Bayou City Speech & Language is a small boutique pediatric speech pathology practice providing individualized, holistic, research-based treatment with a child-centered focus, and an advocate-based approach.

Julie Roberts

As Featured in VoyageHouston Magazine

I am among a growing group of like-minded Speech-Language Pathologists who believes that the emotional well-being of the child supersedes mandating "compliant" behavior. We are Neurodiversity allies who assert that all behavior is communication, and that sometimes behavior is the only communication a child may have the ability to produce at that particular moment. We advocate neurodiversity, self-determination, dignity, respect of individual rights, sensory preferences, and the power to say "no". Above all, we seek to understand the reason behind our clients' behaviors. While supporting the child's emotional well-being, we provide them with therapy to expand their communication in meaningful and functional ways, and in the manner which works best and is most natural for the child.

Julie's Bio

Hi, I'm Julie Roberts. I'm so happy that you were called to visit my site!

Over the last 19 years as a pediatric speech-language pathologist, in partnership with parents and caregivers, I've helped to change the lives of hundreds of Houston's children and their families through transformation of each child's individual communication abilities, using research-based methods and evidence-based treatment practices. I believe that it is essential that therapy take place in a positive, fun and child-centered environment. I believe that my partnership with parents, and family involvement are key to successful therapy outcomes.

Julie is a native Texan and has lived in Houston since 1999. After growing up in Simi Valley, California, she returned to Texas in 1990. Julie received her undergraduate degree from the University of Texas, Arlington. She received her Master of Science in Communication Disorders from the University of Texas, Dallas, The Callier Center for Communication Disorders. She is nationally certified and received her Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA), and is licensed to practice speech-language pathology within the State of Texas since 1999. Julie has presented at the Texas Speech and Hearing Association conference as a member of her graduate research team, whose work is published in Discourse Processes, 30(3), 265-283, © 2000.

Julie is the founder and President of SLP Neurodiversity Collective™, an international collective of Speech-Language Pathologists who believe that neurological differences are to be recognized and respected as any other human variation. These neurological differences can include those with Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum, Tourette Syndrome, and others. We work to empower our clients across the world to take control of their own communication. We advocate for our neurodiverse clientele for self-determination. We believe in the dignity of all human beings, respect of individual rights, respect of sensory preferences, and the power to say "no".

Julie is the creator and President of The StoryBook Changes!™, an educational company which publishes a series of interactive children's books that come with parent guides designed to support parents in increasing language facilitation in the child's natural environment. She has a passion for helping families implement and improve total social and functional communication, and interaction with their children. Julie sees hope and promise in every child!

Mission Statement & Philosophy

My small boutique practice in Houston, Texas allows me to provide individualized, holistic, research-based treatment with a child-centered focus, and an advocate-based approach. The clinic's mission is to develop and grow each child's functional communication skills to their fullest potential in order to build communication independence in the natural environment, and to sustain positive relationships within family, school and community environments.

Mission Pledge

  • I will conduct an in-depth and thorough initial total communication assessment in order to understand your child's unique strengths and target realistic, attainable and measurable communication goals. I will take into account your personal goals and dreams for your child when developing a therapy program for them.
  • I will use evidence-based strategies and engaging activities that encourage your child to communicate, while teaching you how to carry over these communication strategies into your child's natural environment.
  • I will practice research-based treatment and use evidence-based tools and materials.
  • I will be a resource and an advocate for you and your child, through caregiver education and individualized training. I highly encourage you to be in each therapy session where I will teach you facilitation and carry-over skills for faster language improvement.
  • I will stay current in the latest language development research, Autism research, AAC research, and Speech-Language Pathology research by continuing to follow scientific developments in these fields. Furthermore, I will acquire CEUs yearly in the areas I practice.
  • While treating your child's speech and language, I will use a holistic approach, looking at the whole child; I will be aware of child's sensory system, including current limitations, their play development, their pragmatic skills and emotional development, their physical abilities and limitations, their cognitive skills, their diet and nutrition, along with facilitating their functional communication development.
  • I will be ethical in all interactions with you and your child, including providing clear and factual assessment, therapy and progress documentation, and following all ASHA, Texas and Federal therapy ethics, regulations and requirements.

