Self-regulation is critical to a child’s learning and development. Self-regulation is a person’s ability to maintain their arousal level and a level of alertness that is appropriate for the demands of the environment. Children and adults use various strategies and techniques to maintain self-regulation throughout their daily lives. Many of these strategies are sensory based and help our nervous systems sustain physiological regulation in order to participate in social activities, daily living activities, and other age appropriate activities. Sensory processing is a key ingredient to a child’s self-regulation.
Sensory information that our bodies process includes:
• Proprioceptive input: Gives our bodies information of body position and where our body is in space.
• Vestibular input: Provides information to our body about movement and changes in head position.
• Tactile input: Sense of touch through our bodies, hands, and mouth; allowing us to interpret what we feel.
• Auditory input: Sense of hearing, allowing us to interpret what we hear.
• Visual input: Sense of vision, allowing us to interpret what we see.
Our bodies take in sensory information from the environment and process that information, resulting in a behavior in response to the environment. When children have difficulty processing sensory information or have difficulty adequately registering the sensory information, difficulties in self-regulation can result.
Just a few examples of how adults sustain regulation on a daily basis using sensory strategies include:
• Chewing gum to help sustain attention.
• Going out for a massage or engaging in physical exercise when feeling stressed.
• Lying under a heavy blanket when relaxing and falling asleep.
When a child has difficulty with self-regulation, it can impact the child’s ability to participate in school activities, in activities of daily living, social activities, etc. For example, if a child has difficulty sustaining an optimal level of arousal and is very active they will potentially have difficulty listening to classroom instruction, difficulty following the classroom routine, etc. Another example is a toddler who has difficulty tolerating transitions and difficulty self-soothing. This toddler may have difficulty utilizing tools or strategies to assist with self calming, like engaging in a calming movement activity, getting a hug for comfort, knowing what to expect through a visual schedule, etc.
Here are a few questions to consider when looking at a child’s functioning and determining whether difficulties with self-regulation may be contributing to your child’s learning potential:
• Does your child have difficulty staying seated or sitting still during tabletop tasks?
• Does your child have difficulty transitioning between activities?
• Does your child have difficulty sustaining attention to a conversation, activity, or task?
• Does your child have difficulty self-soothing when upset?
• Does your child have difficulty filtering excessive noise resulting in difficulty sustaining attention?
• Does your child have difficulty following multi-step directions or multi-step activities without requiring assistance?
• Does your child have a low activity level?
• Does your child seem to get lost while completing a task, delaying his/her ability to complete it in a timely manner?
These are only a few questions related to possible self-regulation difficulties. If difficulties with self-regulating is impacting daily life and your child’s ability to participate in age related activities to their fullest potential, an occupational therapy consultation or evaluation may be beneficial. Occupational therapy can assess a child’s individual sensory needs and self-regulation capacity to assist with increase in functional independence.
Here are a few examples of techniques that an occupational therapist could utilize to assist you and your child with their self-regulation:
• Create social stories: creating a story about the child and identifying their arousal level (our bodies move slow, just right, and fast).
• Creating a sensory diet that is specific to the child’s sensory system and needs, to help provide needed sensory input to maintain regulation.
• Increasing a child’s self-awareness and ability to identify their own arousal level.
• Providing sensory rich experiences for the child to engage in to increase opportunities for the child to receive the sensory input that they may need.
• Engaging in sensory based community activities that provide the sensory information that the individual child may benefit from.
Dr. Neeha Patel is a licensed occupational therapist who offers a holistic approach to therapy, drawing from evidenced-based practice techniques, sensory integration theory, neurodevelopmental treatment, family-centered care, and a play-based approach. She is Sensory Integration and Praxis Tests (SIPT) certified, and has extensive experience helping children from birth to 16 years old with sensory processing delays, fine and visual motor delays, social skills, pre-writing and handwriting skills, as well as in their primary activities of daily life. She has worked with varying diagnoses including autism spectrum disorders, learning disabilities, developmental delays, developmental coordination disorder, cerebral palsy, disruptive behavior disorder, and down syndrome. Neeha has special interest and completed her doctoral work in the area of cultural sensitivity when working with children and their families. Neeha offers home, school, or community visits in Brooklyn and Manhattan (Upper West Side, Midtown, Chelsea, Clinton, West Village, Soho, Tribeca, Union Square, Murray Hill, Gramercy Park, Upper East Side).
