to adults with brain injuries.

Marcy’s professional endeavors extend beyond individual therapy; she is deeply engaged in research on dyslexia at the PhD level, exploring the myriad factors that contribute to the condition. Additionally, she serves as an adjunct faculty member at Brooklyn College, guiding graduate students in Speech and Language Pathology through courses on Literacy and Language-Based Learning Disabilities and Speech Sound Development and Disorders.

Sharon is a New York State licensed Speech-Language Pathologist who has worked in the field for 10 years. She holds her Certificate of Clinical Competence (CCC) from the American Speech-Language Hearing Association. She is certified as a Teacher of Students with Speech and Language Disabilities (TSSLD). Sharon completed her Masters of Arts in Speech-Language Pathology at CUNY Lehman. She received her Bachelor of Arts in Psychology from CUNY Brooklyn. She is extensively trained in delivering SDI (Social Development Intervention), a collaborative multisensory model helping children and adolescents with autism spectrum disorder to improve their overall communication skills through the development of social pragmatics language skills. Sharon has also received extensive training in use of the Story Grammar Marker to facilitate language and writing development, as well as the Orton Gillingham approach for reading instruction.

Dannielle is a licensed Speech-Language Pathologist in New York, a Certified Autism Specialist (CAS) through IBCCES, and holds ASHA’s Certificate of Clinical Competence. She also holds a New York State professional certificate as a Teacher of Students with Speech and Language Disabilities (TSSLD), with advanced training in early literacy development.

Her specialized training includes PROMPT Level 1; Sounds in Motion, an intervention program that strengthens listening, articulation, vocabulary, auditory memory, phonemic awareness, and early literacy skills through kinesthetic gross motor movements; SMiLE (Structured Methods in Language Education); Wilson/Fundations Levels K–3, an Orton-Gillingham–based structured literacy program; Science of Reading practices aligned with International Dyslexia Association standards; and Phonics for Reading, a structured literacy intervention focused on decoding, fluency, and word recognition.

Dannielle is currently a full-time Speech Therapist for the NYC DOE. With over 8 years of experience, she has worked with students ages 5–15 in 6:1:1, 8:1:1, and 12:1:1 special education classroom settings, while also providing after-school support for general education students. She has 2 years of early intervention experience working with toddlers ages 22 months to 3;2 years who were at risk for speech-language delays, disorders, and ASD.

Passionate about literacy and communication development, Dannielle enjoys helping children build foundational reading skills and confidence that support lifelong learning and success. She is also skilled in programming and implementing communication applications, as well as creating personalized, goal-oriented visual supports.

Dannielle earned her M.S. in Speech-Language Pathology from Brooklyn College and her B.A. in Speech-Language-Hearing Sciences, with a minor in American Sign Language (ASL), from Kean University. She is fluent in Tagalog and has conversational skills in Spanish and ASL. In addition to leading workshops for school staff and parents, she excels in building client rapport, administering speech and language assessments, and collaborating within multidisciplinary teams. She also creates educational resources through her Teachers Pay Teachers platform. Dannielle currently resides in Brooklyn with her dog, Mantequilla.

LOCATION: Manhattan (Battery Park City, Financial District), Brooklyn (Bay Ridge, Cobble Hill, Fort Hamilton, Park Slope, South Slope, Sunset Park); *open to adjacent neighborhoods
TYPE OF SERVICES: Individual therapy (1×30:1, 1×45:1), parent trainings
EXPERTISE: Early literacy development, including phonemic awareness, sound-symbol correspondence, decoding, blending and segmenting sounds, reading fluency, vocabulary, spelling, and comprehension skills.
AGES: 1-11 years old

Yanireth, an American Speech Language Hearing Association (ASHA) certified bilingual (English/Spanish) speech-language pathologist licensed in New York, brings a wealth of experience to her practice. She earned a Bachelor of Arts in Communication Sciences and Disorders from Pace University and a Master of Science in Speech-Language Pathology from Brooklyn College, specializing in early intervention. Her skills have been honed in diverse settings, including schools, rehabilitation centers, nursing homes, private clinics, and home health care, where she has served both pediatric and adult populations.  

Yanireth’s areas of interest and knowledge include child speech and language disorders, such as expressive and expressive language delays and social pragmatics, autism spectrum disorder, selective mutism, developmental delays, speech sound disorders/articulation, adult speech and language disorders, and aphasia. 

Yanireth’s passion lies in treating children and toddlers with various communication disorders. She has experience working with non-speaking or minimally speaking children, using augmentative and alternative communication (AAC), gestalt language learners, and those with sensory processing needs. 

