In this episode of More Than Words: Treating the Whole Child, host Tristen sits down with speech-language pathologists Kim Hiday and Rachel Saulle from McLean Speech & Language to unpack auditory processing challenges in children and adults.

Together, they explain the difference between hearing and auditory processing, common signs parents and teachers may notice, how auditory processing difficulties can impact learning and daily life, and the therapy approaches and accommodations that can help. From classroom seating strategies to auditory integration training and speech-language interventions, this conversation offers practical insight for families trying to better understand how children process sound and language.

Whether your child struggles to follow verbal directions, seems overwhelmed in noisy spaces, or has difficulty listening despite normal hearing tests, this episode provides a compassionate, evidence-informed starting point.

✨ The difference between hearing ability and auditory processing

✨ Common signs of auditory processing challenges in children

✨ Why some children “zone out” during listening-heavy tasks

✨ How auditory processing difficulties can affect reading, language, and learning

✨ What auditory processing evaluations may include

✨ Classroom accommodations that can support listening and attention

✨ Therapy approaches including speech-language intervention and auditory training

✨ What parents should do first if they suspect auditory processing difficulties

Kim Hiday, M.S., CCC-SLP and Rachel Saulle, M.S., CCC-SLP are speech-language pathologists at McLean Speech & Language who specialize in auditory processing, language development, literacy, and individualized intervention planning for children and adults. Their clinical work includes auditory processing evaluations, speech-language therapy, auditory integration training, and collaborative school-based supports. Together, they help families better understand how listening, language, and learning intersect, while creating personalized recommendations that support success across home, school, and community settings.

Kim explains that hearing and auditory processing are not the same thing. Hearing involves the ears detecting sound, while auditory processing refers to how the brain interprets and organizes what we hear.

Rachel discusses how auditory processing difficulties may sometimes look like attention challenges, especially when children become overwhelmed by listening demands in the classroom.

The conversation also explores how classroom environments, seating arrangements, and background noise can significantly impact a child’s ability to process spoken information effectively.

Kim and Rachel share examples of interventions and accommodations that may support children with auditory processing needs, including speech-language strategies, auditory training, and individualized environmental supports.

🌐 McLean Speech & Language https://mcleanspeech.com

📸 Instagram: @McLeanSpeech

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In this episode of More Than Words: Treating the Whole Child, Tristen sits down with Joe Casamassima of Fusion Academy to explore the one-to-one school model and how it redefines what learning can look like for students. From personalized pacing to built-in social opportunities, Joe shares how this approach allows educators to truly meet students where they are academically and emotionally.

They also dive into a powerful idea many parents need to hear: when a child is struggling in school, it may not be about ability, it may be about fit. Joe explains how flexible, individualized learning environments can reduce stress, increase engagement, and help students rediscover confidence in their learning.

• How one-to-one schooling works in a real school day
• Why traditional classrooms can create a mismatch for some learners
• The role of individualized pacing in reducing frustration and gaps
• How one-to-one learning supports both academic and emotional needs
• What kinds of students benefit from flexible school environments
• How socialization still happens and why it can be more intentional
• How schools can collaborate with therapists and outside supports
• Why finding the right school fit matters more than “pushing through”

Joe Casamassima is the Head of School at Fusion Academy Tysons, where he leads a one-to-one school model designed to meet students as individuals. He began his career in public education before moving into more personalized settings, including independent schools for at-risk youth, programs supporting students on the autism spectrum, and learning centers for teens working toward their GED. Joe previously served as Head of School at Fusion Academy San Mateo before relocating to Virginia to lead the Tysons campus. Across every role, he has focused on creating environments where students are seen, supported, and able to thrive. Outside of education, Joe has twice walked across the United States to raise awareness and funding for Multiple Sclerosis. He lives in Dunn Loring, Virginia with his wife and children.

Fusion Academy:https://www.fusionacademy.com/

Tysons Campus: https://www.fusionacademy.com/campuses/tysons-corner/

If this episode helped you see your child’s learning in a new light, please subscribe, rate, and review on your podcast platform. It helps other parents and educators find tools that make daily life easier.

• Website: http://www.readingllcenter.com 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

In this episode of More Than Words: Treating the Whole Child, Tristen sits down with Casey Pina from Fusion Academy Alexandria to explore a powerful and often overlooked concept: capacity. While many families focus on schedules, structure, and achievement, Casey explains why true growth depends on something different, having enough space to learn, process, and recover.

Together, they unpack how well-intentioned decisions around academics, extracurricular activities, and expectations can sometimes push children beyond their limits. You will learn how to recognize when your child may be overwhelmed, how to balance challenge with capacity, and what it really looks like to support your child’s development in a sustainable way.

• How to recognize when your child is overwhelmed by their schedule
• What “capacity” means and why it matters for learning and development
• The difference between healthy challenge and overload
• Signs your child’s pace may not match their developmental needs
• Why growth requires space, not just structure and activity
• How high expectations can unintentionally create pressure
• Practical ways to adjust your child’s schedule without pulling everything away
• A simple question every parent should ask when making decisions about activities

Casey Pina is the head of school at Fusion Academy Alexandria, where she works closely with students and families to create individualized learning environments that support both academic growth and overall well-being. With a focus on meeting students where they are, Casey specializes in helping learners who may not thrive in traditional school settings, particularly those experiencing overwhelm, burnout, or mismatched expectations. She is passionate about helping families better understand each child’s unique capacity, pace, and potential, and guiding them toward more sustainable, student-centered approaches to education.

If this episode helped you rethink your child’s schedule or see their needs in a new light, please subscribe, rate, and review on your podcast platform. It helps other parents and educators find tools that support the whole child.

Casey Pina

• Fusion Alexandria: https://www.fusionacademy.com/campuses/alexandria/
• Casey’s LinkedIn: https://www.linkedin.com/in/casey-pina-4751a525/ 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
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Meg shares practical strategies and real-life language parents can use to communicate concerns without creating defensiveness. From writing your first email to navigating moments when conversations feel stalled, this episode focuses on how to partner with your child’s school in a proactive, solution-oriented way.

If you’ve ever worried about saying the “wrong” thing, being perceived as “that parent,” or not knowing how to move a conversation forward, this episode will give you the tools and confidence to advocate effectively while maintaining strong relationships with your child’s educators.

• How to recognize early signs your child may be struggling at school
• Why kids can present differently at home versus in the classroom
• Common reasons parents hesitate to reach out to schools
• What to say in your first email to a teacher (with specific examples)
• How to respond when a school says “we’re not seeing that”
• Ways to keep conversations collaborative instead of adversarial
• How to break big concerns into small, actionable steps
• Mindset shifts that make parent–school communication more effective

Meg Shah is the Founder and CEO of MVS Educational Services, where she supports families and schools in building collaborative, student-centered plans. With over a decade of experience in education, Meg has worked as a teacher, special educator, and school leader within the DC charter school system. She also brings a unique background in law, which informs her structured, solution-oriented approach to advocacy. Meg specializes in helping parents navigate early concerns, communicate effectively with schools, and create actionable plans that support both academic and social-emotional growth. She is passionate about shifting conversations from reactive to proactive so children can thrive.

Meg Shah

Website: www.mvsed.com

Instagram: https://www.instagram.com/mvs.ed/ 

LinkedIn: https://www.linkedin.com/in/meg-shah-mvsed/ 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
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Instead of focusing only on strategies for children, this conversation shifts the lens back to the parent. Stephanie shares why taking care of your own mental health is one of the most powerful ways to support your child’s emotional development, behavior, and overall well-being. We also break down what therapy actually looks like, how change happens, and where parents can realistically start.

If you have ever felt burnt out, reactive, or unsure how to better support your child, this episode offers both reassurance and practical next steps.

• Why parent mental health directly impacts child behavior and development
• How stress and burnout show up in parenting moments
• What actually happens in therapy and how it creates change
• Common patterns parents fall into without realizing it
• How to respond differently when you feel overwhelmed
• Realistic ways to start prioritizing your mental health
• The connection between self-regulation and your child’s regulation
• A simple mindset shift that can reduce stress at home

Stephanie Kaiser is a psychotherapist who works with adults, with a focus on supporting parents as they navigate stress, emotional regulation, and personal growth. Drawing from her background in child and adolescent mental health, she helps parents better understand how their own experiences, habits, and emotional patterns influence their children. Stephanie is passionate about making therapy feel accessible and helping families create healthier, more supportive environments by starting with the parent.

If this episode helped you see your role as a parent in a new way, please subscribe, rate, and review on your podcast platform. It helps other parents and educators find support and practical tools.

• Mid-Atlantic Psychotherapy: https://midatlanticpsychotherapy.com/ 
• RLLC's Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

We also explore what makes AAC successful in real life, including team collaboration, personalization, and ongoing support. Along the way, Carleton addresses common myths that can delay access to AAC and shares practical ways families and professionals can better support communication across environments.

• What an AAC evaluation looks like from start to finish
• Why AAC evaluation includes language, motor access, vision, hearing, and environment
• The role of device trials in finding the right communication system
• How collaboration with OTs, teachers, and caregivers supports success
• Red flags that an AAC system is not truly being used or supported
• Why personalization and buy-in are essential for meaningful communication
• How AAC support should evolve as a child grows and changes
• Common myths about AAC, including funding, readiness, and perceived ability

Carleton P. Levert, M.S., CCC-SLP is a licensed speech-language pathologist based in Washington, D.C. He is the founder of We Ask Speech, where he provides speech-language therapy and AAC services across school, clinic, and community-based settings. Carleton works with individuals across the lifespan and is especially passionate about functional communication and real-world application of AAC. His approach emphasizes collaboration, personalization, and empowering individuals to communicate across environments. Outside of his clinical work, he values community-based care and creative ways to support communication in everyday life.

• Carleton’s Website: https://weaskspeech.com
• Instagram: https://www.instagram.com/we_ask_speech/
• DC Assistive Technology Program: https://odr.dc.gov/page/assistive-technology-resources 

If this episode helped you see your child’s communication, learning, or behavior in a new light, please subscribe, rate, and review on your podcast platform. Your support helps other parents, educators, and clinicians find tools and conversations that make daily life a little easier.

To learn more about services, resources, and upcoming programs, visit us online and connect with us on social media: 

• Website: http://www.readingllcenter.com 
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Megan explains how these evaluations look at the whole child by examining cognitive skills, academic performance, executive functioning, and social-emotional development. She also walks through what parents and children can expect during the evaluation process, how private evaluations differ from school-based testing, and when it might be the right time to consider an evaluation.

If you have ever wondered whether your child might benefit from an evaluation or felt unsure about what the process involves, this conversation helps remove the mystery. Megan reframes evaluations as a tool for understanding and advocacy, giving families a clearer path forward to help their child thrive.

🔎 What a psychoeducational evaluation is and the questions it helps answer about a child’s learning

🧠 The different components of an evaluation, including cognitive, academic, executive functioning, and social-emotional assessments

👪 What parents and children can expect during the evaluation process from intake to feedback

📊 Signs that it may be time to consider an evaluation for your child

🏫 How private psychoeducational evaluations differ from school-based evaluations

📚 How evaluation results can help families advocate for support at school, in therapy, and at home

💡 Why diagnoses are not about labeling children but about creating clarity and access to the right supports

Megan Davis, Licensed School Psychologist, is the co-owner of Counseling and Assessment Practice of Fairfax (CAP Fairfax). She has over 20 years of experience in school psychology, including 15 years working in public schools before transitioning into private practice. Megan specializes in comprehensive psychoeducational evaluations that help families better understand how their children learn and what supports will help them succeed.

