Jessica, M.A., CCC-SLP, TSHH, completed her Master’s of Arts Degree in Speech-Language Pathology at The State University at Buffalo. She received a full graduate research scholarship to study and conduct research in Motor Speech Disorders and was published in the Journal of the Acoustical Society of America and the Journal of Speech, Language, and Hearing Research. Jessica holds a Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association, is certified as a Teacher of the Speech and Hearing Handicapped (TSHH), and is Level 1 PROMPT trained. For the past two decades, she has worked at a prestigious Long Island School District and provides one-to-one and small group language and academic support to children with various learning needs. She is highly skilled at addressing speech and language difficulties as they directly relate to classroom performance, NYS learning standards, and curriculum. Previously, Jessica has worked at a private practice on the Upper East Side, where she assessed and treated Pre-K aged, school-age children, and young adults. For all students, she develops an individualized curriculum based on their unique learning needs and provides an encouraging and supportive environment to enable students to improve upon their skills and enhance confidence in their abilities.

Allison is a learning specialist and NYS licensed language therapist. She earned her B.A. and M.S. in Speech-Language Pathology from The State University of New York College at Fredonia. For over 19 years, she has taught in schools, clinical settings, and private practice.

Allison is highly skilled at working with a variety of language, social/pragmatic deficits, learning disabilities, and feeding therapy. She is experienced in working with ADHD, dyslexia, and twice-exceptional students. As a learning specialist, she has worked with preschool, elementary, and secondary students to develop skills such as literacy (decoding and comprehension), writing, working and short-term memory, executive functioning, and social thinking. Allison recognizes the importance of developing customized learning programs specific to each student’s unique needs. She understands how organizational skills, sensory regulation, attention, written and verbal expression intertwine and impact learning.

LOCATION: Long Island
TYPE OF SERVICES: Individual and group (2-3 children) speech therapy, feeding therapy, speech-language evaluations, consultations.
AGES: Toddlers to elementary school students

Danielle is a New York State licensed Speech-Language Pathologist and certified Teacher of Students with Speech and Language Disabilities (TSSLD). She holds her Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association. Danielle completed her Masters of Science in Speech-Language Pathology from Adelphi University. She received her Bachelor of Science in Communication Disorders with minors in psychology and Spanish from LaSalle University. She is Level 1 PROMPT trained (Prompts for Restructuring Oral Muscular Phonetic Targets).

Danielle is currently a full-time speech therapist for a Long Island Public School, providing therapy for a culturally diverse population of elementary-aged students with a variety of speech and language disorders. Before this, she worked for an NYC preschool, early intervention agency, and a private school for students with autism spectrum disorder ages 3-21. 

Danielle has experience working with pre-school through adolescence, addressing expressive and receptive language delays and disorders, executive functioning skills, reading comprehension, fluency, articulation disorders as well as social/pragmatic deficits. Danielle has extensive experience working with non-verbal and minimally verbal children. She has developed and implemented both low-tech and high-tech alternative and augmentative communication systems including Proloquo2go, Touch Chat, Go Talk, LAMP, Picture Exchange Communication System (PECS). She has developed and utilized communication books and static visuals for verbal children who demonstrate difficulty generating and using language appropriately. Danielle utilizes a total communication approach involving oral language/word approximations, gestures, signs, and other visual communication systems to build communication skills. Danielle utilizes students learning modalities (e.g., visual, auditory, kinesthetic) to facilitate learning and utilizes a variety of evidence-based practices. 

Danielle believes in providing an interdisciplinary approach, communicating and collaborating with other specialists such as physical therapists, occupational therapists, families, and teachers to encourage effective communication across all contexts and carryover of strategies. She creates a fun, engaging, and functional environment to promote client success while addressing all communication needs. 

Danielle has experience working with children 3 years and older who are picky eaters. She utilizes approaches such as food chaining and feeding hierarchies to expand food repertoires, develops plans based on a parent’s goals for their child and current food choices, and applies the child’s interest to engage and motivate them to try new foods. Danielle provides social stories to help children overcome their fears of new and different foods and works closely with families providing strategies and listening to their input to continually evaluate a child’s success with food.

LOCATION: Long Island
Types of Service: Individual Therapy, Small Group (2-5 clients) Therapy, Parent/Caretaker Consultation
Expertise: Expressive/receptive language delays, early language development, literacy, apraxia, reading comprehension, articulation/phonology, phonemic awareness, social pragmatic skills, executive functioning, language processing, sensory-based feeding, Alternative and Augmentative Communication (AAC).
Ages: Birth through elementary school.

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: Long Island
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

Jessica is a multilingual speech-language pathologist with a postgraduate degree from Teachers College, Columbia University, and a master’s degree with highest honors in Speech-Language Pathology from CUNY Queens College. She holds her Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association (ASHA), as well as her New York State License and Teacher of Students with Speech and Language Disabilities (TSSLD) Certification.