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As our children reach school age, some of us come to learn just how challenging exceptionality – regardless of dis/ability – can be to negotiate, both for our children and ourselves. The overwhelming majority of primary and secondary, public and private schools in this country aim straight for the middle of the bell curve of intellectual and social development in both how and what they teach. The student “ideal” upon which most curricula are based is a child who progresses in predictable stages academically (“on grade level”), is well adjusted with peers and teachers, and pursues “age appropriate” interests and relationships. But what about the child who does not conform to these norms? How can we as parents help make sure that an educational system built for the “rule” does not leave our “exceptions” behind?
Most special education experts define “exceptional children” to be those kids whose performance deviates from the norm, either below or above, to such a degree that individualized special education and related services are necessary for them to benefit fully from education. The term is deliberately broad and inclusive: it includes children with learning, emotional, and physical disabilities as well as those whose intellectual gifts or special talents are so superior that they, too, need to have their curriculum and instruction modified in order that they may fulfill their potential. Further complicating this picture and raising the stakes even higher for parents, teachers, and schools, is that exceptional children may — and often do — possess two or more special abilities and/or disabilities.
In general a “special needs” student is one who has a physical, learning, and/or emotional disability that interferes with her education. What does this mean? A child who cannot walk due to a birth defect or injury but who has no cognitive impairment is a “special needs” student in so far as she needs a fully wheel-chair accessible school and, perhaps, a paraprofessional aid to assist her to get around. On the other hand, a child with autism will need specially trained teachers, a modified curriculum, and a variety of related services.
The federal law known as the Individuals with Disabilities Education Act (IDEA), first enacted by Congress as the Education for All Handicapped Children Act in 1975 (and most recently reauthorized in 2004), mandates that all schools receiving public funding must provide all children with disabilities, from age three through 21, “free appropriate public education” in the “least restrictive environment” with the necessary related services (e.g., speech therapy, occupational therapy, physical therapy, counseling, etc.) to allow them to benefit from an education.
Like all individual rights and services guaranteed under federal law, however, it not enough to ask for help. Your child must first be evaluated and certified for an Individualized Education Program (IEP) or an Individualized Family Service Plan (IFSP) if your child is under age three.
Although the IDEA mandates and helps fund educational and related services for children with disabilities, it is up to the states and their local school systems to see that special education is delivered. As there is considerable variation from state-to-state, it is important to consult your state’s Department of Education and your local school district for the specific procedures and regulations that pertain to your child’s school. In New York State it is the Department of Education’s Office of Special Education that oversees the implementation of federal and State laws and policy for students with disabilities. In New York City, the Department of Education’s Office Division of Students with Disabilities and English Language Learners is charged with keeping schools and families of students with disabilities informed and supported concerning current special education policy and procedures.
The federal government, via IDEA and other legislation, has established and funds a nationwide network of Parent Training and Information Centers whose mandate is to help families of children of all ages (birth through age 26) with all disabilities – physical, cognitive, behavioral, social, and emotional – to, among other services:
• Understand their rights and responsibilities under the IDEA;
• Obtain appropriate services for their children; and
• Resolve disagreements and understand the benefits of alternative methods of dispute resolution.
Advocates for Children, Resources for Children with Special Needs, and Sinergia/Metropolitan Parent Center are the federally designated parent centers serving New York City.
Regardless of regulatory differences among states, I encourage both “newbie” and veteran parents of children with disabilities alike to keep current on the fundamentals of the special education evaluation and certification process. To more fully acquaint yourself with special education policy and procedures in New York City I recommend Advocates for Children’s Short Guide to Special Education and other publications. To know the following core operating principals will get first-timers pointed in the right direction, and save the rest of us more than a little heartache and frustration.
• You have a right to get your child tested and evaluated — at the public’s expense — for special education and related services even if his teacher or school’s principal does not feel it is necessary.
• If you feel that your child’s school lacks the resources or expertise to conduct a thorough evaluation, you have the right to request that it be either conducted at the school-district level or in the private sector, if the school district also lacks appropriate expertise, at public expense.