Yanireth helps children and adults with reading, auditory comprehension, and executive function challenges by using practical, evidence-based strategies (e.g., chunking, visualization, repetition, compensatory strategies, etc.) while creating a communicative, supportive environment. She has experience with pediatric feeding disorders, supporting children and families in managing the behavioral factors that may impact feeding, expanding food repertoire, implementing a sensory-supportive approach to feeding, and increasing participation during meal times. 

Yanireth prides herself on using a patient-led, family-centered, sensory-supportive, multimodal, and culturally and linguistically responsive intervention model when working with pediatric and adult populations alike. 

LOCATION: Manhattan, Bronx, and Riverdale
TYPE OF SERVICES: Individual speech-language therapy
EXPERTISE: Speech-language delays, autism spectrum disorder, augmentative and alternative communication (AAC), early childhood
AGES: Birth through adulthood

Andrea’s clinical experience ranges from infants (9 months) to adults. Through the NYS Early Intervention Program, she has experience in medical center-based clinics, private clinics, childcare centers, and clients’ homes. Throughout her career, Andrea has worked with children with and without a formal diagnosis, such as autism spectrum disorder/neurodiversity, cerebral palsy, down’s syndrome, hearing loss, “late talkers,” learning disabilities, reading skills (decoding/comprehension), and intellectual and developmental delays.

Adult clients she serves possess such challenges as memory loss, multiple sclerosis, traumatic brain injury, and learning disabilities. Andrea uses a multi-modal approach to improve her clients’ language and communication skills, including early language skills, receptive-expressive language, pragmatic/social skills, apraxia, literacy skills, and executive functioning.

Collaborating with families, teachers, and other professionals is an important part of Andrea’s success with her clients. She prides herself on employing strategies that include incorporating her clients’ interests as motivation to enable them to reach their personal goals while encouraging them to feel comfortable with new experiences and routines. 

Andrea is a community volunteer, loves to travel, and likes spicy foods! 

LOCATION: Bronx
TYPES OF SERVICES: Individual therapy, parent consultations, parent training
EXPERTISE: Early Language skills, Receptive language delays, Expressive language delays, Speech-Language delay, Articulation and Phonology, Reading-decoding, Reading comprehension, Autism Spectrum Disorders, Social pragmatic skills.
AGES: Birth to Elementary School, Adults

Janelle is a licensed Speech Language Pathologist and a certified Teacher of Students with Speech and Language Disabilities. She earned her Masters of Science degree in Speech Language Pathology at Howard University, and holds a Bachelor of Arts degree in English from Spelman College. Janelle holds a Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA). Janelle has been practicing speech-language pathology for 14 years, in a variety of settings including pre-school, elementary/middle school, and high school, and has supervised newly graduated speech pathologists, as a Clinical Fellow Supervisor. Janelle has also served as an outside evaluator for charter schools throughout New York City. Janelle currently serves as the speech department supervisor at a state sponsored school for students with disabilities.

Janelle has experience working with clients ages 2-21 to address a variety of language and articulation delays/disorders, phonological disorders, social/pragmatic deficits, auditory processing disorders, fluency, and oral-motor difficulties. She believes in providing therapy that is evidence based, functional, and fun. She enjoys crafting sessions that are thematically based, “real-life” scenarios/experiences, and naturalistic play. Janelle aims to connect to the classroom by incorporating curriculum based materials by simultaneously targeting language, literacy, and academic skills. She designs treatment to focus on improving auditory discrimination, auditory comprehension, reading comprehension, and increasing clients’ ability to identify the main idea, make inferences, summarize text, and generate narratives. Additionally, Janelle is skilled in implementing alternative augmentative communication systems, such as Picture Exchange Communication Symbols (PECS), and dynamic display devices (i.e.: Dynavox, iPad, etc.). Janelle believes in partnering with families and professionals in order to help clients achieve their maximum potential.

Location: Manhattan
Type of services: Individual therapy, group (2-3 children), parent consultations, speech-language evaluations
Age: Toddler through early adolenscence

Jennifer obtained her BA in Psychology from Emory University and her MA in Speech-Language Pathology from George Washington University. She is licensed in the state of New York and holds a Certificate of Clinical Competency (CCC-SLP) from the American Speech-Language-Hearing Association (ASHA). Jennifer has received training in Level 1 PROMPT (PROMPTS for Restructuring Oral Muscular Phonetic Targets) and DTTC (Dynamic Temporal and Tactile Cueing).