In addition to her clinical work, Megan supervises graduate students at George Mason University, helping train the next generation of school psychologists. Her work focuses on providing clear, practical insights that help families navigate complex educational and developmental systems while supporting each child’s unique strengths.

Counseling and Assessment Practice of Fairfax Website: https://capfairfax.com

Social Media Instagram: @capfairfax Facebook: @capfairfax

More Than Words is brought to you by The Reading & Language Learning Center, where we believe in treating the whole child.

Website: https://www.readingllcenter.com Facebook: https://www.facebook.com/readingllcenter Instagram: https://www.instagram.com/readingllcenter YouTube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

If you enjoyed this episode, please subscribe, rate, and review the podcast so more families can find these conversations and resources.

Together, they unpack why a calm, organized body creates better conditions for speech and language learning, how yoga-informed strategies can fit naturally into speech therapy, and what parents can try at home. This conversation is practical, grounded, and accessible for families and clinicians who want to better support the whole child.

• Why regulation is foundational for speech and language development
• How movement and breath support attention, motor planning, and communication
• What “yoga-informed” really means in a speech therapy context
• How speech-language pathologists can integrate yoga-based strategies without losing focus on goals
• Examples of yoga-informed activities used during speech therapy sessions
• Simple breath and movement routines parents can use at home
• Why supporting the body can help words come more easily

Jennifer Schmid is a speech-language pathologist and yoga instructor who specializes in integrating mind–body practices into speech and language therapy. She brings together evidence-based speech therapy with yoga-informed strategies to support regulation, communication, and learning in children. Jennifer is passionate about helping clinicians and families understand how the body and nervous system influence speech, language, and connection. Through her work, she supports a whole-child approach that is practical, accessible, and grounded in both clinical expertise and compassion.

Learn more about Jennifer and her work at jenschmid.com.

• Jennifer Schmid: https://www.jenschmid.com
• RLLC’s Website: http://www.readingllcenter.com 

Follow RLLC on social media for more learning-focused content:

• Instagram: @readingllcenter
• Facebook: @readingllcenter
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

Subscribe, rate, and review More Than Words: Treating the Whole Child wherever you listen to podcasts.

Dr. Madison breaks down executive function in clear, relatable terms and explains how skills like attention, working memory, organization, and planning directly impact learning and recall. Together, they explore why memory demands increase as children get older and share practical, realistic strategies parents and educators can use to reduce memory load and better support kids at home and school.

What You’ll Learn

• What executive function is and why it acts like the brain’s “CEO”
• How working memory supports learning and following directions in real time
• Why kids can seem to “know it yesterday” but forget it during tests
• How executive function challenges can look like memory problems
• Why memory demands increase as academic tasks become more complex
• How organization and planning affect memory retrieval
• Practical strategies to reduce memory load and support executive functioning

About Dr. Erika Madison Dr. Erika Madison, PhD, is a licensed clinical psychologist at MindWell Psychology, where she specializes in comprehensive psychological and psychoeducational evaluations for children, adolescents, and adults. Her clinical focus includes executive functioning, attention, learning differences, ADHD, autism, and emotional regulation. Dr. Madison is known for helping families understand the “why” behind a child’s learning or behavioral challenges and translating assessment results into clear, actionable recommendations that support success at home and school. With a background that also includes forensic psychology, she brings a deep understanding of cognitive processes and behavior, along with a practical, compassionate approach to care.

Links & Resources

• Learn more about Dr. Erika Madison and MindWell Psychology: https://mindwell.us/

Subscribe, Rate, and Review If this episode helped you see your child’s behavior in a new light, please subscribe, rate, and review More Than Words on your podcast platform. It helps other parents and teachers find tools that make daily life easier.

Connect with RLLC

• Website: http://www.readingllcenter.com 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

Whether you are new to AAC or have some background, this conversation highlights a fresh and essential perspective: how we can design AAC supports with students, not for them.

Madison breaks down what AAC actually is and what it looks like in real classrooms and therapy settings. From there, we explore how involving students in the design of AAC tools can increase engagement, support literacy, and help learners express themselves more meaningfully across environments.

We also discuss both low-tech and high-tech AAC supports, including visual organizers and personalized digital tools, and how students can help shape these tools to better meet their communication and learning needs. Throughout the conversation, Madison shares practical examples and mindset shifts that educators, therapists, and families can apply right away.

In this episode, you will learn:

• What AAC is and who it can support
• What it means to design AAC supports with students
• Why student involvement matters for meaningful communication
• How students can participate in designing both low-tech and high-tech AAC tools
• The connection between AAC, literacy, and classroom engagement
• Practical steps educators and families can take to center student voice

This episode is ideal for educators, therapists, and caregivers who want to better understand AAC and create communication supports that truly reflect the students using them.

Links and Resources:

• Madison’s LinkedIn: https://www.linkedin.com/in/madison-b-b171a9155/ 
• Madison’s information at George Washington University: Madison Brumbaugh 
• About Madison Brumbaugh | DC Speech & Literacy 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
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• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

Dr. Maghsoudi explains how tongue position, jaw and palate development, and breathing patterns play a critical role in how children communicate and function at school. She also shares early warning signs families and therapists can watch for, why collaboration between dentists and other specialists, like speech language pathologists, matters, and how personalized, sensory-informed dental care can transform a child’s experience.

This conversation is a powerful reminder that supporting the mouth and airway is a part of supporting the whole child.

What You’ll Learn:

• How oral health connects to speech, feeding, and learning
• Why tongue posture and nasal breathing are critical for development
• Early signs of oral or airway issues, including mouth breathing and picky eating
• How tongue ties can impact function and why team-based care matters
• The importance of collaboration between dentists, SLPs, OTs, and other providers
• How dental care can be adapted for children with sensory sensitivities
• Everyday habits that support healthy jaw, facial, and airway development
• A real-life example of how improving breathing changed a child’s focus and behavior

Dr. Sheyda Maghsoudi is a board-certified pediatric dentist and the founder of Lansdowne Pediatric Dentistry in Lansdowne, Virginia. She takes a whole-child approach to oral health, focusing on how dental development, airway health, and oral function influence speech, feeding, sleep, and learning. Dr. Maghsoudi is passionate about early intervention and interdisciplinary collaboration, working closely with speech-language pathologists, occupational therapists, and other pediatric specialists to support children’s overall development. She is especially known for her compassionate, individualized care for children with sensory sensitivities and neurodiverse needs.

Dr. Maghsoudi’s Practice: https://lansdownepediatricdentistry.com/

Lansdowne’s Phone number: 571-210-2771

Reading & Language Learning Center:

Website: http://www.readingllcenter.com

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LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

Subscribe, rate, and review to help more families find the show.

Joined by Susan (RLLC Owner) and Maggie (RLLC Therapist), host Tristen dives into what today’s SLPs are experiencing in the field: everything from misconceptions like “letters flipping” to the reality that most grad programs barely touch structured literacy or dyslexia at all. We explore what this means for families, how SLPs fit into the dyslexia landscape, and why specialized language-based literacy training is more important than ever.

This episode is honest, validating, and packed with insight for parents, educators, and clinicians who want to understand dyslexia through a truly language-based lens.

• The top myths SLPs reported hearing about dyslexia
• Why dyslexia is not a visual issue, but a language-based learning difference
• The nationwide training gap in graduate programs
• Emotional stories from SLPs who personally have dyslexia
• System-level challenges around screening and assessment
• Why SLPs are the right professionals to support dyslexia — when properly trained
• Practical questions SLPs are asking: identification, intervention, evaluation, bilingual learners, and more
• How training, clarity, and a structured literacy framework can transform SLP confidence

If this episode left you thinking, “I want to learn this, I just never got the training.” you’re not alone. And we can help.

RLLC now offers several professional development courses, including:

• Orton–Gillingham Spelling Rules — practical and immediately applicable
• How to Test for Dyslexia — evaluation guidance for SLPs and educators

And coming soon:

Our signature structured literacy training is now IDA Accredited at the Accreditation Plus level, the highest recognition IDA offers. This program provides the tools you need to become a:

• Certified Structured Literacy Teacher
• Structured Literacy Specialist
• Structured Literacy Interventionist

Join the interest list or explore current courses at: 👉 www.readingllcenter.com/professional-development

The Reading & Language Learning Center

Website: http://www.readingllcenter.com

Facebook: http://www.facebook.com/readingllcenter

Instagram: http://www.instagram.com/readingllcenter

YouTube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw

LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

If you enjoyed this episode, please subscribe, rate, and review as it helps more families and clinicians find this content!

Karyn explains what it means to be an independent learner, emphasizing curiosity, self-awareness, and the ability to access and evaluate resources. She discusses why independence starts much earlier than most people think—even in toddlerhood—and how scaffolding, household routines, and even simple chores build the foundation for lifelong competence.

Together, Tristen and Karyn explore why today’s parents often struggle with “doing too much,” how oversupervision can limit growth, and why unstructured time is essential for creativity and problem-solving. Karyn offers practical frameworks like “I do, we do, you do” and shares humorous and heartfelt stories from raising her own children, illustrating how mistakes, natural consequences, and even messy science projects become powerful learning moments.

The discussion also tackles modeling independence through adult behavior, navigating developmental differences, fostering self-advocacy—especially for kids with learning differences—and helping teens prepare for real-world expectations like jobs, deadlines, and college-level support systems.

Grounded in compassion, practicality, and real-life parenting wisdom, this episode offers families concrete tools to support independence while preserving connection, trust, and mental health.

• What an “independent learner” truly is—and why curiosity and self-awareness matter
• How early independence begins and why toddlers often show the first signs
• The importance of scaffolding and letting children make (safe) mistakes
• Why household chores are foundational skills—not punishments
• The developmental benefits of unstructured time and boredom
• The risks of oversupervision and how to gradually remove “guardrails”
• How to balance stepping in vs. stepping back when kids struggle
• What the “I do, we do, you do” teaching model looks like in real families
• How modeling behavior (not just lecturing) shapes children’s independence
• Why natural consequences—even uncomfortable ones—build resilience
• How to support students with learning differences through accurate diagnosis, self-advocacy, and clarity about what they need
• When (and why) parents should not be their child’s academic tutor
• Strategies for helping kids transition from small tasks to complex responsibilities
• The role of self-advocacy in high school, college, and beyond
• How to identify your child’s temperament and match expectations accordingly
• Why part-time jobs can be transformative learning experiences
• The importance of boundaries—for kids and parents
• What it really means to accept your child “with clear eyes” and let them forge their own path

Karyn Ewart, Ph.D., is a licensed clinical psychologist and the Founder and Head of School at The Sycamore School in Arlington, Virginia. With a career spent in schools—as a therapist, clinical director, school psychologist, and head of school—Karyn brings a deep whole-child perspective to her work. She is passionate about supporting neurodiverse learners, helping families cultivate independence, and empowering students to understand themselves, advocate for their needs, and build meaningful life skills. Known for her clear, compassionate communication, Karyn bridges clinical insight with real-world parenting wisdom to help kids grow into capable, confident adults.