• Once the initial evaluation has been completed, you must be invited in writing to attend a conference concerning the school or district-based assessment team’s conclusions and recommendations. Attend this meeting! Bring someone you trust to this meeting. This person need not be an educator or lawyer, just someone who whom you believe has the knowledge and skills to help you advocate for your child.
• If your child’s school or school district does not have the resources to provide IEP/IFSP-mandated related services within the school (e.g., occupational therapy, physical therapy, etc.), by law these services must still be provided at public expense by a private provider.
Put all your requests for testing and evaluation for special education and/or related services in writing to the appropriate school and/or district special education administrator. By sending a letter (via certified mail is best) you will not only be able to track accurately your efforts on behalf of your child but will put her school district “on notice.” The school district must respond to you within a very limited timeframe (usually 60 days for an initial request and 30 days once your child has already been certified for an IEP).
Once your child has been certified for special education services, by law there must be an annual review of her IEP/IFSP mandated program placement, educational goals and related services. Again you must be invited to the annual review conference in writing. Again, you may bring an advocate with you. Before attending this conference, review all report cards and other written communications sent home by the teacher and other service providers. The more current you keep with your child’s progress at school, the better you can advocate at the annual conference and throughout the year with her teacher and related service providers.
Having undergone the initial special education evaluation and certification process with my own son who has dyslexia and associated learning disabilities more than six years ago, I wish I could say that once you’ve gotten to the first annual review you can sit back, breathe a big sigh of relief, and return to family life as usual. Alas, by this point, you have successfully navigated only the tip of the iceberg! The good news is you have gained the fundamentals to explore what lies below the surface and chart your child’s educational course in the years ahead. And, of course, you’ve become an important ally and resource for other parents just setting sail.
Whatever their specific needs, our exceptional children need exceptionally committed parents and other adults in their lives to help them reach their educational and social potential. Needless to say, ours is a long and winding road, often very difficult to navigate alone, especially so when we may have more than one job to juggle as well as other kids and needy family members to care for. The following are my seven basic “rules of thumb” for effective parent advocacy – which has kept this special ed mama centered and sane for many years!
• Trust that you know your child best. Never accept on face value that you don’t have the expertise or experience to find out and do what is best for your exceptional child.
• Seek the counsel of other parents who have been down the same road before you.
• Don’t fear labels: “special needs” and “gifted and talented” are just short hand for paths to getting what your child needs.
• Emphasize collaboration over confrontation with your child’s teachers, related service providers, and school administrators.
• Know your rights under the law.
• Not every one of your child’s needs can be addressed all the time — not at school, and not at home. Pick your battles well and always assess the personal, family, and public resources at your disposal at any given time.
• Talk often with your child! Be honest and straightforward about what you are doing on her behalf and listen to her own desires, fears, and hopes.
Remember that it is hard-wired into us as parents to consider our children exceptional – unique, one-of-a-kind, irreplaceable – regardless of dis/ability. This way of thinking is a cornerstone of our humanity. It is also what makes us our children’s first and most important teachers and advocates.
As a Special Education Parent Advocate, Patricia Connelly counsels, assists, coaches, and advocates on behalf of families of children with disabilities, as they navigate the often muddy and choppy waters of the special education “system”—regardless of educational setting or disability classification—from initial evaluation and certification for services to subsequent annual and triennial IEP (Individualized Education Program) conferences and through every critical period of transition. Patricia’s practice provides “soup to nuts” services, including consultations via telephone and in-person; review of IEP and relevant evaluations and other documents; attendance and support at school and program-related meetings; research needed to support the child’s needs; correspondence with schools, district, city/state agencies and others as needed; as well as preparation for and attendance at mediation and/or due process hearings. Patricia can be contacted at email@example.com.
Tags: all handicapped children act, Brooklyn, Brooklyn Letters, CPSE, CSE, department of education, disability, dyslexia, IEP, IFSP, individualized education program, individualized family service plan, individuals with disabilities act, Manhattan, New York, New York City, NYC, Patricia Connelly, resources for children with special needs, RSA, special education, special education parent advocate, special needs
Do you want experienced NY State certified teachers specialized in reading intervention supporting your child’s reading development at your home? Susan Littman, Jo-Ann Kalb, and Shelley Padilla will help your child become a more confident reader while addressing decoding (sounding out letters), reading fluency, reading comprehension, and encoding (spelling).