Who We Help

Bayou City Speech & Language is a boutique pediatric private practice specializing in children and adolescents through age 18, including new college or university students. Julie A. Roberts, M.S., CCC-SLP is passionate about empowering children and adolescents to advance their verbal and written language ability, auditory comprehension, social-emotional learning and pragmatic communication, and executive functioning to their fullest potential, in order to build independence, and to sustain positive relationships long after each session concludes. She has been practicing for over 19 years.

Bayou City Speech & Language specializes in providing comprehensive evaluations and executive functioning services, social communication therapy and speech/language therapy to children and adolescents including those with:

  • Executive function deficits
  • ADHD
  • Autism
  • Social Communication Disorder
  • Specific Language Impairment
  • Language-Based Learning Disabilities
  • Intellectual Disabilities, Brain Injury
  • Down Syndrome and other syndromes
  • Writing and literacy

Bayou City Speech & Language uses evidence-based strategies and proven programs from leading experts, as well as the latest, research-grounded assessment instruments, products, software and materials. ABA is not used or recommended within the practice.

Attention-Deficit / Hyperactivity Disorder

Brain

ADHD is a disorder that makes it difficult for children or adolescents to pay attention and control impulsive behaviors. Children and adolescents with ADHD struggle with "Executive Function Skills" including difficulties with:

  • Attention, Concentration, Memory
  • Metacognition
  • Yelling out answers without being called on, interrupting the speaker, talking too much, and speaking in a loud volume
  • Making tangential comments in conversation, or struggling to organize thoughts
  • Listening comprehension, missing details in both conversation and stories
  • Applying new information learned from previous mistakes
  • Planning, organizing, and completing school work, homework and projects on time
  • Self-regulation of behavior, and monitoring and modifying behavior to fit different situations and settings
  • Explaining or retelling a story in verbal or written form, centering on a topic and chaining a sequence of events together
  • Discussing stories and the points of view of various characters in verbal or written form
  • Interpreting the emotional meaning of words
  • Understanding puns, riddles, sarcasm and other non-literal uses of words, and interpreting the emotional meaning of words
  • Understanding other points of view
  • Pragmatic Language/social-emotional skills

What is the difference between ADD and ADHD?

The terms ADD and ADHD are interchangeable, although the current correct medical terminology is ADHD or Attention Deficit / Hyperactivity Disorder.

With ADHD, the ability to comprehend appropriate social interaction, recognize pre-verbal communication cues, and understand basic rules of communication exchange, such as to "wait your turn to reply," are generally intact. Due to the student's distractibility, impulsiveness or other executive function impairments secondary to their ADHD, the child or adolescent may fail to follow those same rules at any particular moment, or even notice social cues at all. Additionally, a student with Executive Functioning difficulties might be a fluent reader, but at the same time struggle with capturing the main point of each paragraph, the running themes in the book, or summarizing what they have just read either verbally or in written form. Writing requires the ability to organize thoughts into a narrative, presume what information the intended audience needs to know, maintain the topic, and write papers to a specified topic and length.

ADHD Speech Therapy and Executive Functioning Treatment

Bayou City Speech & Language can help your child or adolescent learn to compensate for their Executive Function and Pragmatic Language difficulties, and communicate verbally and in written form more effectively. A comprehensive evaluation of each child or adolescent’s speech and language is crucial to developing a customized treatment plan. Speech language treatment will target individualized goals necessary for understanding social interaction and improving academic success.

Autism

Neurodiversity

We are Autism advocates who believe that our therapy practices should contribute to a world in which Autistic individuals enjoy equal access, rights, and opportunities. Bayou City Speech & Language is anti-ABA. We advocate neurodiversity, self-determination, dignity, respect of individual rights, sensory preferences, and the power to say "no". Every member pledges to provide culturally competent, trauma-sensitive, empathetic care.

What is the difference between Asperger's and Autism?