Learn more at: thesycamoreschoolva.org

The Sycamore School Website: https://thesycamoreschoolva.org

The Reading & Language Learning Center

• Website: http://www.readingllcenter.com
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Dr. Bennett explains ADHD in accessible language—describing executive function as the brain’s “manager” and using memorable analogies to illustrate both hyperactive and inattentive presentations. Together, she and Tristen unpack the phrase “keep ’em busy,” revealing its neurological basis and how movement, motor activity, and the right “gear” help children regulate and succeed.

The conversation also explores research supporting structured activities, including the well-known Iceland Model, which demonstrated dramatic improvements in teen outcomes when communities increased access to supervised extracurriculars. Dr. Bennett and Tristen discuss what this means for younger children, particularly those with ADHD who benefit from consistent, growth-promoting routines.

Blending research, clinical expertise, and personal reflection—including Dr. Bennett’s experience raising a highly active child—this episode offers compassionate, realistic tools for parents seeking balance between structure and overscheduling, as well as thoughtful guidance for families hesitant about ADHD medication.

• What ADHD truly is and why executive function can be thought of as the brain’s “conductor”
• How understanding your child’s “gear” helps you match activities to their energy and attention needs
• The benefits of structured, supervised activities for children’s regulation, mental health, and safety
• How movement-based programs like Taekwondo, swimming, drumming, and performing arts build confidence and focus
• What research tells us about overscheduling vs. healthy involvement
• How parents can identify signs of burnout or overwhelm when schedules become too demanding
• A compassionate framework for thinking about ADHD medication options
• What to do when the “perfect” schedule falls apart — and how those moments still support growth

Dr. Elizabeth (Lisa) Bennett is a licensed clinical psychologist at MindWell Psychology in Chantilly, Virginia. With a professional background that spans preschool education, school psychology, and clinical psychology, she brings a holistic, whole-child perspective to her work with children and adolescents. Dr. Bennett specializes in ADHD, emotional regulation, developmental support, and helping families understand the individualized needs and strengths of their children. Known for her clear analogies and compassionate approach, she empowers families to create structure, balance, and routines that support healthy development.

MindWell Psychology: https://mindwell.us

Make sure to subscribe and follow us on social media so you never miss an episode!

The Reading & Language Learning Center

• Website: http://www.readingllcenter.com
• Website: http://www.readingllcenter.com 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

Kellie explains how both methods help children with learning challenges, ADHD, or anxiety quiet the “negative noise,” process early experiences, and build more confident, flexible thinking. She also shares insights on how parents’ own emotions can shape their child’s growth and how staying regulated and self-aware can make all the difference.

• What EMDR and Brainspotting are, and how they work in the brain
• How these therapies help kids reprocess negative self-beliefs
• Signs a child might benefit from EMDR or Brainspotting
• The unique needs of kids and teens with ADHD or learning differences
• How parent anxiety and self-talk can impact a child’s progress
• What a brain-based therapy session looks and feels like for kids
• How parents and professionals can work together to support whole-child growth

Kellie Boyle, LPC, is a licensed therapist and founder of Reprocess Therapy, where she specializes in EMDR and Brainspotting for children, teens, and parents. Her work focuses on helping clients release stuck emotions, reframe negative self-beliefs, and develop clearer, more confident thinking. Kellie frequently supports children with ADHD and learning differences and brings personal insight as a parent of a child diagnosed with Childhood Apraxia of Speech. She’s passionate about helping families move from reactivity to resilience, one reprocessed thought at a time.

Kellie’s Practice, Reprocess Therapy: https://www.reprocesstherapy.com/ 

Kellie’s Instagram: https://www.instagram.com/reprocess_therapy/ 

Kellie’s LinkedIn: https://www.linkedin.com/in/kellie-boyle-41aa156/ 

• RLLC’s Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

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Susan shares why dyslexia is fundamentally a language-based learning difference, not just a reading issue and how a strong foundation in oral language sets the stage for reading and writing success. Together, they explore what dyslexia looks like long before a child ever begins reading, why speech-language pathologists (SLPs) are uniquely qualified to serve as reading specialists, and how addressing language first is essential for effective literacy intervention.

Listeners will come away with a deeper understanding of how phonological awareness, vocabulary, and syntax all contribute to reading development and why “language is the soil that reading grows in.”

Topics Covered:

• What dyslexia is and how it affects the brain’s processing of language and print
• Early signs of dyslexia in preschool-aged children
• The critical role of oral language—vocabulary, grammar, and listening—in reading success
• Why speech-language pathologists make exceptional reading specialists
• The importance of phonological awareness as the bridge to literacy
• When children need to strengthen receptive and expressive language before formal reading instruction
• How articulation challenges differ from spelling and decoding difficulties
• Explaining to parents why “strengthening language first” leads to better reading outcomes
• The Sounds2Print™ multisensory reading program and its recent IDA accreditation

About the Guest:

Susan Danker, M.S., CCC-SLP, is the co-owner and co-founder of the Reading and Language Learning Center (RLLC) and co-creator of the Sounds2Print™ Reading Program, recently accredited by the International Dyslexia Association (IDA).

A certified speech-language pathologist with more than two decades of experience, Susan specializes in helping children with dyslexia and other language-based learning differences build strong foundations in both oral and written language. At RLLC, she has pioneered approaches that integrate speech-language pathology with structured literacy instruction, empowering SLPs to take the lead in reading intervention.

Susan is passionate about helping professionals and families understand that reading grows out of language and that when we strengthen language first, we give children the foundation they need to become confident, capable readers.

Resources Mentioned:

• International Dyslexia Association – Definition of Dyslexia
• Reading and Language Learning Center
• Sounds2Print™ Reading Program

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What You’ll Learn in This Episode

• What is Co-Treatment in Speech Therapy?
• How professionals from different disciplines collaborate for better outcomes
• Whether providers must work within the same practice for co-treatment to work
• The top benefits of co-treatment for children with speech and language challenges
• Signs that a child may be a good candidate for co-treatment
• A behind-the-scenes look at a typical co-treatment session
• Real-world success stories from Dr. Buford’s clinical practice

About Dr. Lauren Buford

Dr. Lauren Buford is a nationally certified, state-licensed pediatric speech-language pathologist passionate about helping children with autism and communication disorders. She has extensive experience in speech sound disorders, expressive/receptive language development, and social-pragmatic skills.

After earning her undergraduate degree from Hampton University and a master’s from Howard University, Dr. Buford completed her Doctorate in Speech-Language Pathology at Northwestern University. Her doctoral work focused on family-centered care and shared decision-making for children with ASD.

She is deeply committed to reducing health disparities in communication disorder treatment, advocating for policy changes, and ensuring every child has the opportunity to “find their voice.” When not working, Dr. Buford enjoys family travel, historical documentaries, and time with her pug, Sasha.

Resources & Links Mentioned

• The KCB Play Institute
• Dr. Lauren Buford’s Website
• Instagram: @dr.talkback

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• Can you explain what mental toughness is and why it’s important for young athletes?
• Is mental toughness something that can be trained? If so, what are some effective methods?
• What are some key factors that contribute to building sport confidence in young athletes?
• How can athletes effectively let go of performance setbacks, such as poor performances or mistakes?
• What advice do you have for overcoming self-doubt and judgmental thinking in high-pressure situations?
• Can you share strategies for controlling nerves before and during competitions?
• How can parents and coaches support young athletes in developing mental skills for performance?
• In your experience, what are some common misconceptions about mental toughness among young athletes?

More about Brendan

Brendan Danker is a Certified Mental Performance Consultant® (CMPC) through the Association for Applied Sport Psychology (AASP), and is also the founder and head mental coach with Clearmind Performance, LLC. Brendan consults with individuals and teams on the application of evidence-based psychological skills and techniques for optimizing human performance. His clientele consists of athletes, coaches and teams from youth-to-professional levels of sport, as well as high achievers in business and the performing arts. 

Prior to establishing Clearmind Performance, LLC in 2016, Brendan coached college basketball and also fulfilled several roles within NCAA Division I student-athlete support services. Additionally, he has seasoned experience as a college instructor, teaching undergraduate and graduate courses in sport psychology and sport leadership. Brendan's educational background includes a Master of Education in Sport Administration from Wichita State University (2008) and a Master of Science in Sport Psychology from Miami University (2016). 

Brendan has been a featured keynote speaker at several conferences and events on the topics of mental toughness and developing a high performance mindset. He has served as the mental performance coach of four different Ohio High School Athletic Association State Championship Teams. Additionally, Brendan was the recipient of the 2016 Association for Applied Sport Psychology Distinguished Master's Student Practice Award, an international award in recognition of innovation and quality in delivering sport psychology consulting services.

Links and Resources:

• Brendan’s Practice: https://www.clearmindperformance.com/

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• What does comorbidity mean?
• Why are ADHD and dyslexia often comorbid?
• What are the signs of this comorbidity?
• Do the symptoms of one overshadow the other, or are they hard to tell apart? Do they share symptoms?
• How does this comorbidity affect a child's life differently than having just one of these conditions?
• How are these conditions treated - separately, together, or is there a combination of approaches?
• How often is this comorbidity diagnosed? Do children usually receive both diagnoses simultaneously, or does one tend to be diagnosed later?

More about Dr. Hawkins

Dr. Hawkins has worked across multiple settings, to include military and veteran hospitals, neuropsychological and rehabilitation clinics, public schools, community health centers, and private practice. Dr. Hawkins’ priority is to provide excellent clinical care in a warm and supportive environment. She works collaboratively with clients to promote personal growth and lasting changes.

Dr. Hawkins’ training has been diverse and has led to specialization in both psychological assessment and psychotherapy. She has expertise helping children, adolescents, and their families obtain a thorough understanding of difficulties related to learning, executive functioning, and attention that are impacting their functioning at school and at home. Dr. Hawkins also has expertise conducting diagnostic evaluations with clients of all ages who may be experiencing changes in mood or behavior. She focuses on tailoring assessments so that clients can gain a thorough understanding of their strengths and weaknesses and receive helpful recommendations moving forward.

Therapeutically, Dr. Hawkins takes an integrative approach to treatment. She is trained in several evidence-based therapies (e.g., Cognitive Behavioral Therapy, Acceptance and Commitment Therapy, Dialectical Behavior Therapy, Cognitive Processing Therapy, and Mindfulness) that she implements based on each client’s individual needs. She believes psychotherapy is an empowering experience that focuses on building one’s strengths while also providing relief from current stressors. Dr. Hawkins works with each client to further develop their sense of efficacy over change and enhance their overall well-being.

When she is not working, Dr. Hawkins enjoys spending time with her husband and sons and catching up with friends. Her interests include running, reading, gardening, and spending as much time outdoors as possible.

Links and Resources:

• You can find Dr. Hawkins where she practices at Mindwell Psychology: https://mindwell.us/
• Dr. Hawkins’s email address: drhawkins@mindwell.us

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• What are the signs and symptoms of anxiety in children? Does it differ based on age?
• Can anxiety be triggered by something, and if so how do I identify that trigger?
• Are there things I can do to help my child in an anxious moment?
• What strategies are there to help me, as the parent, stay calm when my child is anxious?
• What is a normal level of anxiety for a child to have?
• How will I know when I need to look into gathering more support for my anxious child? 
• What are the avenues to get the support that they need?
• How can I build a safe space at home for my child to work through their anxiety?
• What strategies can I teach my child to help them work through their anxiety on their own? 