Sounds too good to be true but you have come to the right place. Our reading specialists are trained in a variety of approaches including Great Leaps, Sounds in Motion, Orton Gillingham, PAF, and Shelley Padilla is Certified Wilson Instructor.
If your child has additional oral language, receptive language, and auditory processing difficulties, our language specialists (licensed and certified speech language pathologists) address these issues in addition to reading and writing difficulties. Contact Craig at firstname.lastname@example.org & 347-394-3485 .
Meet our reading support staff:
Susan Littman is a NYS Certified Reading Specialist, a NYS Licensed English Language Arts Teacher, and a Literacy Coach, who has helped many students with reading difficulties in elementary and middle schools. Her education includes a Masters in Education from Teachers College, Columbia University, and a Masters in Literacy with a special focus on reading disabilities from Long Island University. She also has worked extensively in several District 15 schools, including in P.S. 321 and M.S. 821.
Initially, the process begins with an evaluation of your child’s readings skills, using standard reading assessments, personal observation and interaction with your child. Input from you, the parents, and your child’s teachers, is also vital to get a better understanding of your child’s strengths and struggles. Then, based on your child’s instructional needs and goals, Ms Littman will develop an individualized reading plan. This targeted intervention is customized to help your child make progress, whether the issues are decoding words and/or reading comprehension.
Ms Littman has created a welcoming space in her centrally located Park Slope brownstone where she sees students after school or on weekends. It is a quiet room where a child can concentrate and where distractions are minimized. Here, in this comfortable, supportive environment, Ms Littman will teach your child the strategies and skills s/he needs to become a confident, competent reader.
LOCATION: Home office at 399 2nd Street (Park Slope) and Ms. Littman makes Brooklyn home visits.
TYPE OF SERVICES: Initial reading evaluation, consultation with teachers and other involved specialists, individualized reading intervention plan
EXPERTISE: Students with phonemic awareness, phonics, and reading comprehension difficulties.
AGES: All ages.
HOURS: Flexible, after school and on weekends.
CONTACT: 917-287-3776 email@example.com
After a successful 30 year career teaching grades 1, 2 & 5 in Park Slope, including 10 years as a school librarian, Jo-Ann Kalb became a Reading Intervention teacher in 2003. Jo-Ann is currently a Reading Intervention teacher at PS 10 in Park Slope and is able to work with small groups as well as one on one. She received training in the following research based literacy programs: Great Leaps, Sounds in Motion, Rewards & Orton Gillingham based Wilson Reading and PAF. She uses a combination of programs and strategies gleaned from her long professional career to work with students who struggle with reading, phonemic awareness or dyslexia.
She offers one on one tutoring and group work. Jo-Ann typically recommends at least two sessions per week to see progress with a young reader who is struggling with decoding. She does an initial reading assessment prior to creating a treatment plan. I engage the family in the learning process and leaves follow-up work for the student to complete. Jo-Ann tailors the program to meet the child’s individual needs and provides all materials. She can also arrange after-school or summer groups using the Sounds In Motion program: a phonemic awareness program that takes advantage of children’s movement while learning consonant and vowel sounds.
Read more about her rave reviews!
LOCATION: Manhattan and Brooklyn (Park Slope, Windsor Terrace, Prospect Heights, Bay Ridge, Ditmas Park, Cobble Hill, Boerum Hill, Brooklyn Heights, and Fort Greene).
TYPE OF SERVICES: Initial reading evaluation, reading intervention using research based reading programs.
EXPERTISE: Working with children who have phonemic awareness problems and/or dyslexia.
HOURS: Home-Visits: Mon, Wed-Fri 3:30-7PM, Sat & Sun 10 AM-3 PM
Shelley Padilla is a New York licensed Elementary Education (Pre K, Kindergarten, Grades 1-6)/Special Education teacher earning a Bachelor of Science in Elementary and Special Education from Buffalo State College and a Masters of Science from Adelphi University in Mental Retardation and the Emotionally Disturbed. Padilla found her love for teaching by becoming involved in Special Education since an early age, working as a camp counselor in Special Ed camps, and subsequently has taught several types of special needs children in various school settings around the country, including self-contained classrooms for elementary grades and resource room for grades K-5.