With over 18 years of experience in the field, Jennifer has practiced speech-language pathology in a variety of settings, including preschools, elementary/middle/high schools, and clinics across Virginia, North Carolina, New York, Colorado, and London, UK. Her expertise spans a range of areas, including articulation/phonology, expressive and receptive language delay/difficulties, ADHD, executive function challenges, language-based learning disabilities, autism, stuttering, apraxia, pre-literacy and literacy skills, accent modification, and social (pragmatic language) skills.

Jennifer’s personal connection to speech-language pathology is deeply rooted in her upbringing with a sister with Down Syndrome. This experience has fueled her passion for helping children communicate more successfully. Additionally, navigating the special education system and Individualized Education Programs (IEPs) with her own child has given her unique insights into the challenges faced by the families she supports.

In her therapeutic approach, Jennifer aims to address each client’s needs using evidence-based activities that are both enjoyable and interactive. She firmly believes in the importance of collaboration with parents, seeing it as a key factor in achieving skill carryover and genuine progress. Jennifer is driven by the joy of making a positive impact on the communication abilities of the children she works with.

LOCATION: Yonkers
TYPE OF SERVICES: Individual therapy, small group (2-3 children), speech-language evaluations, parent consultations
EXPERTISE: Articulation/phonological disorders, receptive/expressive/pragmatic language impairment, autism spectrum disorders, language-based learning disabilities, apraxia, literacy, accent modification
AGES: two through adolescence

Theo is a New York State licensed Speech-Language Pathologist and holds a Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech and Hearing Association (ASHA). He received his Master of Science in Communication Sciences and Disorders from Adelphi University and his Bachelor of Arts from the University of California, Santa Cruz.

Theo started his career working in the NYC Early Intervention program, and has been working with Brooklyn Letters since 2018. He has extensive experience working on early language acquisition (late-talkers), expressive/receptive language, and articulation/speech sound disorders with toddlers, preschoolers, and elementary school students. Theo speaks Japanese fluently and has treated clients in both English and in Japanese.

Theo incorporates the client’s interests, tailoring a unique approach for each individual he works with. He strives to create a learning atmosphere that is both productive and fun. Theo believes in a collaborative approach, and works closely with families to maximize carryover opportunities during daily routines and interactions; learning does not stop when the session ends.

In addition to speech and language, Theo is also passionate about music and food. He has been playing piano since he was five years-old, and has played electric guitar in a rock band, sang in a University choir, and has extensively studied jazz history and performance. Theo has taught guitar and piano lessons to adolescents and adults, was also a waiter at a Michelin Star restaurant before becoming a speech therapist.

LOCATION: Manhattan
TYPES OF SERVICES: Individual therapy, Japanese/English evaluations
EXPERTISE: Early Speech and Language Development, Pre-language skills, Autism Spectrum Disorder, Social Communication (Pragmatic Language), Expressive/Receptive Language Delays, Articulation, Apraxia of Speech, & Pragmatic/Social Skills
AGE: All ages

Lauren is a licensed Speech-Language Pathologist in New York, committed to aiding in children’s communication development. She has received a Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA) and completed her Master of Science in Speech-Language Pathology from the University of Alabama, as well as her Bachelor of Science in Communicative Disorders from James Madison University.

With extensive post-graduate training, Lauren is skilled in Level 2 PROMPT (PROMPTs for Restructuring Oral Muscular Phonetic Targets), Orton-Gillingham Reading Intervention, Gestalt Language Processing, and the Picture Exchange Communication System (PECS) with the Pyramid Approach. Her specialized expertise allows her to effectively tackle a wide range of speech and language challenges.

Lauren has gained considerable hands-on experience in various settings, including private practice and schools, with a focus on early intervention for children from birth through elementary school. Throughout her career, she has effectively supported children with speech and language difficulties such as articulation disorders, phonological processes, expressive and receptive language delays, motor speech disorders, fluency, social pragmatics, and the use of augmentative and alternative communication (AAC).

Lauren began her career working with adults in skilled nursing facilities before transitioning to elementary and early-education settings, where she discovered her passion for pediatric therapy. By providing one-on-one therapy to children and closely collaborating with families, Lauren has observed the significant benefits of family involvement and deepened her love for working with the pediatric population. She values collaborative efforts that help children achieve their fullest potential through personalized, family-centered care.