Links and Resources:

• Dr. Sweeney’s practice: https://www.fpsch.com/
• Dr. Sweeney’s book Working with Worry: https://www.bullpub.com/workingwithworry.html 
• Dr. Sweeney’s other services through Culturally Competent Kids https://www.culturallycompetentkids.com/
• Find Dr. Sweeney on Social Media:
  • Facebook: https://www.facebook.com/profile.php?id=100058870125391
  • LinkedIn: https://www.linkedin.com/in/samanthacourtney/

More about Dr. Sweeney

Dr. Samantha Sweeney is a licensed psychologist in the District of Columbia. She has a Ph.D. in School Psychology from the University of Maryland-College Park, where she was also a fellowship recipient.  Dr. Sweeney earned her undergraduate psychology degree from the University of Pennsylvania. 

Dr. Sweeney is passionate about education and has worked with students at all grade levels.  She has been a preschool teacher at St. Columba's Nursery School in Northwest, DC, a consultant and researcher in DC Public Schools, and a School Psychologist in Fairfax County Public Schools in Virginia.  Dr. Sweeney also taught several undergraduate classes during her time at the University of Maryland-College Park.  Additionally, while in college she headed up an organization that provided college guidance and enrichment to students in the Philadelphia public schools.  

Dr. Sweeney has extensive experience working with children and adolescents with significant emotional and behavioral challenges. During her summers in college, Dr. Sweeney worked for the Wediko Children's Services Summer Treatment Program with children and adolescents with significant emotional and behavioral issues.  

Dr. Sweeney is very involved professionally within the wider DC area. She was an adjunct professor in Howard University's School Psychology Program, helping to develop new practitioners and leaders within the discipline. Additionally, Dr. Sweeney was the Preschool Screening Team Leader for the Kathy Wilson Foundation in Alexandria, Virginia. The Kathy Wilson Foundation provides resources and support for children and families in Alexandria. 

Dr. Sweeney is committed to serving the wider community through media and speaking engagements. She has provided speaking engagements for universities, places of worship, parent groups, and conferences. Please visit the 'Media & Speaking Engagements' page under the Services tab for more information. If you are interested in Dr. Sweeney speaking at your event or for your organization, please contact her directly.

Throughout her entire adult life, Dr. Sweeney has lived in Capitol Hill, DC.  She understands and loves the neighborhood.  She is invested and wants to serve the community that she loves!

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• What is dyslexia? 
• What is the best treatment?
• What should I look for when I am searching for treatment options?
• How long will treatment take?
• Do I tell their school?
• Can I do anything at home to help them?

Links and Resources:

• Daniela’s practice: https://www.kidsupreadingcoaches.com/

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• What is shared reading?
• Is this done in the home or in the classroom? 
• Is this done individually or in a group setting? 
• How does a teacher implement shared reading?
• Is this done daily? 
• Does it focus on reading comprehension? 
• What age group can participate in shared reading? 
• Why is it important? 

Links and Resources:

• You can reach Toni on her LinkedIn page:
  • https://www.linkedin.com/in/toni-walters-26a05177/ 
• The CROWD and PEER acronyms referenced 
  • Dialogic Reading: Having a Conversation about Books
• The Video of Father and Son talking/babbling together
  • https://www.youtube.com/watch?v=AY35eXTKVLY 

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• How does a student work on having a positive mindset around school?
• How can parents help their children cultivate this positive mindset?
• How can students & parents cultivate positive relationships with their teachers?
• What differences do you see when families adopt a positive mindset around school?
• How can teachers contribute to creating a positive learning environment that supports students' development of a positive mindset towards school?
• What role can school administrators play in fostering a culture of positivity and support that benefits both students and parents?

Links and Resources:

• John’s email: thomastutoringllc@gmail.com 

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• Website: http://www.readingllcenter.com 
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• What signs do mothers see that lead them to believe they have ADHD?
• How do mothers get diagnosed with ADHD?
• What age do adult women often get diagnosed with ADHD?
• How can this new diagnosis affect the family?
• What strategies can mothers use to manage their ADHD?
•  What is it like for someone to find out later in life that they have been masking for ADHD all along? Is it hard for them to get out of habits that they picked up to help them compensate?
• What’s your biggest piece of advice for a mother who is just finding out she has ADHD?
• You work also with Acute and Chronic PTSD in adults. How does ADHD affect Trauma? 
• Conversely, how does Trauma impact ADHD?

Links and Resources:

• Irene’s website:  www.openbridgescounseling.com
• Driven to Distraction, by Ned Hallowell and John Ratey (book):  https://a.co/d/0aZML8YF
• CHADD - https://chadd.org/understanding-adhd/ - organization for children and adults with ADHD. 
• ADDitude - https://www.additudemag.com/ - online journal with articles, resources by and for people with ADHD
• ADHD-friendly Ways to Organize Your Life, by Judith Kohlberg and Kathleen Nadeau (book): https://a.co/d/0056etrz
• The Smart but Scattered Guide to Success by Peg Dawson and Richard Guare (book): https://a.co/d/045sIKML

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• Website: http://www.readingllcenter.com 
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• Can you tell us what happens before a student begins the identification process? I know there are acronyms like RTI & MTSS, what exactly does that mean? 
• Identification
  • How does the identification process work and who is the catalyst, the parents or the school? 
  • Does the school do testing and if so what does that look like? Will they provide a diagnosis if warranted?
  • Do you recommend that parents get outside testing?
  • How does a student qualify for support services?
• Support
  • What kind of support is available for my child?
  • What’s the difference between special education, Section 504 & IEPs? How do I know which one is best for my child?

Links and Resources:

• Dr. Siddall’s website: http://jdspsychoed.com/
• Dr. Siddall’s email: jsiddall@jdspsychoed.com

More about Dr. Siddall:

Dr. James Siddall is a Licensed School Psychologist and the owner of JDS Psychoeducational Services. Dr. Siddall obtained his doctorate in School Psychology from the University of South Carolina and completed his internship at Loudoun County Public Schools in Northern Virginia. Dr. Siddall then worked as a practicing School Psychologist in Arlington Public Schools for seven years, working at both the high school and elementary school levels. He is currently a practicing Psychologist at The Child and Family Practice of Washington, DC in addition to his work at JDS Educational Services.

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• What is assistive technology?
• What kinds of technology is out there? Are there low-cost vs. high-cost options?
• Which piece of technology is best suited to the different areas we’re focusing on today?
  • Attention
  • Organization
  • Literacy
  • Communication 
• Should parents and teachers use their child/student’s technology when working with them, and if so how should they practice with this technology?
• How has technology improved a child’s life? Academically, socially, home life etc.

More about Joan

Joan is a licensed and certified speech-language pathologist, technology consultant, eldertech advocate, mother of four wonderful young adults, and the founder of Innovative Speech Therapy. Her passion is to do all that she can to help families, educators, caregivers, and therapists address a wide variety of communication, cognitive, literacy, and learning challenges. Over her years as a speech therapist, she’s worked to fine-tune her uniquely effective approach to therapy and professional development. Joan believes in empowering individuals, families, and professionals through affordable, cutting-edge technologies that many of us already have in our homes, schools, and workplaces.

Over the past 35+ years, Joan developed systems, techniques, and strategies to help others speed toward their communication, cognitive, and learning goals. To do this, Joan combines the use of the latest assistive technology features, online tools, engaging speech and language therapy apps, evidence-based speech therapy techniques, inclusive family-centered communication training, and multiple means of support. In addition to providing customized individual sessions, Joan enjoys speaking at conferences and creating webinars, courses, and online tutorials about using engaging and motivating resources to enhance communication and learning.

Joan believes that education should never end, and so she is constantly on the lookout for new, innovative ways to help her clients. Joan received the “Most Outstanding Contribution to the Field” award from the Maryland Speech-Language-Hearing Association, as well as the “Technovator Award” from MATN (Maryland Assistive Technology Network) sponsored by The Johns Hopkins University School of Education for Technology in Education and the Maryland State Department of Education.

Joan knows how important it is that you trust and feel comfortable with the person helping you move forward toward your goals so Joan offers a free initial phone consultation. Joan is based in the Washington, DC area but offers the majority of tech advising and coaching sessions online, everywhere.  Along with her one-on-one sessions, Joan also provides video-based courses and often shares her techniques through blog posts, online courses, books, and speaking engagements.

Links and Resources:

• Joan’s practice: www.innovativespeech.com
• Task breakdown: https://goblin.tools/
• Read & Write for Google Chrome: https://www.texthelp.com/products/read-and-write-education/for-google-chrome/

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• What is self-advocacy?
• How do you teach self-advocacy and independence?
• What are the best ways to encourage independence and self-advocacy at home?
• Why is it so important to foster strong independence and self-advocacy in a child?
• What are some of the challenges neurodivergent students face when attempting to self-advocate in school?
• How can being an independent learner and good self-advocate impact a student's postsecondary education?

More about Judy

Judith S. Bass, CEP is an internationally recognized expert in the field of college and postsecondary placement for students who learn differently. For the past 20 years, Ms. Bass has provided comprehensive planning services for students with ADHD, ASD, and other learning differences. Ms. Bass is a contributing author in the recently published book, Navigating the Transition from High School to College for Students with Disabilities. Her articles have appeared in numerous magazines, including Washington Parent and ATTENTION Magazine.

Ms. Bass has developed CollegeWebLD, www.collegewebld.com , a one-stop source of information on college disability services at over 400 colleges in the US. She is past Chair of the Commission on Credentialing for AICEP (www.aicep.org) and a past Board Member of the Independent Educational Consultants Association (IECA).  She also serves as a consultant to several independent high schools in the Washington, DC area. Ms. Bass received her undergraduate degree in Education and Spanish from Stony Brook University, earned a Graduate Level Certificate in College Counseling from UCLA and holds the designation of Certified Educational Planner.

Links and Resources:

• Judy’s practice: https://www.basseducationalservices.com/ 

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• Website: http://www.readingllcenter.com 
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Today we will answer these questions:

• What is the law that provides rights to special education services?
  • IDEA - Individuals with Disabilities Education Act
    • FAPE - Free and Appropriate Education 
    • LRE ( Least Restrictive Environment)
• What is an IEP?
  • What are the major parts of the IEP?
  • Who decides what goes into a child’s IEP?
  • How should a parent prepare for the IEP meeting?
  • What happens at an IEP meeting?
  • How often are IEP meetings held?
• What is a 504 plan?
• What is the difference between a 504 plan and an IEP?
• What should a parent know to advocate for their child?
• What can a parent do if they feel the IEP or 504 Plan isn’t being implemented as outlined?
• How does an educational consultant like Joanna, help advocate for someone’s child?

More about Joanna:

Joanna Salzman is the CEO of JMS Education Consulting. Joanna has a wealth of knowledge and expertise with 30 years of experience in the field of special education.

Joanna received her Bachelor’s Degree in Elementary Education from James Madison University, her Master’s Degree in Special Education from American University, Education Specialist Degree from George Washington University, and an Administration Certificate from Towson University. She completed her special education teacher training at the Lab School of Washington in Washington, D.C.

