What We Do

Speech-Language Therapy

In Speech-Language Therapy, we work on numerous things to help students share their thoughts with others without struggling. We want them to be able to share their ideas and extend their imagination.

We help them with spelling their first words, as well as completing essays and school projects.

We want students to communicate all of their feelings and be able to talk about challenges and successes. We want them to know how to be a good friend and how to ask for help.

If they have trouble with speech sounds, we work with the students on any underlying restrictions, muscle strength, and coordination. If it is hard, we also teach them how to keep going and when to take a break.

We value the whole family and see how communication affects everyone. We want to support the child, siblings, and parents. We aim for an open and flexible environment.

Areas of Focus in Speech Therapy

Abstract reasoning

Articulation therapy

Auditory and language processing

Cognitive training

Communication training and support (AAC, PECS, RPM)

Coping strategies (Mindfulness, Sensory, Talking)

Emotion regulation (Dynamic Emotional Integration)

Empathy training

Executive functioning (Thinking Maps)

Expressive language


Figurative language

Motor planning (PROMPT)

Oral-motor therapy (Beckman)

Oral-facial releasing


Problem solving

Reading comprehension (Visualization/Verbalization)

Receptive language

Social pragmatics (Social Thinking, Language of our Emotions)

Spelling (LiPS, Phonographix)

Word finding

Written expression

Occupational Therapy

Our primary goal in Occupational Therapy is to evaluate and treat sensory processing and sensory motor skills. By creating an emotionally safe environment for a child to explore and expand their sensory motor experiences, we use a variety of treatment techniques leading the child to more efficient processing. This is inherently the foundation for efficient learning and social behavior. We also directly address skill training to support underlying differences that could be influencing academics and the learning process.

Areas of Focus in Occupational Therapy

Activities of Daily Living Training (i.e. self-feeding, shoe tying, toileting)

Auditory intervention (ILS, Therapeutic Listening, Safe and Sound Protocol)

Balance training

Bal-A-Vis X

Bike riding training

Bilateral coordination

Cranial-sacral therapy

Executive function skill training

Fine motor skills

Gross motor skill training

Handwriting intervention (letter identification, letter formation, finger strengthening)

Interactive Metronome

Keyboard training

Neurodevelopmental foundation for academics

Pre-reading skills

Reflex integration

Safe and Sound Protocol

Self regulation (sensory seeking/sensory defensiveness)

Sensory integration

Sensory processing intervention

Social emotional skills (social thinking)

Visual efficiency skill training

Visual information processing training/Visual perception

Written language training

List of Certifications

Sensory Integration and Praxis Test (SIPT) - Susan Toktas, Susie Stern, Deborah Victor

Integrated Listening Systems (ILS) - Susan Toktas, Susie Stern, Deborah Victor

Safe and Sound Protocol (SSP) - Susan Toktas, Susie Stern, Deborah Victor

Therapeutic Listening - Susan Toktas, Susie Stern, Deborah Victor

Astronaut Training - Susan Toktas, Susie Stern, Deborah Victor

Interactive Metronome - Susan Toktas, Susie Stern, Deborah Victor

Handwriting Without Tears (HWT) - Susan Toktas, Susie Stern, Deborah Victor

Dynamic Body Balancing (Cranial-Sacral Therapy) - Susan Toktas, Jennifer Asdorian

Neurodevelopmental Treatment (NDT) - Susie Stern

Bal-A-Vis-X - Deborah Victor (in training)

Masgutova Neurosensorimotor Integration (MNRI) - Deborah Victor - Core-in Training

Mightier for self regulation - www.mightier.com

Cranial-Sacral Therapy

Dynamic Body Balancing (as taught to us by Dr. Carol Phillips) is a therapeutic technique born out of traditional cranial-sacral therapy. Its goal is to release and balance the fascia of the entire body, which allows for the balancing of the nerves and spinal cord. The fascia may be thought of as a single and continuous sheet of connective tissue. This sheet extends without interruption from the top of the head to the tips of the toes. If balance within the fascia is restored, the muscles will be balance, which will realign the bones, and free up the flow of nerves, blood, and energy channels. It also allows the cerebral-spinal fluid to flow freely in the spinal column and to all the vital organs of the brain. The balancing process is initiated by gentle muscle distraction and a rhythmic movement that allows the innate needs of a client’s body to move and “unwind” any restrictions in the system. Restrictions in the fascia can happen because of in-utero constraint, the birthing process, or during any falls or traumatic accidents.

We work with a wide range of age ranges and diagnosis.

Reflex Integration

Masgutova Neurosensorimotor Reflex Integration (MNRI)

When the sensory system (for example, touch, sound, or movement) sends signals to the brain, the information is processed and sent back with instructions for motor movement patterns. The MNRI program creates and ensures accurate and clear communication between the sensory and motor systems. This is done by integrating primary reflex patterns with their sub-cortical (meaning structures below the cortex that are responsible for automatic protection and survival responses) pathways. Primary reflexes begin in utero and should develop and mature by age two. They serve as pillars and become the neurological foundation of everything we do.

For example, the Babinski reflex is the foundation for grounding and stability; the Spinal Gallant reflex is the foundation for flexibility in the spine; and the Asymmetrical Tonic Neck Reflex (ATNR) is the foundation for auditory skills. With knowledge of the MNRI techniques, primary and lifelong reflexes such as these are integrated. This is done by holding and activating the sensory stimulus while simultaneously teaching the correct motor pattern.

If the basic reflexes do not mature or are inhibited, the support system is missing. Birth trauma, accidents or illnesses, traumas (emotional or physical), and environmental or genetic influences will prevent or damage these pillars of life and we are left with compensations. That can lead to diagnoses such as ADHD, Dyslexia, or PTSD.

Using the techniques of the Masgutova Method starts from the ground up (sub-cortical approach) to establish the mandatory foundation to build with stability from the bottom up. This strengthens the nervous system, stress resilience and neuroplasticity. Whatever your age or your challenge, be it learning, developmental, or speech delays or recovery from an injury (concussion, stroke, or trauma), then you will want to return to the neurological foundation for support by integrating these primary motor reflexes.

Information derived from Svetlana Masgutova, MNRI® Dynamic and Postural Reflex Pattern Integration (S. Masgutova and Svetlana Masgutova Educational Institute® for Neuro-Sensory-Motor and Reflex Integration, LLC, 2012)

For more information, please go to masgutovamethod.com/.