As a neurodiversity-affirming therapist, Lauren takes a strength-based, child-centered approach. She believes in integrating each child’s interests into therapy, often using play-based strategies that blend evidence-based techniques with practical, real-life applications. Lauren tailors her approach to each child’s unique needs and goals to ensure they can thrive and enjoy the process of learning and communication.

Lauren is committed to promoting open communication and collaboration with families, caregivers, teachers, and other service providers. She recognizes that a child’s success goes beyond the therapy session and aims to create a cohesive support network around each child she works with.

In her free time, Lauren is passionate about creating engaging social stories for children and developing meaningful digital content to engage with parents, caregivers, and educators.

LOCATION: Manhattan, Bronx, and Yonkers
TYPE OF SERVICES: Individual therapy, small group sessions (2-3 children), speech-language evaluations, parent consultations
EXPERTISE: Speech-language delays, Autism Spectrum Disorder, early language development, neurodiversity-affirming practices, Augmentative-Alternative Communication (AAC), fluency, one-to-one social pragmatics
AGES: Birth through elementary school

Andrea is a New York State licensed Speech-Language Pathologist with a New York State certification as a Teacher of Students with Speech and Language Disabilities (TSSLD). She holds her Certificate of Clinical Competence (CCCs) from the American Speech-Language-Hearing Association (ASHA). Andrea received her Bachelor’s of Arts in Communication Sciences and Disorders from Louisiana State University and her Master’s of Science in Speech-Language Pathology at U.T. Dallas.

Andrea has 8.5 years of experience primarily in school settings working with preschool through sixth-grade students. She brings an impressive depth of knowledge in language and articulation therapy, with a specialty in correcting the /r/ sounds using evidence-based specialized resources. Her creative approach, often incorporating literacy-based therapy and carefully selected books, engages her students while fostering measurable progress.

Andrea services a wide range of children with various diagnoses including Attention Deficit Disorder, Dyslexia, Autism Spectrum Disorder, Down Syndrome, learning disabilities, articulation/phonological disorders, and general receptive/expressive language delays.

Andrea believes that connection is the foundation of progress. She is committed to building trust and rapport with her clients and families to establish an environment where all feel safe, comfortable, and respected.

LOCATION: Manhattan
TYPE OF SERVICE: Individual Therapy, Group Therapy (2-3 children), Parent Consultations, and Training, Tele-therapy
EXPERTISE: Receptive and Expressive Language Delays/Disorders,  Articulation/Phonological disorders, Fluency/Stuttering, Pragmatics/Social Skills
AGES: 3-14

Lisa graduated from Tufts University with a Bachelor of Science in Child Development and went on to earn her Master of Science in Communicative Sciences and Disorders at New York University. She worked at a private school for children with language-based learning differences for eight years, serving as the speech-language pathologist for school-aged and middle school students, as well as a reading and writing teacher.

She later began working privately with students at home and in schools, targeting a wide range of goals including reading, writing, executive functioning, and receptive, expressive, and pragmatic language skills. Lisa is comfortable providing both push-in and pull-out services, ensuring her students feel successful. She believes it is essential for children to understand what strategies work best for them and to develop metacognitive skills to support success and carryover.

Her approach involves modeling targeted behaviors, collaborating with students to develop skills and strategies, and gradually increasing student independence. She is trained in several evidence-based curricula, including The Writing Revolution, SRSD Writing Method, Preventing Academic Failure (PAF), Stern Math, Singapore Math, and Wilson Fundations. This training enables her to meet the needs of students with language-based learning differences, executive functioning difficulties, dysgraphia, dyscalculia, ADHD, dyslexia, and Autism Spectrum Disorders (ASD).

When she’s not working, Lisa enjoys walking around New York City with her husband and two daughters, volunteering at her daughters’ schools, and chairing the Mitzvah Committee, which supports residents in need.

Location: Manhattan – Upper East Side and Upper West Side
Type of Services: Push-in and pull-out individual therapy, small group sessions, parent education
Expertise: Language-based learning differences, executive functioning difficulties, dysgraphia, dyscalculia, ADHD, dyslexia, Autism Spectrum Disorders (ASD)
Ages: School-aged and middle school students

Anastasia is a New York State licensed speech-language pathologist and Certified Lactation Counselor (CLC). Anastasia completed her undergraduate degree in Communication Science and Disorders at the University of Pittsburgh, received her Master’s of Science in Education at SUNY Buffalo State College, and holds her Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association.