LOCATION: Long Island
TYPES OF SERVICES: Individual therapy, group
EXPERTISE: Phonological awareness/phonemic awareness, reading comprehension, articulation therapy, ADHD, Autism/social skills, SAT (reading, writing, and math)
AGES: All ages

Annie Rose is a Speech-Language Pathologist and a certified Teacher of Students with Speech and Language Disabilities (TSSLD). Annie Rose graduated with her undergraduate degree in elementary and special education and still holds current teaching certifications in Connecticut. Annie Rose was drawn to the field of Speech and Language Pathology after spending 7 years teaching special education and working in the classroom with students with various speech and language needs. She then pursued her Master’s degree from New York University in Communicative Sciences and Disorders.

Annie Rose has multisensory literacy experience working with preschoolers to 21-year-olds to improve decoding, reading fluency, reading comprehension, and writing skills. Other areas she has experience with include articulation, phonology, phonemic awareness, pragmatics, executive functioning, vocabulary development, math tutoring (k-8th grades), vocational skills, and AAC.

Annie Rose currently works full-time in a public school on Long Island, working with students from various backgrounds with unique learning styles and needs in Kindergarten through 12th grade. Annie Rose believes in providing an inclusive and individualized learning environment for all students that focuses on helping each student perform to the best of their ability. She believes in open communication and collaborating with families, teachers, and other related services in order for a child’s language, speech, and literacy skills to reach their full potential.

LOCATION: Long Island
TYPE OF SERVICES: i.e. Individual therapy, group (2-3 children), parent consultations, Math through grade 8 & Literacy (any age)
EXPERTISE: Speech-language delays, Autism Spectrum Disorder, Social Skills, Literacy
AGES: preschool-aged through adult

Nicholas is a New York State licensed Speech Language Pathologist and holds his Certificate of Clinical Competence (CCC) from the American Speech-Language Hearing Association. He is also certified as a Teacher of Students with Speech and Language Disabilities (TSSLD). Nicholas received his Master of Science degree in Speech-Language Pathology and his Bachelor of Arts Degree in Communication Sciences and Disorders from Adelphi University. During his 9-year professional career, Nicholas has worked in multiple settings including public schools at the elementary, middle, and high school levels, daycares, clinical settings, and private homes. Currently, Nicholas is employed at a special needs high school in Queens, New York as a Speech-Teacher. Nicholas has extensive experience working with children ages birth to 21, with and without learning differences. Some learning differences he has experience working with include expressive and receptive language, early intervention, literacy, functional life skills, articulation, fluency, social interaction skills, feeding skills, reading comprehension, Autism, ADHD, Emotionally Disturbed, Intellectual Disabilities, and cognition. Nicholas has also acquired extensive knowledge in augmentative communication systems (AAC) and has experience programing ProLoQuo2Go, Lamp, Touch Chat, Toby Dynavox, and Picture Exchange Communication Systems (PECS) for non-verbal children.

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.

Yocheved is a highly experienced and licensed speech-language pathologist and auditory verbal therapist based in New York. With over 13 years of experience in speech-language pathology and more than a decade as an auditory verbal therapist, she has dedicated her career to working with children and families.

Yocheved’s educational background includes a B.A. in Liberal Arts from Excelsior College and an M.S. in Speech-Language Pathology from Marquette University. Her commitment to helping children reach their full potential is evident in her approach to therapy and collaboration with families.

Throughout her career, Yocheved has worked with children ranging from birth to elementary school. She specializes in treating various types of hearing loss, such as sensorineural hearing loss, conductive hearing loss, and auditory neuropathy spectrum disorder. Her expertise extends to working with assistive devices like hearing aids, BAHA’s (Bone Anchored Hearing Aids), and cochlear implants. These interventions enable children to develop listening, speaking, learning, and socialization skills.

In addition to her work with hearing-impaired children, Yocheved has experience in addressing speech-language delays, learning disabilities, and autism. She understands the importance of collaboration and actively involves all team members in creating effective therapy plans. Her goal is to ensure that therapy is not only productive but also enjoyable for the children involved.

Yocheved values creativity in therapy, using innovative and individualized methods to engage each child. She believes in making therapy fun and strives to incorporate activities that encourage natural carryover of skills beyond the therapy sessions.

Overall, Yocheved Baum is dedicated to empowering children and their families by guiding them through a therapeutic journey focused on development, success, and enjoyment.

LOCATION: Long Island
TYPE OF SERVICES: Individual therapy, group (2-3 children), speech-language evaluations, parent consultations
EXPERTISE: Speech-language delays, hearing loss, autism spectrum disorder, auditory processing, literacy skills, reading comprehension, social-pragmatics language
AGES: birth through elementary school

Michelle is a licensed Speech-Language Pathologist in New York State and a certified Teacher of Students with Speech and Language Disabilities (TSSLD). She earned her Master of Arts in Speech-Language Pathology from Hofstra University in 2012 and her Bachelor of Science in Cognitive Sciences, specializing in Disabilities Studies, from the University of Delaware in 2010. Michelle boasts tenure as a Speech and Language Pathologist with the New York City Department of Education and holds a Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association. As a mother of two young children, her outlook on speech therapy and academic enrichment has significantly evolved.