Shelley Padilla has achieved Certified Wilson Instructor status, specializing in working one-on-one with Special Education students in grades 4-12 and has also trained in the Wilson Fundations Program; a phonics-based program for young children (K-3), and currently oversees and supports teachers using this program. Additionally Padilla is training other teachers in the Wilson Reading Program at a K-12 Special Education school on Roosevelt Island, NY.
Shelley Padilla excels at changing the lives of children that have difficulty in reading by allowing them to see how being a better reader can affect many areas of their lives especially in education. Padilla utilizes her skills to collaborate with teachers, therapists and parents in order to maximize the achievements of students in their educational and emotional needs. Padilla really knows how to make learning to read fun and exciting while showing her students all the possibilities available to them when they learn to appreciate the world of reading.
The Wilson Reading System directly and systematically teaches students to achieve success in reading. Unlike traditional phonics programs, Wilson Reading instruction is very interactive and multi-sensory, thus teaching total word construction and not just phonics. Students learn to encode (spell) and they learn to decode (take words apart) as part of their reading process. Evidence shows that when a direct systematic, code-based instruction is skillfully implemented by a Wilson Reading knowledgeable teacher, it is the most effective approach for problem readers.
The ability to read and comprehend depends upon the rapid and automatic recognition and decoding of single words. This is dependent upon the ability to segment words and syllables into phonemes (smallest unit of sound). This system is based on the multi-sensory language techniques and principals first described by Dr. Samuel Orton and Anna Gillingham.
LOCATION: Manhattan (Upper West Side, Upper East Side, Murray Hill, Gramercy Park, Clinton, Chelsea, Union Square), Queens, and Long Island.
TYPE OF SERVICES: Initial reading evaluation and reading intervention.
EXPERTISE: Working with children who have difficulty with decoding (deciphering letters when reading), reading fluency, and/or encoding (spelling) issues, including working with students with dyslexia.
AGES: Kindergarten through High School
HOURS: Home-Visits: Wed. after 4, Thurs. after 3, and weekends.
CONTACT: firstname.lastname@example.org & 917-719-6925.
Manhattan: $110-$130 per hour and either Jo-Ann Kalb or Shelley Padilla can work in your home.
Brooklyn: $100-$120 per hour and Jo-Ann Kalb works in your home.
Queens: $100-$120 per hour and Shelley Padilla can work in your home.
Long Island (Nassau County): $100-$120 per hour and Shelley Padilla can work in your home. She resides in Baldwin.
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The beginning of the school year is an ideal time to consider a neuropsychological evaluation for your child if he/she is struggling. Please contact her directly for further information. Dr. Whitman offers a free 30 min. consultation by phone or by e-mail: email@example.com & 347-560-1399
Dr. Lindsay Whitman conducts neuropsychological assessments with children and adolescents. A neuropsychological evaluation is most helpful to parents who suspect their child or teen may have a learning disability, developmental delay, attentional problem, or who is displaying behavioral or psychological difficulties (anxiety, depression) that may be interfering with their cognitive or academic functioning. This type of evaluation is best for parents who desire to truly understand why a child or teenager may be struggling to meet developmental, academic, or social milestones. A neuropsychological evaluation identifies which kinds of interventional or supportive services would best support a child or teen through these challenges.
Dr. Whitman has evaluated children and adults with a variety of developmental and learning risk factors including developmental delay, autism spectrum disorder, learning disabilities, attention deficit hyperactivity disorder (ADHD), traumatic brain injury, and psychiatric/mood difficulties. At New York University, she obtained specialized expertise in the cognitive assessment of individuals with seizures/epilepsy. Dr. Whitman has presented empirical research at national and international neuropsychology conferences and has published peer-reviewed articles on issues related to cognitive functioning in individuals with epilepsy and aspects of adolescent personality development. She is a certified coach for Cogmed, evidence-based, computerized, non-pharmacological intervention designed to strengthen attention and working memory skills in children, adolescents, and adults. This fun and engaging program was developed by Swedish neuroscientists, is easily completed in your home, and is an excellent alternative to medication for individuals struggling with attentional difficulties.