Anastasia has experience working in a variety of settings, including both inpatient rehabilitation and outpatient rehabilitation, and currently works at a subacute children’s hospital. She has over 7 years of experience treating children with a variety of complex medical needs, including traumatic brain injury (TBI), tracheostomies, cleft lip/palate, cerebral palsy, and congenital and genetic syndromes. Anastasia is committed to using highly individualized, evidence-based therapy and is experienced in collaborating with interdisciplinary teams (e.g., GI, nutrition, ENT, and pulmonology, neurology) to help children and young adults build strong communication, language, and feeding skills.

Anastasia specializes in the treatment of feeding difficulties, including swallowing dysfunction (dysphagia), infant bottle feeding, breastfeeding, development of chewing skills, pre-feeding skills and oral motor development, and expansion of food repertoires. She also has experience in utilizing behavioral and sensory-exploration based approaches to feeding. Anastasia strives to provide clients and their families with individualized support and guidance to make mealtimes successful for the whole family.

A key part of her practice is Augmentative and Alternative Communication (AAC) therapy, where she works with clients from birth through young adulthood to develop functional communication systems. Anastasia has extensive experience with a wide range of AAC devices, including low-tech tools (e.g., picture symbols and communication boards) and high-tech devices (e.g., eye gaze, iPad based systems). Anastasia seeks to empower individuals to find their voice and connect with the world around them no matter the method.

Anastasia is also well-versed in the treatment of expressive and receptive language, articulation and phonological disorders, stuttering, social pragmatics, apraxia of speech, phonological and phonemic awareness, auditory processing, and executive functioning. She also has extensive experience supporting non-verbal children of all ages, offering both early intervention for children under 4 and continued therapy for children over 4 as they enter their school-aged years.

Anastasia’s compassionate, family-centered approach ensures that therapy is not only effective but also engaging, supportive, and tailored to each child’s strengths and challenges.

Location: Brooklyn, Queens, and Manhattan
Types of services:  Both In-Person and Remote Services
Expertise: Expressive Language, Receptive Language, Articulation, Stuttering, Feeding, Infant Feeding and Breastfeeding, Social Pragmatics, Non-verbal children, Apraxia, AAC, Phonological Awareness, Oral Motor, Auditory Processing, Phonemic Awareness, Executive Functioning
Ages: Infants-12 months, 13-23 months, 24-35 months, 3-4 years, 5-9 years (Kindergarten through 3rd grade), 9-11 years (3rd through 5th grade), 12-14 years (Middle School), 15-18 years (High School), Young Adults

Dr. Reem K. is a Full Professor in the Department of Communication Sciences and Disorders at Long Island University (LIU) Brooklyn and a long-time leader in graduate SLP education. She previously directed the Speech-Language Pathology Program at LIU Brooklyn and also served as Chair of the Communication Sciences and Disorders Program at Adelphi University, where she oversaw academic and clinical training, curriculum development, and program expansion. She holds a Ph.D. in Speech and Language Pathology, as well as an M.S. and B.A. in Communication Disorders.

In addition to her two decades of academic work, Dr. Reem has over 25 years of clinical experience specializing in children—from infants through early school-age—across private clinics, schools, early childhood programs, autism programs, and multilingual classroom settings in the U.S. and abroad. She also has foundational experience in adult neurogenic communication disorders (aphasia), which enriches her pediatric clinical perspective.

Dr. Reem is nationally certified (ASHA-CCC), licensed in New York State, and holds the NYS Speech and Language Disabilities teaching certificate. Her post-graduate training includes work in neurodevelopmental disorders, early intervention, multilingual assessment, and literacy-language connections.

Dr. Reem’s  clinical approach is evidence-based, warm, family-centered, and culturally & linguistically responsive, with special expertise supporting: bilingual, bidialectal, and multilingual children, including Arabic–English and Hebrew-English speakers; late talkers and children with language delay toddlers, including parent-coaching models; autistic children and neurodivergent communicators; speech sound disorders, phonological delays, and Childhood Apraxia of Speech; children at risk for language-based learning challenges by integrating structured literacy principles into therapy, when appropriate, through work focused on facilitating the development of emergent literacy skills necessary for successful learning of reading and writing (phonological awareness, phonemic awareness, decoding, naming, narrative comprehension and production)

Dr. Reem is trilingual and has extensive expertise working with culturally and linguistically diverse families. She specializes in culturally responsive evaluation methods to avoid misdiagnosis in multilingual children.

Dr Reem has designed parent-education programs, including LENA Start, to strengthen caregiver-child communication. Her work has been published widely, and she has presented nationally and internationally on child language development, multilingualism, and best practices in assessment and intervention. Dr. Reem builds strong relationships with families, individualizes therapy to each child’s profile, and provides clear home strategies to support carryover. She excels at helping multilingual families navigate language development from a strength perspective.