Before 2013, Asperger's and Autism were diagnosed as distinct classifications. However, in 2013, with the latest publication of the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-5), it redefined Autism encompass the previously separate diagnoses of Autism, Asperger's, pervasive developmental disorder not otherwise specified (PDD-NOS), and childhood disintegrative disorder under one Autism umbrella.

Autism: Speech Therapy and Executive Functioning Treatment

Bayou City Speech & Language practices a developmental social-pragmatic model (DSP) during therapy with our Autistic clients. DSP is an evidence-based developmental intervention which focuses on initiation and spontaneity in communication and following the child's focus of attention and motivations. We do not embrace the ABA model. We build on your child's current communicative repertoire, even if it is unconventional, and we use natural activities and events to develop their future communication skills. Bayou City Speech & Language practices therapy in a manner which respects neurodiversity and sensory preferences with the goal to empower Autistic children to take control of their own communication.

Executive Function Assessments and Therapy

Executive Function

Executive Function: An increasing number of children and adolescents struggle in school because of weaknesses in executive skills even though they may not meet the diagnostic criteria for ADHD or Autism. The transitions between 5th grade to middle school, middle school to high school and high school to university are typically when these limitations significantly impact academic performance and peer relationships the most; this practice specializes in helping students at each of these critical milestones successfully transition.

A speech-language pathologist plays a meaningful role in the identification, assessment and treatment of executive functioning delays, secondary to the higher-level metacognition and language-based needs of the child or adolescent. While executive functioning skills impact every aspect of child or adolescent's life, a strong intervention plan can immediately begin improving the quality of life for students who are struggling with successful executive functioning.

When a child or adolescent struggles with executive function, they may have difficulty with:

  • Organizing materials and keeping track of time during school work and projects
  • Self-monitoring and impulse inhibition
  • Initiating and completing tasks, school work, homework and projects on time
  • Analyzing information and applying previously learned information to solve problems
  • Knowing when and how to seek help, or more information when they are stuck
  • Difficulties with social communication and maintaining peer relationships

Bayou City Speech & Language offers

  • Executive Function evaluations for children and adolescents ages 5-18, in conjunction with a comprehensive social communication, speech and language evaluation.
  • Executive Function services for children and adolescents ages 5-18.

Based on individual needs, cumulative sessions will focus on refining relationships with peers, family, teachers and coaches, increasing strategic planning, improving material and project organization, time management, decision making, and amplified personal self-regulation, leading to greater academic achievement and success.


Executive Function in the News


Executive Function Disorder, Explained!

ADDitude Magazine

by Larry Silver, M.D.

A child or an adult with attention deficit hyperactivity disorder (ADHD) might be hyperactive, inattentive, and / or impulsive. Clinicians have always understood hyperactivity and impulsivity. The understanding of inattention, though, has shifted from primarily "the inability to stay on task" to a broader concept called executive function disorder (EFD), which involves a pattern of chronic difficulties in executing daily tasks.

Read more at additudemag.com


The Testing Ground for Executive Functions? Sixth Grade

ADDitude Magazine

by Marcia Eckerd, Stephen Rudin

Middle school is hell for many kids. Aside from social struggles, many begin to miss deadlines, lose assignments, and drop balls as executive function deficits come to light. Earty detection and intervention, though, can make a huge difference.

Read more at additudemag.com


What's the Difference Between Executive Functioning Issues and ADHD?

Understood.org

by Child Mind Institute, Understood Founding Partner

If your child has an ADHD diagnosis, is being evaluated for ADHD, or even if you're just doing research on the disorder, you might also hear that she could have problems with executive functioning. This can be confusing! They seem to be two different ways of describing the difficulties your child is having.

Simply put, executive functions are self-regulating skills. We all use them every day to do things like plan ahead, stay organized, solve problems and focus on what's important. These are some of the same things kids with ADHD have trouble doing. So is there a difference between executive functioning issues and ADHD? And if so, what is it?

Read more at understood.org


Help Your Child Be the CEO Of His Brain

ADDitude Magazine

by Jerome Schultz, Ph.D.