Dr. Whitman is a licensed clinical psychologist in the state of New York. She completed a PhD in clinical psychology/neuropsychology at Rosalind Franklin University of Medicine and Science/The Chicago Medical School. She completed clinical internship at West Virginia University School of Medicine and a two-year postdoctoral fellowship in neuropsychology at New York University Comprehensive Epilepsy Center. She also holds a masters degree in early childhood risk and development from Harvard Graduate School of Education and a bachelor’s degree from Cornell University. Dr. Whitman has met the education and training requirements of the American Board of Clinical Neuropsychology to become board certified in clinical neuropsychology. She is currently in the process of obtaining board certification.
What would I learn about my child from a neuropsychological evaluation?
*General intellectual functioning (IQ)
*Academic achievement skills (word reading and phonetic decoding skills, mathematics, spelling, reading comprehension, writing skills; ability to apply academic knowledge or perform in a timely manner)
*Attention (auditory, visual, ability to sustain skills over time)
*Executive functioning (working memory, planning, problem solving, and organizational skills; ability to reason, inhibit responses when needed, and/or be behaviorally “flexible”)
*Learning and memory (verbal and visual)
*Language (expressive/receptive, naming, verbal fluency)
*Fine motor dexterity and coordination (handwriting, pencil grip, ability to complete written tasks in a timely and efficient manner)
*Psychological and Emotional Functioning (parent, teacher, self-report)
Contact: firstname.lastname@example.org, 347-560-1399 www.lindsaywhitmanphd.com
PAYMENT: Private pay only. Dr. Whitman does not accept insurance but is happy to provide a receipt for out-of-network reimbursement. Cash or check accepted.
HOURS: Wednesday & Friday 9AM-5PM
LOCATION: One Grand Central Place, 60 E. 42nd Street New York, NY.
TYPE OF SERVICES: Neuropsychological evaluations for children and adolescents. Dr. Whitman is also able to conduct neuropsychological evaluations with adults.
EXPERTISE: Dr. Whitman is trained in the evaluation of children and adults with learning disabilities, developmental delay, intellectual disabilities, and all other clinical conditions associated with cognitive difficulties (e.g., AD/HD, autism spectrum disorder). She is trained to evaluate children and adolescents with medical conditions such as epilepsy/seizures, traumatic brain injury/concussion, and perinatal toxic exposure (e.g., alcohol, lead).
Tags: Academic achievement skills assesment, ADHD evaluation, ADHD screening, American Board of Clinical Neuropsychology, attention problem evaluation, attention problem screening, auditory skills assessment, autism, autism evaluation, autism screening, Boerum Hill, Brooklyn & Manhattan Neuropsychological Evaluation, brooklyn heights, Brooklyn Letters, Carrol Gardens, certified clinical neuropsychologist, Chelsea, Clinton, Cobble Hill, cognitive assesment, cognitive functioning, cognitive functioning and seizures, developmental delay, developmental delay evaluation, developmental delay screening, downtown, downtown brooklyn, DUMBO, East Village, executive functioning assessment, Fine motor dexterity and coordination in children, Fort Greene, General intellectual functioning, Gramercy Park, hand eye coordination in children, improving memory skills in children, IQ test for children, learning disability evaluation, learning disability screening, Lower East Side, Manhattan, math skills, mathematics skills, Midtown, neuropsychological evaluation, New York City, new york city Brooklyn & Manhattan Neuropsychological Evaluation, new york city Neuropsychological Evaluation, NYC, organizational skills, organizational skills assessment, Park Slope, personality tests for children, phonetic decoding skills, problem solving skills in children, psychoeducational, Psychological and Emotional Functioning, Psychological and Emotional Functioning assessments for children, reading comprehension, reading comprehension assessment, Red Hook, spelling skills in children, Union Square, Upper East Side, Upper West Side, verbal fluency assessment, verbal memory, visual memory, visual skills assessment, West Village, Windor Terrace, word reading skills, working memory assessment for children, writing skills, writing skills assessment
Our speech language pathology department is passionate about our work: We are caring, supportive, and creative; the payoff- the children and students we work with are very excited to see us and they are proud of their accomplishments!