Joanna’s experience includes observing students from 3 to 21 years of age with differing abilities and disabilities. She has extensive knowledge and expertise in problem-solving and identifying supports that students need to be successful. These skills were perfected due to her time teaching in Prince George’s County Public Schools, as well as in the Montgomery County Public School System as a special education teacher, special education instructional specialist, and special education supervisor.

Most recently, Joanna was a guest speaker at George Mason University for an Advanced Practicum class in Clinical Psychology with Third-year doctoral students. The objectives of the course are related primarily to the application of psychological skills, supervision and interpersonal skills, professionalism and ethical standards, and demonstration of understanding how to function on a team with other professionals.

Links and Resources:

• Joanna’s practice: https://www.jmseduconsulting.com/about 
• Joanna’s phone number: (240) 994-0330

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• Website: http://www.readingllcenter.com 
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• What roadblocks are parents seeing before & after school?
• Why are students experiencing these roadblocks? 
• How can parents get to the root cause of these roadblocks to help remove them?
• Let’s go through some example scenarios/questions
  • How do I help my child when they say they don’t understand the homework or what was taught in school?   
  • What can I do when my child comes home with incomplete and unorganized materials?
  • Even with constant reminders, my child cannot complete their morning or afternoon routines, why is that and how can I better assist them?
  • How do I help my child when they have meltdowns before going to school?
  • How do I help my child when they have meltdowns at homework time?

More about Amy

As a passionate educator, Amy is dedicated to empowering students, families, and educators to improve students’ success across all domains.  While student, staff, and school communities’ needs are ever-changing, having a systematic, data-driven approach to identify needs and proactively modify approaches, strategies, and supports results in improved academic and social-emotional success of students and educators.  As an experienced certified special educator in public and private institutions at multiple levels for students with varying disabilities including learning disabilities, Autism, OHI, anxiety, vision impairments, and twice-exceptional, university instructor and teacher intern supervisor, educational diagnostician, advocate, and parent and educator trainer for over 25 years and a mother of two, Amy understands the importance of working proactively and collaboratively with stakeholders to create effective and sustainable supports across settings to meet academic and social-emotional needs of clients.

More about Shari

As a lifelong special educator, Shari is dedicated to the success of all students. Over her 30-year career, she has acted as a liaison between students, families, school staff, and community support agencies at the elementary, middle, and high school levels. Shari has vast experience in both comprehensive and alternative school settings, supporting students with specific learning disabilities, emotional disabilities, autism, anxiety, depression, ADHD, and those identified as twice exceptional. The COVID-19 pandemic brought about a unique set of challenges for schools, families, and students. As a mother, Shari has seen the impact both at home and at work. Her expertise in various parts of the educational field enables her to utilize proven and current data-driven strategies that yield comprehensive, structured plans of support customized to meet the academic, behavioral, and social-emotional needs of her clients.

Links and Resources:

• Their practice: https://www.proactivestrategiessolutions.com/

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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

• How does occupational therapy help handwriting?
• What kind of handwriting warrants the help of an OT?
• What makes it difficult for students to have neat handwriting?
• What do students need to be aware of to improve their handwriting (pencil grasp, line height, letter sizing, etc.)?
• What exercises can parents use at home to improve handwriting?
• Who might benefit from these exercises?
• Do these exercises work for a child without dysgraphia who might just need help making their writing a bit more legible?

More about Aubrey:

Aubrey is the Lead Clinical Occupational Therapist at the Aurora Behavior Clinic! She is from New England originally and moved to Northern VA in 2020. Aubrey graduated from Springfield College in Massachusetts with her Bachelor of Health Science in 2018 and again with her Master of Science in Occupational Therapy in 2019. She has been in the field for 3 years and has experience in both pediatrics and geriatrics. Aubrey has worked at Skilled Nursing Facilities, Inpatient Rehabilitation Hospitals, and Pediatric Outpatient Clinics, working closely with other disciplines and a variety of diagnoses throughout the years. She is currently on the road to becoming a Certified Autism Spectrum Disorder Clinical Specialist, as she gains more knowledge in working with children with ASD through each course.

She has always had a passion for working with children ever since her early days working in daycares and developing additional clinical experience in early intervention and pediatric clinics in college. As a member of the American Occupational Therapy Association (AOTA), Aubrey has attended conferences and participated in professional development opportunities such as guest lectures and hands-on activities to increase her knowledge of the ever-growing field. 

Throughout her time at the Aurora Behavior Clinic, Aubrey has co-founded two programs. She has begun the Feeding Therapy Program and the Play and Say Group, alongside their speech therapist! Aubrey is always looking for ways to grow their clinic, which is evident in these early advances she has made!

Links and Resources:

• The Arc of Loudoun: https://abc.thearcofloudoun.org/ 

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• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• At what age should you introduce literacy concepts?
• What are some ways you can support literacy at home?
• What are some ways you can support literacy while you’re out of the house (running errands, on a road trip, visiting with friends, etc.)
• What are some things you should avoid doing when promoting literacy in your little ones?
• Should you teach your child the alphabet before kindergarten?
• When can you start encouraging your child to read?
• When should parents worry that their child isn’t reading?

More about Lynn

Lynn is a teacher, author, learning specialist, and private educational consultant. Lynn is proud to have worked in some of the very best schools in NYC and DC such as Dalton, Sidwell Friends, and Georgetown Day School. Most recently, Lynn worked as the lower school learning specialist for over a decade at Georgetown Day School. In my many years working with children, she truly enjoyed learning what makes each child unique.

Lynn especially enjoys those “ah-ha” moments when kids make the connections needed to succeed at what was once challenging for them. By helping children discover their innate capacity to learn, she sets them on a path to unlock imagination, innovation, and all the possibilities in their life’s journey. She’s seen again and again that with the right tools and support, including working closely with parents, all children can feel confident and successful. Lynn is excited to share with you and your child the tools and tips that I have collected along the way.

​Currently, she lives in Washington, DC with her amazing husband. She has two grown children who make her very proud. For fun, she likes to take long walks with friends, go boating on the South River, swim in the ocean, read novels, and try new restaurants.

Links and Resources:

• Lynn’s practice: https://www.lynnklaimaneducation.com

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• Website: http://www.readingllcenter.com 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 

LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What is stealth dyslexia and is it different from dyslexia?
• What are the red flags of stealth dyslexia as opposed to those of dyslexia?
• How does stealth dyslexia manifest in the classroom and at home?
• Do students with stealth dyslexia often get misdiagnosed and if so what misdiagnosis do they get?
• How do students get proper diagnoses?
• What age do students get diagnosed? Is it often older than those with the “typical” dyslexia red flags? 
• What support should students receive?

Links and Resources:

• Dr. Layne Kalbfleisch’s Practice: https://the2e.com/
• Teaching to Every Kid’s Potential,  Dr. Layne Kalbfleisch’s Book: https://wwnorton.com/books/9780393713084 
• Dr. Layne Kalbfleisch’s Editorial we referenced: https://the2e.com/wp-content/uploads/2019/02/FFXTM_0816_Kalbfleisch_editorial.pdf
• Dr. Layne Kalbfleisch’s Facebook: https://www.facebook.com/DrLayneK
• Dr. Layne Kalbfleisch’s Instagram: https://www.instagram.com/dr.laynekalbfleisch/

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

Today we will answer these questions:

• Why would a parent need coaching?
• Who needs parent coaching?
• What does parent coaching look like?
• How long does parent coaching normally last?
• How do you help parents see beyond their child’s behavior if it’s disruptive?
• Should parents and their children receive their own separate support at the same time? If so, should they receive support from the same provider? 
• What benefits do parents see after getting coaching?

More about Jen

Jen Dryer, MA, is a parent coach, advocate and educational consultant who supports families and teachers of neuro-different children. Jen has more than 20 years of experience working with children, families, and teachers in both NYC and DC as a public school teacher, staff developer, and parent advocate. Her younger son is autistic and has ADHD, and her older son has ADHD.

Jen wants to help parents feel seen, heard, and understood in the challenges they face raising an Orchid Kid. Her goal is to empower them to better understand and support the child who is in front of them, rather than the child who they wished they had been tasked to raise. 

Realizing the power of community and connection in weathering the challenges of raising neuro-different children, she wants to assist parents in connecting with others who are navigating similar paths. 

Jen values giving parents the space to reflect on what they really want, while stripping away the “shoulds” and the perspectives of those around them (family, peers, teachers, society, etc.). Her desire is to empower them to connect with their own internal values as they find creative ways to allow their Orchid Kid to feel loved, appreciated, connected, and competent. 

Links and Resources:

• Jen’s practice: https://www.raisingorchidkids.com/

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• Website: http://www.readingllcenter.com 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

• What do testing accommodations look like?
• What kind of testing can students get accommodations for?
• Why would a student need accommodations?
• How does a parent get these accommodations?
• When should parents request accommodations?
• How can students self advocate and remind their teachers that they need accommodations?
• How do these accommodations affect the student’s academic success?

As Top Score’s Director of Advising and Outreach, Jonathon partners with prospective and current families to design customized academic programs for their children. Jonathon is passionate about helping families find the best education solutions for their kids. In addition to advising Top Score families, Jonathon works towards scaling Top Score’s impact by developing meaningful external partnerships with schools, education consultants, college counselors, summer camps, and other organizations that align with our mission.

If you’d like to reach out to Jonathon, you can contact him at advisor@topscoreedu.com. 

Before joining Top Score, Jonathon worked in private school admissions, marketing, communication, and advancement. His work in education started as a high school math teacher, and he has always been passionate about positively impacting students’ lives.  

Originally from Vermont, Jonathon holds a Bachelor’s degree in Education and Mathematics from the University of Vermont and a Master’s degree in Educational Leadership from George Washington University. In his free time, Jonathon enjoys spending time with his family and friends, boating on the Potomac, and trying out new restaurants.

• Top Score Education’s website: https://topscoreedu.com/
• Top Score Education on Social Media:
  • Facebook: https://www.facebook.com/TopScoreEducation/ 
  • Instagram: https://www.instagram.com/topscoreofficial/ 
  • Twitter:  https://twitter.com/topscoreedu 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
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• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

In today’s episode, we’re talking to Wendy Weinberger about ORganization & Anti-Procrastination. Wendy is the President & Co-Founder of Illuminos in the Northern Virginia area. We’re happy to have Wendy with us in this episode to discuss strategies for improving success in children with ADHD or Executive Function struggles. Today we will answer these questions:

• Why do so many kids with ADHD struggle with school, despite being very smart and capable?
• What are Executive Functions? 
• What might be signs that a student is struggling with EF challenges? 
• Can you share about the difference or overlap between ADHD and EF skills? 
• What tips can you provide for parents to help their child become more organized both academically and in their “kid” life?
• For younger children, are there ways to help build the right skills early on to help them later? 
• For parents learning about an ADHD diagnosis when a child is older, is there still an opportunity to effect change? 
• What are common mistakes parents make while trying to help their child with ADHD? 
• How do parents help their child down the path of success at school without breaking down their relationship with that child, especially when teenagers?
• My child studies hard, but nothing sticks. Could that be an EF issue? What should the parents do? 
• What are the 5 key takeaways from today’s discussion?

More about Wendy

Wendy is the President & Co-Founder of Illuminos, a passion project born from her experiences growing up with numerous family members with ADHD and other learning differences.