Efficient executive functioning is critical to all human behaviors. Thousands of articles and books have been written about this set of brain-based skills. Noted EF/ADHD expert Thomas Brown, Ph.D., likens executive functioning to being the conductor of an orchestra. Researchers at the Center on the Developing Child at Harvard University have compared EF to the air-traffic control system in a busy airport. Brain scientists agree that strong working memory, self-control, or self-regulation, and the ability to maintain and shift attention are the foundation upon which academic and social success is built. Well-developed executive functioning skills unlock human potential; deficits in EF prevent us from living up to our personal best.

Read more at additudemag.com


7 Executive Function Deficits Tied to ADHD

ADDitude Magazine

by Jerome Schultz, Ph.D.

Dr. Russell Barkley on what parents need to know about the executive function challenges that can start as early as age 2 — and serve as early warning signs of ADHD in children.

There's a lot of confusion around "executive function" — and how it relates to ADHD. Is ADHD an executive function disorder? Is every executive function disorder also ADHD? The answers hinge on what we mean by "executive functions" — and how they relate to self-regulation.

Traditionally, the term "executive functioning" has been used extensively in neuropsychology, clinical psychology, and psychiatry. In recent years, however, it's spread into the broader field of general psychology and into education, where it's often incorporated into teaching strategies and classroom accommodations.

Broadly speaking, executive function refers to the cognitive or mental abilities that people need to actively pursue goals. In other words, it's about how we behave toward our future goals and what mental abilities we need to accomplish them.

Read more at additudemag.com

Social Communication Disorder

Social Communication Disorder

Social Communication Disorder: Students who perform well academically, but continually struggle with social skills, with making and keeping friends and with understanding the unspoken rules of social communication typically do not receive speech therapy services even though they have significant difficulties with social skills.

Social Communication Disorder Assessment

Your child or adolescent may have already been tested through the school system for Speech Therapy Services, Autism or ADHD but did not meet the district's criteria; sadly, you watch their peer and instructor relationship difficulties continue to grow year by year. Children and teens often score within the normal ranges on typical speech and language tests and social language tests that the public-school assessment teams use, despite the parents' and classroom teachers' significant concerns about the student's social interactions. An assessment for Social Communication Disorder requires a seasoned speech-language pathologist's comprehensive evaluation of the student's facial expression, tone of voice, emotional affect and intention, as well assessing as their actions and reactions in social situations. Norm-referenced test frequently fail to capture these areas. As a result, school district speech-language pathologists and special education teams frequently fail to capture the social difficulties noted by the child's parents and teachers which results in no services for the student.

With Social Communication Disorder, the student:

  • Doesn't understand or follow the unspoken social rules that peers intuitively know. Gains attention inappropriately. May stand too close to the speaker and is unaware of personal space
  • Doesn't maintain topic and flow of conversation, doesn't take turns in conversation - dominates or doesn't participate. Does not make inferences (things that are understood but not directly stated in conversations, movies, books).
  • Has difficulty understanding another person's point of view (perspective taking).
  • Says inappropriate or off-topic things or tells stories in a way that seems disorganized.
  • Dose not grasp non-literal or ambiguous meanings of language (idioms, humor, sarcasm, metaphors) or things which are not explicitly stated.
  • Struggles with understanding and using verbal and non-verbal cues, for example, making the connection that if a person is looking around while you're talking, the person might be bored.
  • Difficulties understanding what is not explicitly stated (e.g. making inferences) and nonliteral or ambiguous language (e.g. idioms, humor, metaphors, or multiple meanings that depend on the context for interpretation).
  • Has difficulty making friends.

Social Communication Disorder Services

Bayou City Speech & Language specializes in Social Communication Disorder assessments and therapy for children and adolescents. We also offer peer group classes several times a year. Additionally, Julie has successfully advocated for families in the capacity of an independent educational evaluation consultant in ARD and 504 meetings resulting in the student receiving speech therapy services for Social Communication Disorder in their public school.

