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

Executive Function
Social Communication Disorder
ADHD
Autism
Speech

Julie Roberts

As Featured in VoyageHouston Magazine

Julie Roberts

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 20 years as a 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 partnership with parents, and family involvement are keys to each child's or adolescent's successful outcome.

I am a native Texan who has lived in Houston since 1999. After spending my childhood in Simi Valley, California, I returned to Texas in 1990. My undergraduate degree is from the University of Texas, Arlington. I received my Master of Science in Communication Disorders from the University of Texas, Dallas - The Callier Center for Communication Disorders. I am nationally certified with the American Speech-Language-Hearing Association (ASHA), and have been licensed to practice speech-language pathology within the State of Texas since 1999. I have presented at the Texas Speech and Hearing Association conference as a member of a UT Dallas graduate research team, whose work is published in Discourse Processes, 30(3), 265-283, © 2000.

I am proud to be 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. The Collective works 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".

As the creator and President of The StoryBook Changes!™, an educational company which plans to publish a series of interactive children's books which include caregiver guides designed to support parents in increasing language facilitation in their child's natural environment, I have a passion for helping families implement and improve total social and functional communication, and interaction with their children.

I see hope and promise in every child!

Mission Statement & Philosophy

My small boutique practice allows me to provide individualized, holistic, research-based assessment and consulting with a child-centered focus, and an advocate-based approach. Bayou City Speech & Language's mission is to advocate for each child I encounter to reach their fullest potential, 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 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 assessments 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 will stay current in the latest Autism, Social Communication Disorder and Executive Functioning 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 evaluating 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 serving upper elementary school children and adolescents through age 18, including students entering college or university.

My name is Julie A. Roberts, M.S., CCC-SLP. I am passionate about empowering children and adolescents diagnosed with receptive, expressive or written language disorder, auditory comprehension deficits, executive functioning weaknesses, and social-emotional learning and pragmatic communication differences to thrive in their homes, schools and communities, when provided with the supports to which they are entitled, and greatly need. I have been practicing in the greater Houston, Texas area since 1999.

Bayou City Speech & Language specializes in providing comprehensive evaluations for children and adolescents with suspected diagnoses of speech and language disorder, deficits with reading comprehension and written expression, deficits with executive functioning, and social communication disorder.

I provide consulting and advocacy services for Autistic students, and students diagnosed with

  • Executive function deficits
  • ADHD
  • Social Communication Disorder
  • Language-Based Learning Disorders

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 my 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.

Executive Functioning Evaluations, Consulting, and Advocacy

When your student has been diagnosed with ADHD, a comprehensive evaluation of pragmatics, social/emotional learning and executive function is crucial to developing a customized educational plan.

Based on individual needs, consulting and advocacy services will focus on obtaining or increasing related speech services in your child's or adolescent's school to help them refine relationships with peers, family, teachers and coaches, increase strategic planning, improve material and project organization, time management, decision making, and amplify personal self-regulation abilities, leading to greater academic achievement and success.

Autism

Neurodiversity

I am an Autism advocate who believes that my therapy practice should contribute to a world in which Autistic individuals enjoy equal access, rights, and opportunities. Bayou City Speech & Language is anti-ABA. I advocate for neurodiversity, self-determination, dignity, respect of individual rights, sensory preferences, and the power to say "no." I pledge 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-Language, Pragmatic and Executive Functioning Evaluation, Consulting, and Advocacy

Bayou City Speech & Language embraces a developmental social-pragmatic model (DSP) with my Autistic clients. DSP is an evidence-based developmental intervention which focuses on initiation and spontaneity in communication and following the student's focus of attention and motivations. I do not support ABA interventions of any kind. I advocate for focusing on your child's current communicative repertoire, even if it is unconventional, and using natural activities and events to develop their future communication skills. Bayou City Speech & Language respects the neurodiversity movement, and honors sensory preferences with the goal to empower Autistic children to take control of their own communication.

Based on individual needs, consulting and advocacy services will focus on obtaining or increasing speech related services in your neurodiverse child's or adolescent's educational setting, to help them refine relationships with peers, family, teachers and coaches, to increase abilities for decision making, and to amplify personal self-regulation abilities while continuing to respect their individuality, leading to greater academic achievement, success and increased self-esteem.

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 consulting and advocacy services for children and adolescents ages 5-18.

Based on individual needs, consulting and advocacy services will focus on obtaining or increasing services in your child's or adolescent's school to help them refine relationships with peers, family, teachers and coaches, increase strategic planning, improve material and project organization, time management, decision making, and amplify personal self-regulation abilities, 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 Evaluations, Consulting, and Advocacy

Bayou City Speech & Language specializes in Social Communication Disorder assessment for children and adolescents ages 5-18. I also offer peer group classes occasionally, when there is a collective interest. I have successfully advocated for families in the capacity of an independent educational evaluation consultant and ARD advocate, resulting in students receiving related speech therapy services for Social Communication Disorder in their Houston area public schools.