When a child close to her received the same diagnosis, she not only worked hard to help him overcome the many challenges but decided to bring her cousin Evan’s academic coaching business to the DC area to help students in her community with similar struggles.

A lifelong supporter of children’s causes, Wendy has been a long-time advocate for the Children’s Hospital & Children’s Health Network and has raised more than $625,000 for the facility. 

Wendy holds a Juris Doctorate from Georgetown University Law Center, and a BS, cum laude, from the University of Maryland. Prior to founding Illuminos, she spent 25 years as an attorney, General Counsel and COO of publicly traded companies gaining a broad range of experiences that she leverages today in managing Illuminos. 

Wendy lives in Ashburn, Virginia with her husband, Antonio, their 5 children, Sofia, Stella, Lola, Emme, & Grayson, and their 2 Golden Retrievers, Coco and Luna, and their 2 Bengal cats, Milo and Riley.

Links and Resources:

• Wendy’s practice: http://www.illuminos.co/

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• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• Why do you think children are on their phones at night instead of going to bed?
• How is it affecting them the following day? 
• Is it having long term effects on things like their homework, focus, mental well being, etc?
• What do you recommend Parents do to combat this?Does phone usage affect executive functioning at other points in the day other than bedtime?
• Should parents limit cell phone usage?  
• Do you have tips for parents to help their children avoid being on their cell phones so much?

Shira Woodlee founded EdFront in 2013 with the goal of personalizing support through coaching one-to-one. Shira's dedication to supporting students and their families in receiving the most equitable education possible has brought coaching and tutoring support to many students. Every day, Shira works directly with students to ensure success in their academic life by promoting their strengths and advocating for their areas of challenge.

Shira began her journey in education as a Resource Specialist in various high school settings and as a private academic coach, leading her to serve in many roles inside and outside of the school setting. As she continued to coach her students, she honed her coaching techniques and now directly works in triage with her whole team to ensure support for as many students as possible.

Shira is honored to work with incredible coaches and tutors who are all on the mission to support unique and misunderstood students to meet their highest personal potential.

• EdFront Online: https://www.edfront.online/  

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

Today we will answer these questions:

• What is masking/unmasking?
• How does a person recognize that they’re masking?
• How does a person start the process of unmasking?
• Do you have specific tips to help along the way of learning how to unmask?
• What should parents do to help their children unmask?
• Should older children/individuals learn how to self-advocate on this journey of unmasking?
• How can friends and family be supportive on this journey?

Links and Resources:

• Dr. Layne Kalfleisch’s Practice: https://the2e.com/
• Teaching to Every Kid’s Potential,  Dr. Layne Kalfleisch’s Book: https://wwnorton.com/books/9780393713084 
• Dr. Layne Kalfleisch’s Facebook: https://www.facebook.com/DrLayneK
• Dr. Layne Kalfleisch’s Instagram: https://www.instagram.com/dr.laynekalbfleisch/

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

Today we will answer these questions:

• What does it mean to be a 2e student?
• When should parents begin talking to their children’s teachers about their twice exceptionality?
• Why is it so important that parents talk to their children’s teachers?
• What are your top ten strategies for successful communication between parents and educators of 2e students?
  • 1. Foster Relationships
  • 2. Collaborate
  • 3. Make Deposits
  • 4. Benefit of the Doubt
  • 5. Don’t take it personally
  • 6. Role Model
  • 7. Respect
  • 8. Avoid Long Emails
  • 9. Take a break
  • 10. Advocate

More about Julie:

Julie F. Rosenbaum Skolnick, M.A., J.D., Founder of With Understanding Comes Calm, LLC, passionately guides parents of gifted and distractible children, mentors 2e adults, trains educators and advises professionals on how to bring out the best and raise self-confidence in their 2e students and clients. 

Julie’s studies at Colgate University, Boston College and Cornell Law School allowed her to take a deep dive into sociology and why people do what they do. Her advocacy focus orients her toward seeking what someone needs based on who they are and how they show up in the world.

Her community involvement mirrors her passion for the gifted and twice exceptional community serving as Secretary to the Maryland Superintendent’s Gifted and Talented Advisory Council, Advisor for the Masters of Education Program for the Bridges Graduate School of Cognitive Diversity, Maryland liaison for Supporting the Emotional Needs of the Gifted (SENG), Committee member for the National Association for Gifted Children (NAGC) and as an advisor to “The G Word” feature documentary currently in production. 

Julie produces Let’s Talk 2e! virtual conferences, hosts Let’s Talk 2e! Empowerment Groups, and publishes “Gifted & Distractible,” a free weekly newsletter.

Julie and her husband are parents of three twice exceptional children who keep them on their toes and uproariously laughing. Julie’s therapist is a red standard poodle named Tigger.

Links and Resources:

• Julie’s practice: www.WithUnderstandingComesCalm.com 
• Julie’s book Gifted & Distractible (Out Fall 2023): www.GiftedandDistractible.com

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• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What does executive function mean?
• How does executive function affect organization?
• What organizational strategies have you seen work for those struggling with executive function?
• What organizational strategies do NOT work for those struggling with executive function?
• How can parents help their child optimize their organizational skills? (including their desk, physical space, backpack, locker, school binders/folders, etc.)
• What can teachers do in the classroom to assist those who struggle to stay organized?
• Once a student gets organized, how do they maintain an organized space?
• Any anecdotes you want to share?

Links and Resources:

• Their practice: https://www.enhancingyourstrengths.com/  
• Facebook: https://www.facebook.com/enhancingyourstrengths
• Instagram: https://www.instagram.com/enhancingyourstrengths/

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

Dr. Halpern has spoken on NPR and DC's Fox 5 and on panels for WISER and Diamonds in the Rough. She has presented for local schools and groups including Fusion Academy, Auburn School, xMinds, and the MCPS Special Education Committee. Dr. Halpern presents regularly at conferences and trainings for mental health providers, educators, and parents. Dr. Halpern’s presentations and workshops have focused on topics including Neurodiversity Affirming Care, ADHD, Autism, Anxiety, social media, child and teen mental health, bullying prevention, parenting skills, the therapeutic relationship, cultural considerations, and sibling rivalry. 

Along with writing blogs for WBMA, Dr. Halpern has recently published articles on accessing neurodiversity affirming care, parenting and discipline, understanding ADHD in both children and adults, social media’s impact on mental health, and mental health during the COVID-19 pandemic. She has contributed to articles about suicide, parenting, and dissociation. Dr. Halpern's writing and contributions have been featured in media including Psychiatry Today, Bustle, Autism Advocate, Verywell Family, Healthline, Everyday Health, and WUSA 9. 

Today we will answer these questions:

• What is autism and what is adhd? Are they often comorbid?
• What is neurodiversity and why is it so important?
• What should parents look for in a therapist?
• What can parents do to foster a neurodiverse atmosphere for their family? Any directions they should give to siblings?
• What kind of self advocacy tips can parents give their children?
• What can teachers do to foster this environment in their classrooms? 
• What can parents tell their children’s teachers to better help their child in the classroom?

Links and Resources:

• Dr. Halpern’s practice: https://www.wbma.cc/ 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What is ADHD?
• What is Anxiety?
• Do they often exist together and why?
• Is anxiety different for children with ADHD as opposed to children without ADHD?
• How can anxiety and ADHD affect a child’s academics?
• How can parents identify this in their child?
• Should parents get their child tested for both?
• After getting a diagnosis or noticing symptoms what can parents do to help? Are there practical tools the children can use to help?
• What can parents/students tell their teachers to help them at school?

Links and Resources:

• Their practice:https://hellerpsychologygroup.com/
• CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)): https://chadd.org/

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What is Executive Function?
• How can you tell if your child is struggling with their executive functioning?
• What are the 3 ways we can help improve executive function for the school year?
  • 1: Find the friction-in a time to reflect that works for you and your child
  • 2: Keep it simple- focus on planning and initiation
  • 3: Water the seeds of success
• What’s the best way to implement these tips before the school year or at the beginning of the school year?

Links and Resources:

• Their practice: https://thestudypro.com/ 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• How do you determine who is appropriate for myofunctional therapy?
• How early can you start therapy?
• What are some sleep issues that lead people to see a myofunctional therapist?
• How does myofunctional therapy improve sleep?
• What does myofunctional therapy consist of?
• Does a child have to be diagnosed with a sleep disorder in order to receive therapy? 

Links and Resources:

• Karese’s blog: https://airwaymatters.blog/ 
• Karese’s practice: www.themyospot.com

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What it means to be a twice-exceptional (2e) student.
• What school options are available for students
• The pros and cons of each school option for 2e students
• How to start looking for different school options for your student
• Tips to transition a student to a new form of education

Links and Resources:

• Stephanie's practice: https://www.exceptionaleducationalsolutions.com/ 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What WD Studio is
• The age range they teach
• What a typical vocal coaching session looks like
• What it’s like working with younger students
• If they see boosts in articulation after working with students
• What it’s like to work with young non-native speakers
• If students grasp language more quickly after working with a voice coach
• If clients gain more confidence after working a voice coach

Links and Resources:

• WD Studio: https://wdstudio.org/
• Instagram
  • https://www.instagram.com/wdstudiovoice/
• Facebook
  • https://www.facebook.com/WDStudioVoice/
• Youtube
  • https://www.youtube.com/channel/UCAr9fXM_-gFjrOR1mXrCL_Q

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What CLE is
• Who CLE is for
• How long students stay in the program
• The soft skills students learn while they’re at CLE
• Success stories

Links and Resources:

• The College Living Experience: https://experiencecle.com/ 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• Why Lori, as a person who stutters, decided to pursue a degree to become a speech-language pathologist
• Lori’s personal experience with stuttering 
• Some reasons why people stutter
• What acceptance can mean in therapy
• What fluency therapy can look like for children and adults
• How parents can support stuttering acceptance at home
• What teachers should know and do when a student stutters

Links and Resources:

• Lori’s practice: https://www.allislandspeech.com/ 
• Lori’s Facebook: https://www.facebook.com/allislandspeechandstuttering
• Lori’s Instagram: https://www.instagram.com/allislandspeech_/

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

1. What dyslexia is & if it’s hereditary
2. If there’s a cure for dyslexia
3. The signs or red flags of dyslexia in early childhood 
4. How dyslexia impacts a person at each stage of life
5. If dyslexia gets worse with age 
6. The psychosocial impact of dyslexia if left untreated
7. How dyslexics learn best
8. How important early intervention is 
9. The first step if you think your child has dyslexia

Links and Resources:

• Dr. Doglai’s Practice: https://psychtesting4kids.com/
• Facebook: https://www.facebook.com/psychtesting4kids
• Instagram: https://www.linkedin.com/in/lindseydogaliphd/
• Email: ​​drdogali@psychtesting4kids.com 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

1. When Jacobo found out he had dyslexia
2. What he was struggling with the most that lead to the belief that he had dyslexia
3. How he felt to learn there was a reason he was struggling
4. How therapy went for him
5. How dyslexia has impacted his work
6. What he does to help himself succeed 
7. The things he excels at
8. What he would tell his younger self and anyone just being diagnosed with dyslexia
9. What he wishes his teachers knew about dyslexia
10. What dyslexia means to Jacobo
11. About the Activate app

Links and Resources:

• Activate: https://activate-learning.com/
• Speechify: https://speechify.com/ 

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• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What is EI and how it works
• How children are referred for early intervention services
• What approach is used in Stephanie’s work?
• How much carryover there is with parents
• Other early intervention services
• What happens if students still require service but are too old for EI

Links and Resources:

• Soar365: https://www.soar365.org/

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• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What structured literacy is and its purpose
• How many children really have difficulty reading
• The effects of late intervention
• What parents should do if they suspect their child is struggling
• The importance of parents providing a strong literacy foundation
• The long-term effects of poor literacy skills
• A success story about someone who got early help

Links and Resources:

• Susan’s Bio: https://www.readingllcenter.com/person/susan-danker/
• www.nessy.com  
• https://dyslexiaida.org/ 

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• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

• When Ashlee found out she had dyslexia and how it made her feel

• If she received reading support and if she liked it 

• How she advocated for herself and the ways in which her teachers responded.