Speech & Language

Communication

Speech & Language disorders are present when a child or adolescent has difficulty producing specific phonemes correctly or fluently past the expected age of acquisition. Speech sound disorders include problems with articulation (making sounds) and phonological processes (sound patterns). Children and adolescents may also have voice disorders (hoarseness or loss of voice), or may struggle with dysfluency.

Receptive and Expressive Language

Language disorders are present when a child or adolescent has difficulty comprehending language in written or verbal form (receptive), or with sharing thoughts, ideas, and feelings in words and written form (expressive). Language disorders may involve spoken or written communication, and may involve the form (phonology, morphology, syntax), content (semantics), and / or use (pragmatics) of language in functional and socially appropriate ways.

Pragmatic / Social Language

Social communication issues may arise when a child or adolescent does not understand the social use of verbal and pre-verbal communication in the neurotypical world (e.g., greeting, commenting, asking questions, adapting their communication in ways to suit the listener and setting, and following social rules for conversation and story-telling). There are a variety of diagnoses for which individuals often exhibit difficulties with social-emotional communication within the neurotypical world.

Cognitive Communication

Children and adolescents who have Executive Function disorder or other cognitive-communication disorders demonstrate limitations in their abilities for organizing thoughts, time and tasks, paying attention, remembering, planning and problem-solving. Autistic children and teens and / or those with ADHD often struggle with executive functioning.

Speech and Language Therapy, Social Language and Cognitive Communication

Bayou City Speech & Language can help your child or adolescent to increase and enhance their cognitive skills, spoken and written communication abilities, and social-emotional growth through 1:1 individualized therapy sessions, executive functioning treatment, and in our group enrichment classes. We also work with children who are pre-verbal to help them to increase functional communication to their highest potential. A comprehensive evaluation of each child or adolescent's speech and language is crucial to developing a customized treatment plan. Each plan will target individualized goals necessary for understanding social interaction and improving academic success.

Assessments

A Comprehensive Speech-Language Evaluation is an assessment of your child's total and independent social-emotional communication, executive functioning, verbal and written language comprehension and use.

Direct, one-on-one testing, and analysis of the results will determine the presence and severity of a speech-language delay or disorder, and if so, how it may be affecting your child's functioning in their home, their school, or in their community. This testing is highly individualized, and the speech and language areas assessed will include the following: developmental language skills: oral language processing skills of comprehension, articulation (if warranted), narrative language, verbal expression across four categories: Lexical/Semantic, Syntactic, Supralinguistic, and Pragmatic (social) language.

Bayou City Speech & Language provides Independent Educational Evaluations

Federal regulations direct school districts to inform parents of their right to obtain an IEE, where they may obtain an IEE and the agency criteria applicable to the IEE. 34 C.F.R §300.502(a)(2). Consideration of parentally obtained evaluations by the IEP team is not discretionary, it is mandatory. 34 C.F.R. 300.503(c). "If the parent obtains an independent educational evaluation at private expense, the results of the evaluation (1) Must be considered by the public agency in any decision made with respect to the provision of a [free appropriate public education] to the child." Obtaining an IEE does not mean that the school district must accept the findings or recommendations in the IEE. However, it does mean that the IEP team must review the IEE and discuss it as appropriate.

An IEE will include an in-depth review of all previous school records, therapy records, therapy services provided in the educational setting, accommodations provided and review of educational setting and appropriateness. The written report will include recommendations for measurable and realistic Speech Therapy IEP goals, recommendations for classroom accommodations, and recommendations for Speech-Language Pathology services in the educational setting and in the private setting. Additional consultation fees will be charged for onsite attendance and avocation at the patient's ARD/IEP meeting, per hour.

How may I schedule an evaluation?