Location: Brooklyn, Manhattan, and Queens
Types of services: In-Person Only
Expertise: Multi-lingual, Expressive Language, Receptive Language, Articulation, Stuttering, Social Pragmatics, Non-verbal children, Apraxia, Phonological Awareness, Early Literacy, Language Evaluations, Phonemic Awareness, Vocabulary, Grammar/Syntax, Listening Comprehension
Ages: Infants–12 months, 13–23 months, 24–35 months, 3–4 years, 5–9 years (Kindergarten through 3rd grade)
(Adults served as needed for aphasia or bilingual evaluations.)

Olivia is a licensed Speech-Language Pathologist in New York State with experience across rehabilitation, private practice, and school-based settings. She works with clients ranging from early intervention through adulthood and is passionate about providing individualized, evidence-based care that supports meaningful communication and quality of life.

Olivia earned a Master of Science in Communication Disorders from Mercy College and a Bachelor of Science in Cognitive Science from the University of Delaware. She also holds a Teacher of Students with Speech and Language Disabilities certification, and has completed Introduction to PROMPT Training, as well as literacy training for SLPs.  

Olivia provides neurodiversity-affirming speech and language therapy for students in preschool through middle school, in areas including expressive language, receptive language, articulation, and pragmatics. She utilizes curriculum-based materials and modifies interventions to meet individual IEP goals, collaborating closely with interdisciplinary team members and families to maximize student success.

Olivia supports elementary-age students by building strong foundational literacy and language skills through a combination of systematic instruction and multi-sensory interactive play and activities. She uses structured literacy approaches to develop phonological awareness, decoding, and encoding skills to maximize reading success. Olivia provides interactive read-alouds, structured conversations, and language-rich models, breaking down sentence structure and word relationships. She supports elementary and middle school-age learners’ auditory and reading comprehension, semantic, writing, and executive functioning skills through a combination of collaborative, multimodal, and explicit methods to encourage success in and out of the classroom.  

Olivia has extensive experience assessing and treating a wide range of speech, language, and swallowing disorders. Her clinical background includes working with medically complex adults presenting with dysphagia, aphasia, apraxia, voice disorders, and cognitive-communication impairments. She has worked in skilled nursing and rehabilitation settings, where she conducted bedside swallow evaluations and comprehensive speech, language, and cognitive assessments.

Location: Manhattan
Types of services:  Both In-Person and Remote Services
Expertise:  Expressive Language, Receptive Language, Articulation, Social Pragmatics, Phonological Awareness, Auditory Processing, Reading Comprehension, Writing, Phonemic Awareness, Decoding and Encoding, ELA, Executive Functioning, Vocabulary, Grammar/Syntax, Listening Comprehension
Ages: 13-23 months, 24-35 months, 3-4 years, 5-9 years (Kindergarten through 3rd grade), 9-11 years (3rd through 5th grade), 12-14 years (Middle School), 15-18 years (High School)

Tina is a New York State licensed Speech-Language Pathologist and Teacher of Students with Speech-Language Disabilities (TSSLD). She holds her Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association. Tina received a B.A. in Communication Sciences and Disorders from St. John’s University and a M.S. degree in Communicative Sciences and Disorders from New York University. She has worked with preschool, elementary, middle and high school students with varying Speech and Language disorders.

Tina’s special interests include Augmentative and Alternative Communication (AAC), expressive, receptive, and pragmatic language disorders secondary to Autism Spectrum Disorder, stuttering and fluency disorders, and voice and articulation disorders.

Ongoing education and training are of the utmost importance to Tina. In 2022, she was a recipient of the ASHA Award for Continuing Education (ACE) after completing over 70 hours of continuing education credits in 36 months.

Tina is PROMPT Level 1 trained, PECS Level 1 trained and completed training in Diagnosis & Management of Childhood Apraxia of Speech using DTTC. She has completed extensive training in Social Development Intervention (SDI) through the ASD Nest Support Project at NYU Steinhardt.

Tina has worked with toddlers, school age students and adults to improve articulation, pronunciation, expressive and receptive language, comprehension, writing, grammar, vocabulary, pragmatics and stuttering. Tina has worked with non-speaking autistic students utilizing Augmentative and Alternative Communication devices such as Proloquo2go, Tobii Dynavox and LAMP. Currently, Tina provides Social Development Intervention for students in the NYC DOE.