• How dyslexia impacted her work

• Ashlee’s tools for success

• What she wished/wished her teachers knew about dyslexia

• How dyslexia has impacted her sports

• How she defines dyslexia as her superpower

• What dyslexia means to her personally 

Remember to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 

• Facebook: http://www.facebook.com/readingllcenter 

• Instagram: http://www.instagram.com/readingllcenter 

• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 

• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• How Gracie felt to learn that she had dyslexia
• If she attended reading therapy and if she liked it.
• How she has advocated for herself in school
• How dyslexia has impacted her work
• What she does to help herself succeed 
• The things she excels at
• What she would tell her younger self and anyone just being diagnosed with dyslexia
• What she wishes her teachers knew about dyslexia
• What dyslexia means to Gracie

Remember to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What written expression is 
• Why it’s so hard for students to get started with writing assignments 
• The connection between language and written expression
• How dyslexia can affect a student’s written expression
• How writing is taught, especially to a student with dyslexia
• Some helpful strategies for parents to help their children edit their work

Links and Resources:

• Diane’s Bio:  https://www.readingllcenter.com/person/diane-douglas/
• ASHA’s definition of written language disorders: https://www.asha.org/practice-portal/clinical-topics/written-language-disorders/
• Understood.com’s definition of written language disorders: https://www.understood.org/articles/en/what-is-written-expression-disorder
• Symptoms of a written expression disorder: https://www.understood.org/en/articles/expressive-language-disorder-symptoms?_sp=bbf1096c-6716-410a-b4e4-d82b2061d0fb.1663866026806
• Ways to encourage writing: https://www.understood.org/en/articles/7-great-ways-to-encourage-your-grade-schoolers-writing?_sp=bbf1096c-6716-410a-b4e4-d82b2061d0fb.1663866086865
• Reading Rockets “Developing Writing and Spelling at Home”: https://www.readingrockets.org/article/developing-writing-and-spelling-home
• Parent toolkit to help with writing: http://www.ldonline.org/article/Tool_Kit_for_Parents%3A_Tips_for_Helping_With_Writing_Tasks
• Understanding Dysgraphia: https://dyslexiaida.org/understanding-dysgraphia-2/

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• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What stuttering is
• Nick’s experience with speech therapy
• Do people get more fluent as they get older?
• What it’s like studying speech as a person who stutters
• What it’s like getting a job in the SLP field as a person who stutters
• Advice for parents of children who stutter and advice for children who stutter 

Links and Resources:

• Nick’s bio: https://www.readingllcenter.com/person/nick-bruno-m-a-ccc-slp/ 

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• Website: http://www.readingllcenter.com 
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• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

We have loved creating and sharing this podcast with you all and we look forward to future episodes. 

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• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

• What parents should do to prepare their children to go back to school
• How child with dyslexia need to prepare a little differently to go back to school
• School supplies for students with dyslexia that may not be on a regular school supply list
• How parents can teach their child self-advocacy?
• What parents should do during the first week of school
• Denae’s #1 piece of advice for all parents with children going back to school

Links and Resources:

• Denae’s Bio: https://www.readingllcenter.com/person/denae-sullivan/ 
• Book a chat with us: Book a Chat

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
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• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

1. How COVID-19 has impacted the mental health crisis
2. What types of symptoms are seen in elementary, middle, and high school students
3. Symptoms and behaviors parents should be aware of and how can they help their children
4. Advice for how to support a child anxious about going back to school. 
5. How anxiety may impact testing
6. Whether or not parents should discuss mental health with their teens & how to start that conversation

Links and Resources:

• Mindwell: https://mindwell.us 
  • Mindwell on Facebook: https://www.facebook.com/mindwellpsychology/ 
• The New York Times article we reference: https://www.nytimes.com/2022/02/16/health/covid-depression-anxiety.html 

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• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What cognitive behavioral basics are
• What self-talk is and why it is so important
• The benefits of focusing on self-talk
• Examples of self-talk that can be used with a child who is feeling depressed or anxious
• Tips to improve positive self-talk
• Helpful resources to improve positive self-talk

Dr.Links and Resources:

• Greater Hartford Wellness: https://www.greaterhartfordwellness.com  
  • Facebook: https://www.facebook.com/greaterhartfordwellness/ 
  • Instagram: https://instagram.com/greaterhartfordwellness?igshid=YmMyMTA2M2Y=

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What STEM stands for 
• Why students with dyslexia are often excluded from STEM opportunities and what effect that may have on a student.
• The kinds of programs offered at Sliding Doors 
• The link between ADHD, dyslexia, and STEM.

Links and Resources:

• Sliding Doors: https://www.sdsquared.org/ 
  • Facebook: https://www.facebook.com/SDSquaredLC/
• Dyslexic Edge: https://www.thedyslexicedge.org 
  • Facebook: https://www.facebook.com/thedyslexicedge 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What is an Orchid Kid
• Where the name “Orchid Kid” comes from
• What type of programs/classes are offered at “Raising Orchid Kids”
• The effects of COVID-19 on Orchid Kids
• What resources are available to families of an Orchid Child

Links and Resources:

• Raising Orchid Kids 
  • https://www.raisingorchidkids.com  
  • raisingorchidkids@gmail.com  
• Gabriele’s practice Speech Kids: https://www.speechkids.com 
• Gabriele’s previous podcast episode all about “Turn Taking”: https://plinkhq.com/i/1582688924/e/1000538435722 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What AAC stands for 
• How SLPs determine if a child would benefit from an AAC device 
• Possible changes in a child once they have a device
• What devices are appropriate for different people
• The training that a child's caregivers and teachers receive. 
• How SLPs incorporate AAC into teaching early literacy skills in the classroom?  

Links and Resources:

• National Therapy Center 
  • Website: https://www.nationaltherapycenter.com/speech-language-therapy  
  • Facebook: https://www.facebook.com/nationalspeech 
  • Instagram: https://www.instagram.com/nationaltherapycenter/ 
  • Twitter: https://twitter.com/nationalspeech 
  • LinkedIn: https://www.linkedin.com/company/national-speech-language-therapy-center/ 
  • https://www.linkedin.com/in/samantha-crooks-505745a8/ 
• Dr. Karen Erikson, Literacy Specialist:
  • https://www.med.unc.edu/ahs/clds/directory/karen-erickson/ 

RLLC’s Website: www.readingllcenter.com 

RLLC’s Facebook: www.facebook.com/readingllcenter 

RLLC’s Instagram: www.instagram.com/readingllcenter 

RLLC’s LinkedIn: https://www.linkedin.com/company/15411008/admin/

1. What is physical therapy and why would someone need it?
2. If someone needs a PT, what steps are taken when they begin therapy?
3. How long do things normally take?
4. Are there things patients have to do outside of therapy?
5. What can parents do to help with their child’s therapy?
6. Do physical therapists work collaboratively with coaches, trainers, and doctors?
7. What changes are seen in physical therapy clients after rehab? 

Links and Resources:

• Dr. Cohen’s practice: https://cohenhp.com 
• Facebook: https://www.facebook.com/cohenhp 
• Instagram: https://www.instagram.com/cohenhealthandperformance/ 
• LinkedIn: https://www.linkedin.com/in/zachary-cohen-founder-cohen-health-and-performance-4b147152/ 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What is dysgraphia?
• How is it treated?
• Why is pencil grip so important? 
• What are some tools to improve fine motor skills?
• Do you find that some children who have sensory issues have dysgraphia? 

Links and Resources:

• Kristen’s practice: https://skillsonthehill.com/our-practice/ 
• Skills on the Hill Social Media:
  • https://www.facebook.com/skillsonthehill/
  • https://www.instagram.com/skillsonthehill/?hl=en
  • https://www.linkedin.com/company/skills-on-the-hill/about/
  • https://www.youtube.com/channel/UCu7bQoltIPWweqHNZ5U3nDw
  • https://www.pinterest.com/skillsonthehill/
  •  https://twitter.com/skillsonthehill?lang=en
• RLLC’s Summer Reading & Writing Programs: https://www.readingllcenter.com/services/intensive-programs-camps/ 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

• What Occupational Therapy is
• What regulation means
• The different zones of regulation
• Why it is important for children to be able to regulate
• Possible signs of regulation issues
• How OT can help with regulation
• What parents can do at home to help

Links and Resources:

• Creative Development: https://creativedevelopmentct.com  
• Creative Development’s Instagram: https://www.instagram.com/creativedevelopmentllc/ 
• Creative Development’s Facebook: https://www.facebook.com/creativedevelopmentct 
• Creative Development’s Youtube: https://www.youtube.com/channel/UCYoMhunfapgTIuGs97YeCHA/videos 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center 

• What a visual schedule is and why it’s important?
• The difference between an IFSP and IEP
• About Asperger syndrome

Links and Resources

• Moore Pediatric Therapy Services: http://www.moorepediatricnc.com 
• MPTS Facebook: https://www.facebook.com/moorepediatrictherapy 
• Autism Society: Autism Societyhttps://autismsociety.org

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• Some of the challenges parents may face
• How parents can approach the research regarding ASD
• What strategies/techniques might parents want to include in their home?