Click Here

FAQs

Following testing, I will score the tests, analyze the results, review previous records, and write an in-depth and detailed written report. You will receive a thorough evaluation report, including the following sections:

  1. History: Medical, social, developmental, and educational components
  2. Current Functional Status: A summary of current functioning as observed and reported by the family (from the history forms sent to you before the evaluation)
  3. Test Results: Charts illustrating test results, and detailed narratives describing the child's performance on each test.
  4. Behavioral Observations noted during the testing session(s)
  5. Diagnostic Impressions: Summarizing the analysis of the findings.
  6. Prognosis: Estimate of the child's potential for making gains
  7. Estimated Frequency & Duration of Treatment: Estimate of the amount of therapy needed to meet the goals
  8. Functional Goals and Treatment Plan: a written plan of action, outlining the areas in need of treatment, along with realistic and measurable goals. If your child is in the public-school system, goals will be written that are appropriate to the IEP format.
  9. Recommendations for related services, as needed.
  10. Proposed Educational Accommodations as appropriate in your child's educational setting

Generating this report will take several hours; the report will be available in 1 to 2 weeks following the assessment. After the testing is complete and the results are evaluated, I will schedule a follow-up results consultation. At the consultation, I will discuss the results of your child's Speech and Language evaluation and provide you with therapy and/or program recommendations, as needed.

Depending on the age of your child, it may take up to 1-3 hours to complete the various assessments. Any additional information you would like to bring to the assessment, such as your child's IEP or the most current school or outside evaluation, is encouraged. I prefer that the parent or caregiver not remain in the room when testing is being administered because I have found that it can be distracting for the child, and sometimes the parent/caregiver subconsciously feels compelled to "help" the child or "explain" a child's answers, all of which can sway, or invalidate, the results. It is important to remember that testing and therapy have two very different objectives. During testing, I am probing for a ceiling, or limit, on your child's ability in specific areas. For example, a child might have to respond incorrectly to five questions in a row before the examiner stops asking questions and moves on to the next test. Testing must be conducted in a controlled environment, with no "coaching" beyond the practice items from the test administrator, in order to ensure accurate, valid results. I can't tell a child, for example, if the response is correct or not. I also cannot guide the child towards the correct response. It is critical that your child respond to all test questions from their own knowledge and skill base so that I can determine the areas of need.

The evaluation will be recorded in a formal report. After our results meeting, you then are free to distribute it to any advocates, school staff, other team members, and medical professionals, as is appropriate for your child's needs.

If requested, a Team Meeting (such as an ARD/IEP meeting) may be scheduled, to discuss the treatment plan with other treating professionals. There will be an additional charge for this type of meeting.

Assessment results can be shared with school speech-language pathologists, at IEP team meeting for treatment planning and for developing optimal educational plans.

Groups

Social-Emotional Learning Groups / Camps

Our Social-Emotional Learning opportunities are designed for a variety of diagnoses with the goal to develop a "roadmap" to the neurotypical world, to build on strengths and to develop self-advocacy skills:

Our approach to social skills focuses on a cognitive linguistic model. Rather than "training social skills", our goal is to have children and teens understand how and why neurotypical people act the way they do in various settings and situations, so they may choose how to best interact in the most comfortable and beneficial way for them.

Our groups seek to embrace the individuality of each member by building on individual strengths, not perceived deficits. We focus on finding and supporting strengths in four areas: Executive Functioning, Self-Advocacy, Self-Regulation, and Social Interaction. Although not all children have a formal diagnosis, many will benefit from social-emotional learning, and from developing executive functioning, problem-solving and Theory of Mind (TOM). Our aim is to encourage participants to focus on identifying and developing their special talents and abilities.

TOM, sometimes referred to as cognitive empathy or perspective-taking, is the ability to accurately imagine another’s thoughts, feelings, desires, motivations and intentions, and to understand that others have beliefs, desires, intentions, and perspectives that are different from one's own. Children with ADHD and Autistic children often struggle a great deal with perspective-taking, which repeatedly yields difficulties with family relationships, with navigating social situations in school and in the community, and with making and keeping friends.

Theory of Mind Development

  • Understand that you are a distinct person from those around you, and that other people may have different feelings and perspective than your own.
  • Recognize feelings in both yourself and others and label them.
  • Develop and implement strategies for regulating one’s own emotional responses.
  • Empathy: Put yourself in another’s shoes and imagine how they may be feeling.
  • Imagine what kind of action or response may help a person feel better or feel worse.

