I have worked as a Speech-Language Pathologist for over 20 years. I received a BA in History and Art History from the University of Rochester. I decided to become a Speech-Language Pathologist based on my own personal experience with stuttering. In 1998, I received a Master’s degree from the University of Colorado-Boulder in 1998. After that, I spent time taking courses and working in research at the University of Pittsburgh until I realized I would rather be a clinician than a researcher. Throughout my career, I have worked in private practice and various independent schools, gaining experience addressing various speech, language, and learning needs.
I thoroughly enjoy learning about new evidence-based methods; thus, my professional development has been comprehensive, encompassing numerous specialized trainings. Some speech motor and articulation training include PROMPT Therapy, the Myo Method (orofacial myofunctional therapy), and Avoidance Reduction Therapy for Stuttering (ARTS). Because reading and writing are language-based skills, I have trained in various reading and writing interventions, including the Lindamood-Bell Visualizing and Verbalizing Program, the Lindamood Phoneme Sequencing Program (LiPS), Orton-Gillingham (OG), the Wilson Reading System, the Phono-Graphix Reading Method. Writing trainings I have participated in include Project Read Framing Your Thoughts, Step Up to Writing, EmPower, and The Writing Revolution. Additionally, I have participated in several executive functioning trainings through Seeds of Learning Programs and Cognitive Connections. I do not believe in “canned” approaches to speech and language therapy (which includes reading and writing). Therefore, I combine what I have learned at various trainings, collaborations, and from experience to create relevant, functional goals and objectives for students that support listening, speaking, reading, and writing. I love the flexibility of addressing goals through high-interest topics that students are curious about as well as through curricular-related activities. I am committed to empowering individuals with speech, language, and learning challenges. I love working at McLean School because I can work with students in a functional manner, incorporating the curriculum and collaborating closely with teachers. Speech and language abilities are inextricably linked with cognitive (thoughts), affective (feelings), and overall executive functioning. Being a school therapist at McLean allows me to see “the whole child” in his or her environment. I work with students individually and in the classroom. My goal is to provide personalized and effective therapy interventions that make a meaningful difference in the lives of my students.
I enjoy spending time with my family. I have two wonderful sons, one of whom is a current Upper School student at McLean.