Links and Resources

• Moore Pediatric Therapy Services: http://www.moorepediatricnc.com 
• MPTS Facebook: https://www.facebook.com/moorepediatrictherapy 
• Autism Society: Autism Societyhttps://autismsociety.org

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What parent advocacy is and why we need it
• How a parent should prepare to advocate for their child
• Important items to consider when drafting an IEP
• A parent’s rights during the IEP process.
• The difference between private therapy and school support
• Collaboration between private therapists and schools to jointly support the child
• How to encourage a child to be able to advocate for themselves
• Is it ever too late to begin remediation?
• What success looks like for a child with dyslexia

Links and Resources:

• Lorraine’s Website: https://www.lorrainehightower.com
• Lorraine's Instagram:  https://www.instagram.com/lorrainemhightowerllc/ 
• Lorraine's Facebook: https://www.facebook.com/LorraineMHightowerLLC/ 
• Lorraine’s LinkedIn: https://www.linkedin.com/company/lorraine-m-hightower-llc/ 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

1. What an education attorney is and why you would need one
2. When you should seek out an education attorney
3. If bringing an attorney to an IEP meeting will hurt your relationship with the school
4. The first steps in the special ed process 
5. How an education attorney can help in the IEP process 
6. What to do if your child is not found eligible for services in school
7. What to do if your child already has an IEP but has not seen any progress
8. What to do if you want a public school to pay for a private placement 

Links and Resources:

• Law office website: https://bkgpc.com
• Facebook: https://www.facebook.com/fapelaw/
• LinkedIn: https://www.linkedin.com/company/bkgpc/about/

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What Expressive Writing is
• The correlation between language and written expression
• The definition of dysgraphia
• Red flags of dysgraphia
• How professionals identify children with written expression disorders
• Where to  start with writing therapy
• What approach is used in writing therapy
• Why children need explicit instruction when it comes to writing
• What parents can do at home to help their child

Links and Resources:

• Dr. Sherman’s Practice: https://thewriteturndc.com 
  • Instagram: @thewriteturndc
  • Facebook: @thewriteturndc
  • Twitter: @thewriteturndc
• An overview of the discussed writing notebooks: https://youtu.be/a-Cmmp-Mtsk

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• How music helps in child development
• If music can actually help a child with language and literacy
• Fun ways that parents can introduce their children to music, rhythm, and sound
• Movement and music songs that parents can use with their preschoolers
•  How music promotes a child’s social-emotional well-being

Links and Resources:

• Sara’s bio: www.readingllcenter.com/sara-zeglevski 
• Movement and music songs mentioned: https://www.amusictherapy.com/post/top-10-fingerplay-songs-to-develop-fine-motor-skills 
• The article Sara references: https://www.frontiersin.org/articles/10.3389/fpsyg.2011.00124/full
• Social Media where you can find some of Sara’s work
  • Facebook: https://www.facebook.com/readingllcenter 
  • Instagram: https://www.instagram.com/readingllcenter/ 
  • LinkedIn: https://www.linkedin.com/in/sara-zeglevski-0a16baa8/

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• What stuttering is 
• When a parent should reach out if they suspect their child is stuttering
• What types of therapy are found to be beneficial?
• What group therapy is like 
• How to help kids transfer their fluency skills to the home
• How to help siblings of children who stutter understand their sibling who stutters
• What Speak Now Camp is 

Links and Resources:

• If you have any questions for Kim the best way to ask is through direct email: sabourin@temple.edu
• The Speak Now Camp Instagram: @speaknowcamp 
• Other resources mentioned: National Stuttering Association

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
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• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

Today you will learn:

• What it means to facilitate Social Connections for & among those with ASDs and why it is important
• The skills needed to develop social connections
• How those with ASDs develop those skills and who helps them develop those skills
• How those with ASDs practice those skills
• How parents can assist with social connections
• If teachers should assist with social connections and how

Links and Resources:

• Dr. Lerner’s Bio: https://www.stonybrook.edu/commcms/psychology/faculty/faculty_profiles/mlerner 
• The Lerner Lab 
  • Website: https://www.lernerlab.com 
  • Facebook: https://www.facebook.com/LernerLab/  
• The Autism Initiative at Stony Brook University
  • Facebook: https://www.facebook.com/AutismSBU/
  • Instagram: https://www.instagram.com/autismsbu/?hl=en

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

• How covid may amplify anxious ways

• Coping mechanisms that parents and children can use

• If parents ever transfer their fears to their kids and how that may create pressure

• When parents should begin to worry about anxiety in their child

• The difference between how children and adults experience anxiety

• Some warning signs parents should be looking for

• Why there is a stigma around mental health and what to do to get rid of it

Links and Resources:

Adrian's Website: https://www.lizado.ie  Lizado Services on LinkedIn: https://www.linkedin.com/company/lizado-services/

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

Today you will learn:

1. Who experiences bullying
2. What parents can do to help their children deal with bullying
3. When parents should reach out to a professional
4. How parents can help alleviate anxiety at home
5. Why Individuals who have autism spectrum disorders (ASD) commonly experience anxiety about social interaction and social situations. 
6. What types of therapy help students who are on the spectrum deal with bullying and anxiety
7. The Crimson Protector: A fun tool to help middle schoolers learn how to deal with Bullying

Links and Resources:

• Dr. Kranzler’s Practice: https://www.kapscommunity.com 
• The Crimson Protector: https://www.thecrimsonprotector.com 
• The Crimson Protector on Amazon

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

In today’s episode we’re talking to Dr. Kristy Davies about AAC. Dr. Davies is a Speech Language Pathologist and AAC Specialist in the New Jersey area. She owns the practice Speech Language Associates located in Mt Laurel, New Jersey.

Today you will learn:

• What AAC stands for
• When to use AAC  
• The benefits of AAC 
• Different AAC Device Options (Low-High Cost)
• AAC and early literacy skills 

Links and Resources:

• Kristy’s Practice: https://speechlanguageassociates.com  
• Facebook: https://www.facebook.com/SpeechLanguageAssociates 
• Instagram: https://www.instagram.com/speechlanguageassociates/
• Youtube: https://www.youtube.com/channel/UCIcXqwt2yICDMshtRWoecmQ 
• Yelp: https://www.yelp.com/biz/speech-language-associates-cinnaminson

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

#AAC

#SpeechLanguagePathology

In today’s episode we’re talking to Dr. Rebecca Resnik about ADHD & Executive Functioning. Dr. Resnik is a licensed psychologist in Maryland who specializes in neuropsychological testing. She owns a practice where they provide quality psychological testing, psychotherapy for all ages, educational consulting, and public speaking. Today you will learn:

• What is ADHD or ADD?
• What are some early red flags? 
• What is executive functioning & how does it impact a child’s daily routines? 
• Different Treatment Methods for ADHD and Executive Functioning Disorders

Links and Resources:

• Dr. Resnik’s practice: https://www.resnikpsychology.com 
• Facebook: https://www.facebook.com/resnikpsychology

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

Today you will learn:

• What Orofacial Myofunctional Therapy is and who it affects
• What OMDs are and their causes
• The lowdown on snoring
• A introduction to tongue ties

Links and Resources:

• Gillian’s practice
  • www.gladstonespeech.com  
• Facebook 
  • www.facebook.com/gladstonespeech
• Instagram
  • www.instagram.com/gladstonespeech 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

In today’s episode RLLC owners Susan Danker and Carla Askew are answering the most frequently asked questions that parents have when their child is diagnosed with Dyslexia. Susan and Carla are SLPs in the DMV area who specialize in dyslexia. They both have a passion for helping people succeed which is why they began their practice in 2002. At their practice they treat children and adults with speech, language, and reading disorders. In addition to to their regular work Susan and Carla offer professional development courses to SLPs looking to grow their practice. The courses discuss how to identify and test for dyslexia. Make sure to follow RLLC on all social media platforms to keep up to date with their courses and other helpful resources. The links are down below. Today the questions we will be answering are:

How long will dyslexia therapy take?

• What books can I read with my child? 
• What can I do at home with my child?
• Why can’t we work on writing and/or spelling right away? My child just needs to know how to spell.
• Why is it important to do working memory drills? What do they have to do with reading/spelling?
• Should my child take a second language if they have dyslexia?
• Why is it that my child with Autism can read at grade level but needs intervention?
• Should we do Vision therapy?
• What accommodations should we ask for at school?

Links and Resources

• Susan’s Bio
  • https://www.readingllcenter.com/person/susan-danker/
• Carla’s Bio 
  • https://www.readingllcenter.com/person/carla-askew/ 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

In today’s episode we’re talking to Susan Danker about Dyslexia. Susan is the Co-Owner of the Reading and Language Learning Center along with her business partner Carla Askew. She is a speech language pathologist in the DMV area who specializes in dyslexia. Today you will learn:

• What dyslexia is and how it affects people
• Red flags for dyslexia
• Who can diagnose and treat dyslexia
• What parents can do at home to help their child with dyslexia

Links and Resources:

• Susan’s practice
  • https://www.readingllcenter.com 
• The Reading and Language Learning Center’s Social Media
  • Facebook: https://www.facebook.com/readingllcenter 
  • Instagram: https://www.instagram.com/readingllcenter/ 
  • Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
  • LinkedIn:https://www.linkedin.com/company/the-reading-and-language-learning-center 
• Dyslexic Edge Conference
  • https://www.thedyslexicedge.org 

Make sure to subscribe and follow us on social media so you never miss an episode!

• Website: http://www.readingllcenter.com 
• Facebook: http://www.facebook.com/readingllcenter 
• Instagram: http://www.instagram.com/readingllcenter 
• Youtube: https://www.youtube.com/channel/UCWlbl8Ea8DJFADaNU9ZK1Vw 
• LinkedIn: https://www.linkedin.com/company/the-reading-and-language-learning-center

In today’s episode we’re talking to Gabriele Nicolet about Turn Taking. Gabriele is a speech language pathologist in the DMV area. She specializes in early childhood development and also leads a course and support group for parents and caregivers raising children with developmental, behavioral and/or learning differences. Today you will learn:

• The definition of turn taking
• When turn taking starts and how is it initiated
• What happens when there is a breakdown in turn taking
• What parents can do at home to help their child with turn taking

Links and Resources:

• Gabriele’s practice
  • https://www.speechkids.com 
• Raising Orchid Kids course and support group
  • https://www.raisingorchidkids.com 
• The Video of Father and Son talking/babbling together
  • https://www.youtube.com/watch?v=AY35eXTKVLY 
• Gabriele’s Toddler Talk Course

https://www.speechkids.com/toddlertalkonline

In today’s episode we’re talking to Gabriela Teran about Dual Language. Gabriela is a therapist here at the Reading and Language Learning Center. She also teaches one-on-one Spanish lessons to children and adults. Today you will learn:

• How many dual/multi-language speakers there are in America and Abroad
• The myths about children learning more than one language at a time
• The benefits of learning dual or multi-languages
• Activities that parents can do at home with their kids 
• The connection between language and culture

Links and Resources:

• The books that Gaby recommended:
  • Bilingual: Life and Reality by François Grosjean
  • The Bilingual Brain: And What It Tells Us about the Science of Language by Albert Costa

• Are behaviors communication?
• What behaviors tell us.
• How to intervene at home

This week we will finish up with:

• How to intervene at school

Links and Resources

• Moore Pediatric Therapy Services: http://www.moorepediatricnc.com 
• MPTS Facebook: https://www.facebook.com/moorepediatrictherapy

• Are behaviors communication?
• What do behaviors tell us?
• How to intervene at home

Links and Resources

• Moore Pediatric Therapy Services: http://www.moorepediatricnc.com
• MPTS Facebook: https://www.facebook.com/moorepediatrictherapy

• What sensory integration means
• What happens when sensory integration doesn’t develop properly
• What sensory integration therapy looks like
• How parents can help at home.

Links and Resources

• Dr. Malhotra’s Practice: https://novapedtherapy.com

• • What is stuttering and how is it diagnosed?
  • Treatment 
  • Social impact of stuttering
  • How parents can support their child at home

Links and Resources

• • Vivian’s Practice: https://www.sisskinstutteringcenter.com
  • Youtube channel: Open Stutter

• • Skills to prepare for school
  • When to be concerned if seeing issues
  • The importance of self-care and emotional skills
  • Things to do at home to keep learning fun

Links and Resources:

• • Janelle’s Preschool Classroom on Twitter: @chrisyungprek
  • The pencil grip trick:
    • Have them hold a cotton ball against their palm under their pinky and ring finger. 
    • Here’s an example video: https://www.youtube.com/watch?v=kIFXZdpnLi8