Your child will gain a greater sense of self-worth by implementing learned skills, as well as the opportunity for an enjoyable, fun, and successful experience while developing a "road map" to the neurotypical world. This map will help provide an understanding to the situations they will inevitably encounter, and strategies to help them comfortably maneuver them, as well as the strategies to advocate for themselves.

How may I schedule a group?

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Therapy

Individualized Therapy Services at Bayou City Speech & Language

Julie specializes in providing speech and language therapy to children ages 6 months through 18 years, including ADHD, Autism, intellectual disabilities, developmental language delays, language-based learning disabilities, language and/or auditory processing deficits, executive function deficits, social communication disorders, and social-emotional learning.

Individualized therapy services are provided in sessions of 1:1 direct therapy, with additional time for questions and follow up. Groups are also provided for specific needs. Please see Groups for more information. During individualized 1:1 therapy sessions, the parent or caregiver is encouraged to be in the room with the therapist and your young child during sessions, when possible, in order to promote carry-over into the child's environment. Older students may not prefer the parent to be in the therapy room. Julie has found that young children progress faster and retention is higher when using this type of therapy model.

Therapy services available for Functional and Educational Language Development, Comprehension and Use:

  • Autism
  • ADHD
  • Social Communication Disorder
  • Social-Emotional Skills: We focus on building upon strengths, not perceived deficits. We focus on finding and supporting strengths in four areas: Executive Functioning, Self-Advocacy, Self-Regulation, and Social Interaction.
  • Executive Functioning: Difficulty with thinking skills and processing skills such as remembering homework assignments, organization, and problem solving
  • Language comprehension deficits–understanding verbal directions in the home, community and classroom
  • Language expression deficits–production of syntactically and semantically appropriate verbal communication in the home, community and classroom
  • Written Language: comprehension of written materials and development of written expression
  • Memory Deficits: Word finding difficulties, sequencing issues
  • Down Syndrome and other syndromes
  • Language based Intellectual Disabilities
  • Global and functional use of Language–semantic, syntactical and pragmatic

How may I request more information?

Click Here

Speech-language therapy is beneficial for children who exhibit:

  • Difficulty communicating wants/needs effectively
  • Vocabulary delayed as compared with peers
  • Challenges when following auditory directions
  • Difficulty producing intelligible speech
  • Difficulty asking and answering questions
  • Developmental delays that inhibit speech and language development
  • Ineffective pragmatic and social-emotional learning

Beautiful, exciting children's picture books written by an experienced, licensed and ASHA certified speech-language pathologist, developed for parents and caregivers, to use with children who have language delays.

As their child's speech pathologist, parents and other caregivers are constantly asking me to suggest materials that they can use with their child in the home to support concepts developed in therapy sessions. Loving, concerned parents and caregivers are desperately searching for resources to supplement their child's speech-language therapy, and more importantly, be involved with helping their child become empowered through their increased functional communication abilities. In order to help meet their needs, I have written The StoryBook Changes!™ series, a powerful tool designed to do just this.

Inspired by children with language delays; created for the adults who love them.

Julie A. Roberts, M.S., CCC-SLP

I was inspired to write The StoryBook Changes!™ series after providing treatment for over 19 years to children who have language delays secondary to Autism, Down Syndrome, and other speech and language delays.

Helpful for:

  • Typically developing children in order to facilitate language development
  • Autistic children
  • Children with developmental speech and language delays
  • Children with intellectual disabilities
  • Children with pre-verbal and low-verbal communication skills
  • Children with intellectual disabilities
  • Children with Apraxia
  • Children with Down syndrome and other syndromes

Contact

For free consultation, please call (713) 628-5160, or fill out the following form.

Click to schedule for an Evaluation or Group Class.

Resources

Contact

For free consultation, please call (713) 628-5160, or fill out the following form.

Click to schedule for an Evaluation or Group Class.

Thank You

Thank you for contacting me, I will respond to your inquiry as soon as possible.

If you have requested a checklist, it will be emailed within 24 hours.

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