In her career, Michelle has offered speech-language therapy and academic interventions in both schools and homes, spanning New York City to Long Island.

She has supported students from Early Intervention (birth to 3 years) up to high school. Before the pandemic, she led social groups for Autism spectrum students via the NYC DOE Nest Support Project and provided individual sessions, drawing on principles from Michelle Garcia Winner’s Social Thinking curriculum to enhance social awareness in various settings.

Additionally, Michelle has conducted pull-out therapy at an Upper West Side elementary school and provided after-school academic support to students from kindergarten to third grade on the Upper East Side, including speech-language therapy for pre-kindergartners to ease their kindergarten transition.

Michelle is skilled in delivering basic phonics-based reading interventions and is conversant with the Fundations program, along with training in Lively Letters and Recipe for Reading. She is also PROMPT Trained, Level One, by the Prompt Institute.

Renowned for quickly forming connections with her students, Michelle prioritizes establishing a strong rapport essential for progress. She adopts a child-led approach for younger students, incorporating their interests to maintain motivation, while older students have input into their session goals. Michelle emphasizes the importance of communication with the student’s support network, including teachers, parents, and therapists, to ensure the strategies used in sessions are carried over into daily life. Witnessing her students achieve and apply goals in their everyday activities brings her immense joy.

LOCATION: Long Island
TYPE OF SERVICES:  Individual therapy, group (2-3 children), Parent Consultations, Parent/Caregiver and Teacher Training/Coaching
EXPERTISE: Early Speech and Language Development, Receptive & Expressive Language Deficits, high-functioning/low support Autism Spectrum Disorder, Social Communication (Pragmatic Language), Reading Comprehension, Decoding skills, Executive Function Deficits (organization, reasoning, poor decision making, problem-solving, time management, impulsivity), Late Talkers
AGES: Birth to Adults

Beth graduated from Pennsylvania State University with a degree in Communicative Sciences and Disorders and later obtained her Master’s degree in Speech and Language Pathology from NYU. Licensed as a Speech-Language Pathologist, Beth has extensive experience with children, adolescents, and young adults, applying her deep expertise in both clinical and educational settings.

Her career began in New York City, where she worked with the Early Intervention program and at a preschool for children with developmental disabilities and autism. For the past decade, Beth has been serving in a middle and high school in New York City. In the public school system, she has helped students enhance their reading and literacy, writing, expressive and receptive language skills, fluency, and social and pragmatic abilities. Beth is proficient in utilizing the Wilson Reading Program and the Rewards Literacy Program. She also has a strong track record in supporting clients with essay writing and standardized test preparation.

Beth has experience addressing a range of needs including attention deficit disorders, fluency disorders, dyslexia, literacy delays, and executive functioning delays. After moving to the Long Island suburbs and becoming a mother to two children, Beth continues to advocate for personalized therapy tailored to each child’s unique needs. She emphasizes the integration of speech therapy with academic curriculum to optimize therapeutic outcomes.

LOCATION: Long Island
TYPES OF SERVICES: Individual therapy
EXPERTISE: literacy and pre literacy skills, speech and language delays, expressive/receptive disorders, pragmatic disorders, fluency disorders
AGE: All ages

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.

LOCATION: Long Island
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

Rina is a dedicated and compassionate Speech-Language Pathologist with extensive experience supporting children and adults with diverse communication and language needs across educational and clinical settings. She specializes in diagnosing and treating speech, language, and cognitive-communication disorders through individualized, evidence-based therapy approaches. Rina is deeply committed to fostering communicative growth and collaborates closely with families, educators, and multidisciplinary teams to ensure meaningful and functional progress for every client.

Rina earned her Master of Arts in Speech-Language Pathology from Long Island University – Post Campus in Brookville, New York, and holds a Bachelor of Arts in Speech and Hearing Science from the University at Buffalo. Rina holds certification as a Teacher of Students with Speech and Language Disabilities (TSSLD) and the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP). She is CPR-certified, Collaborative Institutional Training Initiative (CITI) certified, fluent in Hebrew, and proficient in Level 3 American Sign Language.

Rina provides comprehensive speech and language evaluations and therapy for children and adolescents. She has extensive experience working with non-verbal children and those with autism spectrum disorder, developmental delays, articulation, fluency, and language impairments. She offers therapy to preschool through middle school students and collaborates with families and teachers to develop effective IEPs. Rina’s background also includes clinical work with adults in rehabilitation settings and early experience supporting children with special needs using augmentative and alternative communication (AAC) strategies.

Location: Long Island
Types of services: Both In-Person and Remote Services
Expertise: Expressive Language, Receptive Language, Articulation, Social Pragmatics, Non-verbal children, 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)