Our speech and language staff is growing. We welcome Suzanne Ashman-Kipervaser, M.S., CCC-SLP, Bilingual Speech Language Pathologist. She is a native bilingual Spanish English speaker. If you are interested in a bilingual Spanish (all ages) and French (toddler through preschool age) speech language evaluation, contact Suzanne at email@example.com
We are now offering speech and language services in the convenience of your Brooklyn, Queens, and Manhattan home in the following areas:
Brooklyn- Park Slope, Windsor Terrace, Carrol Gardens, Cobble & Boerum Hill, Fort Greene, Brooklyn Heights, Red Hook, Bay Ridge, Dyker Park, Dyker Heights, Bensonhurst, Williamsburg, Greenpoint, Bushwick, Kensington, Sunset Park, Ditmas Park, & Flatbush.
Queens- Sunnyside, Woodside, Long Island City, Astoria, Jamaica Estates, Hollis Hills, Fresh Meadows, Kew Gardens, Forest Hills, Bellerose
Manhattan Upper West Side, Gramercy Park, Midtown, Murray Hill, Flatiron District, Chelsea, Nolita, Soho, Greenwich Village, West Village, Battery Park City, Financial District, Lower East Side, East Village,
If you do not live in these neighborhoods and you are interested in speech language services, I am currently reserving spots for my Park Slope office (15th Street and 8th Ave) for the summer of 2011. Contact me at firstname.lastname@example.org
We treat a wide variety of delays and learning needs, including children and students with the following: articulation/enunciation difficulties (e.g lisp, tongue thrust, and/or difficulty saying sounds, cleft, tongue tie), speech delay (including apraxia, oral motor difficulties, cleft palate), late talkers/language delay (including multilingual homes), expressive and receptive language disorders (language processing), autism spectrum, e.g. Asperger’s, pervasive developmental disorder (PDD), social language delays, central auditory processing disorder, language based learning disabilities (e.g. dyslexia), SEIT services, disfluency (stuttering), cluttering, and feeding delays (including picky eaters, oral motor delays, medically fragile), reading & writing disorders, and SAT preparation for struggling learners, including students with earning disabilities, and resonance disorders. We provide a unique reading intervention/remediation program that is specific to your child’s learning needs!
* Auditory Processing Therapy
* Bilingual and Spanish/French Evaluation & Therapy
* Feeding Evaluation/Consultation and Therapy
* Fluency Assessment and Therapy
* Language (Early Childhood)- Evaluation, Therapy & Remediation
* Language (School Age)- Evaluation, Therapy, & Remediation
* Literacy (Reading & Writing) Treatment
* Literacy Circle Group (4th-6th Grade)
* Parent Training (toddlers and preschoolers)
* Private Special Education Itinerant Services (SEIT)
* Social Skills Training
* Speech- Articulation/ Oral Motor / Phonology- Evaluation & Therapy
* Transition Planning (High School to College) for Students with Learning Disabilities
Our therapy is eclectic and we tailor it towards your child’s need. We have experience with Floortime, ABA, RDI, PECS, and experience with several communicative devices.
We are now offering SAT tutoring for students with learning needs. It’s time to start planning for the SATs! If your child has difficulty with test-taking, the SATs can be very stressful. Jocelyn Wood, speech language pathologist, has been working with children with speech and language disabilities and learning disabilities to help them feel more confident and prepared for college entrance tests. Together, we create goals and formulate a plan for achieving that goal. My work takes the child’s individual learning style into account and makes test prep fun and exciting! We use creative methods to introduce and learn vocabulary words, discover how to find grammatical errors on the writing section and create a fool-proof plan to have a high scoring essay. Your child will go into the test feeling much stronger and will achieve his/her goals!
Contact me for more information: email@example.com
Finally, welcome Lynn-Marie Herlihy, MS, OTR/L, Occupational Therapist. Lynn provides occupational therapy evaluations, individual treatment sessions, parent and/or classroom consultations. She is an expert on sensory integration treatment, fine motor development, visual-motor and visual-perceptual deficits, and handwriting/pre-writing skills.
Contact her at firstname.lastname@example.org
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