After evaluation, based on individual needs, consulting and advocacy services will focus on obtaining or increasing speech related services in the educational setting for your child or adolescent who is diagnosed with social communication disorder.

The educational goals for services will be to

  • To help the student refine their personal relationships with peers, family, teachers and coaches
  • To increase their abilities for decision making
  • To amplify personal self-regulation abilities

all while continuing to respect the student's individuality, leading to satisfying relationships in the educational setting and increased self-esteem.

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, Social Language and Cognitive Communication Evaluations, Consulting, and Advocacy

A comprehensive evaluation of each child or adolescent's speech and language is crucial to developing a customized educational plan. Each plan will target the individualized areas and goals necessary for improving executive functioning, understanding social interaction, expanding verbal and written expression, expanding reading comprehension, and increasing overall academic success.

Based on individual needs, consulting and advocacy services will focus on obtaining or increasing speech related services in your child's or adolescent's educational setting, to help them increase verbal or written expression and reading comprehension, to help them refine relationships with peers, family, teachers and coaches, to increase abilities for decision making, and to amplify personal self-regulation abilities while continuing to respect their individuality, leading to greater academic achievement, success and increased self-esteem in the educational setting.

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?

Contact

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

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:

Occasionally, when there is collective interest, I will hold a series (6 weeks per group) of small group sessions in my clients' homes for upper elementary and middle school students. Group size is limited to 4-6 participants.

My approach to social skills focuses on a cognitive linguistic model. Rather than "training social skills", my therapy goal is to empower children and teens to 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.

During each group session, I seek to embrace the individuality of each member by building on individual strengths, not perceived deficits. I 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). My 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 or adolescent 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.

For More Information

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Advocacy

Consulting and Advocacy Services

I specialize in consultation and advocacy for children and adolescents who are not currently receiving special education services, or who are only receiving minimal services. Usually this is because they are passing their classes or even performing well academically in their educational setting. However, despite exhibiting academic achievement, many students struggle with higher level language deficits, executive functioning weaknesses or social/emotional interactions with their peers, which can deeply affect their overall educational success, as well as impact their behavior and self-esteem.

Sometimes your child or adolescent may only need additional supports to be successful; and sometimes your child may need additional speech related services for disabilities such as ADHD, Social Communication Disorder or (school identified "higher functioning") Autism.

Students who are often overlooked in the Educational Setting

  • Twice Exceptional Students — students who are gifted or have high academic aptitude, but struggle with executive functioning or social/emotional interaction
  • Students with identified Social Communication Disorder
  • Students with identified ADHD
  • Identified Autistic Students who are passing classes

Often, I find that parents come to me after their students did not qualify for school speech therapy services based on a lack of "educational need," or because the student scored at least average in receptive and expressive language testing, or because they are passing all of their classes. I will partner with you to evaluate their educational needs, navigate the special education process and empower you to make informed decisions concerning your child's or adolescent's right to a free and appropriate education.

Services may include

  • Comprehensive evaluation, including receptive and expressive language, reading comprehension, written expression, executive functioning, social/emotional learning, and pragmatic language
  • Identification of diagnosis and a written extensive report which will include the impact of the identified diagnosis on your student's ability to learn in the classroom and participate effectively in their educational setting
  • Recommendations for accommodations, modifications, and speech services
  • Help with referral to special education in your district
  • Help with obtaining qualification for speech services and the design of individualized educational programming

A comprehensive independent speech and language evaluation (IEE) will

  • Present a comprehensive view of a child's or adolescent's present levels of functioning in language comprehension and expression, processing, executive functioning, and social-emotional-pragmatics
  • Determine whether a child or adolescent presents with executive functioning and/or social/emotional pragmatic language difficulties which are significantly impacting success in the educational setting
  • Detect reading comprehension deficits and/or written expression deficits in "fluent readers"
  • Determine whether a child or adolescent presents with previously unidentified deficits such as social communication disorder or executive functioning issues which are impacting success in the educational setting
  • Provide recommendations for accommodations, modifications, and advocacy for additional or previously withheld speech therapy services in your child's educational setting

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.

The StoryBook Changes!™

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, concernedparents 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 functionalcommunication 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 more information regarding

  • Comprehensive Evaluations
  • Consulting Services
  • Advocacy Services
  • Social-Emotional Learning Groups

For free 15-minute consultation, fill out the form below.

Resources

Contact

For more information regarding

  • Comprehensive Evaluations
  • Consulting Services
  • Advocacy Services
  • Social-Emotional Learning Groups

For free 15-minute consultation, fill out the form below.

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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