Explore Our Services

Augmentative and Alternative Communication (AAC) supports children who have difficulty communicating through speech alone. AAC may include speech-generating devices, picture-based systems, or other visual language supports that give children access to communication.

Current AAC services focus on helping children who already have an AAC system or are beginning to explore AAC use. Services are play-based, regulation-centered, and focused on building meaningful communication rather than task completion.

AAC services currently include:

• Play-based AAC therapy for children with complex communication needs

• Support for children who already use a speech-generating device or visual communication system

• Parent coaching on modeling AAC at home and in daily routines

• Language development using AAC (expanding vocabulary, combining words, expressing ideas)

• Collaboration with schools and other providers to support consistent AAC use

AAC services may also include:

• AAC exploration and trials for children who are not yet using a device

• Support in identifying appropriate AAC tools based on a child’s motor, sensory, and communication needs

• Guidance for families who are unsure whether AAC is appropriate or where to begin

When AAC needs are identified, an AAC evaluation process may be recommended.

Early intervention services support infants and toddlers who are showing delays in communication, social interaction, play skills, or early language development. These early years are a critical time for brain development, and therapy focuses on building strong foundations for communication through everyday routines and play.

Early intervention sessions are highly interactive and family-centered. Therapy may include supporting early sounds and babbling, first words, gestures, joint attention, imitation, play skills, and early social communication. Sessions often take place through play-based activities such as songs, books, toys, movement, and daily routines like mealtime or dressing.

A large part of early intervention is caregiver coaching. Parents and caregivers are guided on how to use simple strategies throughout the day to encourage communication naturally. This might include learning how to model language, respond to attempts to communicate, create opportunities for your child to communicate, and support emerging skills in ways that fit your family’s lifestyle.

The goal of early intervention is not just progress during sessions, but lasting change through daily interactions that help your child communicate more confidently and successfully.

Language delays and disorders affect how a child understands language (receptive language), uses language (expressive language), or both. Some children may have difficulty following directions, answering questions, understanding stories, or learning new words. Others may struggle to form sentences, explain ideas, retell events, or use language socially.

Therapy for language delays and disorders focuses on helping children:

• Understand and follow directions

• Build vocabulary

• Use longer and more meaningful sentences

• Answer and ask questions

• Tell stories and explain ideas

• Use language in social situations

Sessions are designed to feel fun, motivating, and meaningful. Therapy may use play, games, books, movement, conversation, and real-life activities to teach language skills in a natural way. Skills are practiced through activities your child enjoys so learning feels engaging.

Caregivers are also supported with strategies to encourage language growth at home, such as how to expand on your child’s words, ask supportive questions, and build language into everyday routines like playtime, meals, and outings.

Speech sound disorders involve difficulty producing sounds clearly and accurately, which can make a child hard to understand. Some children may leave sounds out, change sounds, or use patterns that are not typical for their age. These challenges can affect confidence, participation in school, and everyday communication.

There are two main ways speech sound difficulties may show up: articulation and phonology.

Articulation refers to difficulty making specific sounds correctly. For example, a child might say “wabbit” instead of “rabbit,” “thun” instead of “sun,” or “tup” instead of “cup.” This usually involves learning how to place and move the lips, tongue, and jaw to make sounds clearly.

Phonology refers to patterns of sound errors, where a child simplifies groups of sounds in a consistent way. For example:

• Saying “tar” for “car”

• Saying “poon” for “spoon”

• Saying “tate” for “cake”

Therapy for speech sound disorders focuses on helping children become more easily understood and more confident when speaking. Sessions may include:

• Learning how to make sounds using visual, verbal, and tactile cues

• Practicing sounds in words, phrases, and conversation

• Working on sound patterns to improve overall clarity

• Using play, games, books, and movement to keep learning fun and motivating

Each child’s therapy plan is individualized based on their specific sound errors and developmental level. Caregivers are also supported with simple strategies and practice ideas to help carry skills into everyday conversation at home.

Parent coaching is a core part of services. Communication develops best when children are supported throughout their daily lives, not only during therapy sessions. Parent coaching focuses on teaching caregivers how to use effective communication strategies during everyday routines.

Coaching may include:

• Learning how to model language naturally

• Supporting play and interaction

• Creating communication opportunities

• Responding to your child’s attempts to communicate

• Encouraging speech and language in daily activities

Sessions may include direct work with your child, observation of interactions, and guided practice so caregivers feel confident using strategies on their own. The goal is to empower families to support communication in a way that feels natural, manageable, and aligned with their family’s routines and values.

Evaluations are designed to provide a clear and thorough understanding of your child’s communication strengths and needs. An evaluation typically includes:

• A detailed parent interview and developmental history

• Direct assessment and/or structured observation

• Play-based interaction and communication sampling

• Analysis of speech, language, social communication, and overall development

• Written report with findings and recommendations

• Follow-up meeting to review results and answer questions

Evaluations help identify whether a child has a speech sound disorder, language delay or disorder, social communication challenges, or other communication needs. The goal is to give families clear information, practical recommendations, and guidance for next steps, whether that includes therapy, monitoring, or additional referrals.

Evaluations are collaborative and family-centered, with time built in to discuss concerns, ask questions, and understand your child’s unique communication profile.