Tina is a neurodiversity affirming therapist with a strength based focus. She utilizes her clients’ interests and strengths when planning her therapy. Tina combines developmental norms and functional language to develop an evidenced-based course of therapy for each client. Clear goals, targets and strategies are utilized to help each child reach their individualized goals.

Tina is a trained vocalist and sings in a baby and toddler music group, a motown band, and a contemporary choir. She loves using music and singing in her sessions!

LOCATION: Brooklyn and Manhattan
TYPE OF SERVICES: i.e. Individual therapy, group (2-3 children), parent consultations
EXPERTISE: i.e. Speech-language delays, Reading Comprehension and Fluency, Writing, Autism Spectrum Disorder, Articulation, Stuttering, Voice
AGES: i.e. birth through adults

Kathryn is a New York State licensed Speech-Language Pathologist. She holds a Certificate of Clinical Competence (CCC-SLP) from the American Speech-Language-Hearing Association (ASHA). She is also certified as a Teacher of Students with Speech and Language Disabilities (TSSLD). She received her Bachelor of Arts and Master of Sciences in Speech-Language Pathology from Loyola University. Kathryn is level one PROMPT trained and has received extensive training in multi-sensory reading instruction.

Kathryn serves as a speech-language pathologist for public schools. She works with a diverse population of students from Pre-K through Eighth grade. Kathryn has worked in a range of settings, including private practice, early intervention, and home care.

She has extensive experience in the treatment and evaluation of children with Developmental Delays, Autism, Central Auditory Processing Disorder, Apraxia, Language-Based Literacy Disorders, Fluency Disorders, ADHD, and Speech Sound Disorders-Articulation/Phonology.
Kathryn is level one trained in PROMPT therapy which is a treatment approach for speech sound disorders. Kathryn has a literacy background and has taken courses from the Institute for Multisensory Education and Reading with TLC. She believes in providing students with Multisensory experiences based on Orton Gillingham to effectively teach reading skills and meet each student’s individual learning needs. Kathryn has a strong interest in helping students develop phonological and phonemic awareness skills to build foundational skills for reading. Kathryn aims to support struggling readers and build their confidence and comprehension skills. When working with students with receptive/expressive language disorders, Kathryn believes in collaborating with parents/caregivers and teachers to incorporate spoken language that a child needs through activities and play. She uses a variety of age-appropriate treatment methods to help children with language and communication.
Kathryn prides herself on creating individualized plans for each child to ensure success at home, school, and in the community. Kathryn believes in working as part of an interdisciplinary team to help each child reach his or her full potential. She strives to create a rewarding and engaging environment by incorporating your child’s preferred activities and interests into his or her sessions.

LOCATION: Manhattan and Westchester
TYPE OF SERVICES: Individual therapy, group (2-3 children), speech-language evaluations, parent consultations
EXPERTISE: early/school-age language development, developmental delays, speech sound disorders, receptive/expressive language disorders, phonological awareness, dyslexia, reading instruction, reading comprehension, and literacy
AGES: All ages

Rachel has been an NYS and TSSLD-certified speech-language pathologist for 5 years, primarily working with students with language-based learning disabilities, attention deficit disorders, and NVLD. Rachel received a bachelor’s degree in Cognitive Science from the University of Delaware and holds a master’s of science degree from Hunter College in Communication Disorders. She has experience with students in grades K-12. Rachel has provided 1:1 and small group language therapy led small-group literacy instruction and assisted the admissions team in independent school settings.

She has worked with students privately for speech and language therapy, including social pragmatic skills, articulation, expressive and receptive language, as well as executive functioning support and literacy tutoring.

Rachel uses systematic and explicit approaches to remediate reading and writing skills for all of her students. She is well-versed in Orton-Gillingham-based reading methodologies and has received training in The Writing Revolution (Hochman). Moreover, she supports students in their development of executive functioning skills such as prioritization, time management, self-monitoring, and planning, as well as their critical thinking skills. Rachel uses her extensive experience in the Zones of Regulation to support students in their emotional regulation, a prerequisite skill for academic and social success. Furthermore, she leverages her experience using the Social Thinking curriculum to promote social communication and the development of peer relationships both in and out of the classroom.

LOCATION: Brooklyn and Manhattan
TYPE OF SERVICES: Individual therapy, group (2-3 children), speech-language therapy, parent consultations
EXPERTISE: Expressive and Receptive language delays, articulation, social-pragmatic disorders, language-based learning disabilities, dyslexia, executive functioning disorder
AGES: kindergarten through high school

Alexandra is a member of the American Speech Language and Hearing Association (ASHA) and a licensed and registered Speech Pathologist in New York. She received a Masters of Science with a Bilingual Extension (Spanish) in Speech Pathology from Columbia University and a Bachelors of Art from University of Virginia. While studying at Columbia, Alexandra participated in a trip to Neiva, Colombia, and Quito, Ecuador, where she provided speech therapy for children who had received surgery to repair their cleft palate. Alexandra’s professional experience includes working with school aged children with ASD, expressive and receptive language disorders, and feeding disorders. She currently works as a home based therapist providing therapy for articulation disorders, feeding/swallowing disorders and apraxia/dysarthria. Alexandra is a Basic DIR/Floortime provider (treatment for Autistic Spectrum Disorders) and she is trained in SOS (treatment for feeding disorders). She is also a PROMPT level 1 certified clinician.

As an Ennis Cosby Scholarship recipient at Fordham University, she was exposed to many treatment strategies for children who struggled to read and write. She was trained in the Orton Gillingham approach and has called upon all strategies in her arsenal to teach children how to read and spell. Alexandra was an adjunct at Hunter College and taught an Introduction to Reading and Writing course for new teachers. Alexandra has worked with Early Intervention, in hospitals and in schools conducting evaluations and providing treatment for children with Apraxia, Articulation Disorders, PDD/Autism, Feeding and Swallowing Disorders and Pragmatic Disorders. She has also worked with the JCC Manhattan leading social skills groups for children with Autism.

LOCATIONS: Brooklyn: Park Slope, Crown Heights, Clinton Hill, Downtown Brooklyn, Brooklyn Heights, Prospect Heights
Manhattan: Tribeca
TYPE OF SERVICES: Individual therapy, dyad/group (2-3 children), speech-language evaluations, parent consultation
EXPERTISE: Speech-language delays, autism spectrum disorders, feeding and swallowing disorders, apraxia, dysarthria
AGES: birth through elementary school

Cristina is a dedicated and highly skilled Speech-Language Pathologist based in New York, NY. She holds a Master of Science in Communication Disorders and a Bachelor of Science in Cognitive Science with a specialization in Speech and Language Pathology from the University of Delaware.

Cristina is licensed in the State of New York and holds her Certificate of Clinical Competence and is a certified Teacher of Students with Speech and Language Disabilities. With extensive training in specialized therapeutic approaches—including Orton-Gillingham, PROMPT Level 1, Pediatric Tracheostomy & Passy-Muir Valve, and MBSimp—Cristina brings evidence-based, compassionate, and individualized care to every client she serves.

Cristina currently provides individualized and group speech-language therapy to students ages 4–13 at a private school for neurodivergent students. She collaborates closely with interdisciplinary teams to support academic, social, and behavioral growth, and she is responsible for comprehensive assessments, AAC implementation, oral-motor support, and feeding-based interventions

Samantha is a licensed Speech-Language Pathologist with active licensure in New York, Texas, and Wyoming. She earned her Master of Science in Communication Sciences and Disorders from Pace University and has experience providing speech-language services in public schools, early intervention, hospitals, and virtual settings.

Samantha specializes in comprehensive speech-language evaluations and individualized, evidence-based therapy for children with a wide range of communication needs. She provides assessment and intervention for expressive and receptive language, articulation, speech sound disorders, stuttering, childhood apraxia of speech, social pragmatic language, accent modification, auditory processing, feeding therapy, phonological and phonemic awareness, decoding and encoding, reading comprehension, writing, vocabulary, grammar and syntax, listening comprehension, executive functioning, and English Language Arts (ELA).

Samantha has extensive experience supporting students with language delays, autism spectrum disorder, social communication challenges, fluency disorders, and augmentative and alternative communication (AAC).

Kayla is a dedicated and compassionate Speech-Language Pathologist who is passionate about helping children develop the communication, language, literacy, and learning skills they need to succeed both in and outside of the classroom. She earned her Master of Science in Speech-Language Pathology from Yeshiva University and her Bachelor of Science in Cognitive Science with a concentration in Speech-Language Pathology from the University of Delaware.

Kayla has experience working with children from birth through elementary school and has provided services in both school-based and early intervention settings. She currently works as a Speech-Language Pathologist for the New York Department of Education where she plans and provides evidence-based, individualized therapy sessions for students ages 3–11. She works closely with students to address their specific educational and communication goals while helping them access and participate more successfully in the classroom curriculum.