Evaluation Process at Curlee

We are excited you have trusted Curlee Communication Consultants with your child’s speech and language evaluation! We look forward to working with you as a team to address your child’s needs. You may be wondering what the evaluation process will entail, so here are a few tips on what to expect when you come!

It may look like play – Play skill development goes hand-in-hand with cognitive and language development. Children learn through play; as therapists, we learn about your child’s language skills by watching and engaging with them through play. During this time, we are looking for their understanding of vocabulary, their ability to follow directions, their understanding of the use of objects, and much more.

We may ask you to join in We want to obtain a well-rounded and accurate picture of your child’s language skills. We may ask to watch you interact with them, in the hopes of creating as natural an environment as possible. We will also ask you questions to determine if what we are seeing in the session matches what you are seeing in the home.

What we are looking for – As Speech-Language Pathologists, we do not diagnose disorders or syndromes. We are specifically looking for speech and language delays. This is our area of expertise. We, of course, take into account any associated diagnosis that we are aware of, but our focus is solely on speech and language, and making appropriate referrals, if necessary.

We are testing, but it should not feel that way – We sometimes use a “standardized assessment” as a measure of your child’s speech and language skills. This is useful because we are able to compare your child’s abilities with those of their same-aged peers. This helps us understand what areas your child has room for growth in, and is useful in qualifying for therapy services. However, even when administering a standardized test, we are creative in how we use these assessments We never want your child to feel like they are being “tested.” We are able to administer many standardized tests in a way that feels like play to the child.

Our goal is to create a safe, engaging, and supportive environment that challenges your child to develop the skills they need to be successful. You are an important part of that process. If you have any other specific questions about the evaluation, or what to expect, please reach out to us at any time.

Lynde Blakely M.A., CCC-SLP

Autism Awareness Month

The month of April is designated as Autism Awareness Month.

Here are 10 facts about Autism Spectrum Disorder that you can share with your family and friends to help Support, Educate, and Advocate for your child/student/client with Autism.

  • In 2018, the CDC determined that approximately 1 in 59 children is diagnosed with an Autism Spectrum Disorder.
  • There is no medical detection for Autism or medical “test” that can be run to determine if a child has Autism. 
  • Autism is not a physical disorder. Individuals with Autism do not necessarily “look” different from typically developing peers. 
  • There are many theories as to what causes Autism. Genetical differences have been noted in many studies but there is still no single known cause of Autism.  Much research is still needed.
  • According to the CDC, boys are 4 times more likely than girls to have Autism (1 in 37 boys, 1 in 151 girls). 
  • Autism affects children of all nationalities and socioeconomic status.
  • Co-existing medical conditions are common with Autism including anxiety, seizure disorders, attention deficit disorders, language impairments, fine and gross motor impairments, chronic sleep problems, and gastrointestinal disorders.
  • Autism is a lifelong disorder. Children do not outgrow Autism.
  • Each individual with Autism is unique. No two individuals with Autism are alike.
  • There is no cure for Autism, but early intervention can improve communication and underlying brain development. 

If you would like to learn more about Autism Spectrum Disorder or would like to begin early intervention speech therapy for your child, contact Curlee Communication Consultants at 865-693-5622. You can also email us at [email protected] or visit our website at http://www.TNspeech.com.

Additional resources and information on Autism Spectrum Disorders can be found at Autism Speaks, The Centers for Disease Control and Prevention, the Autism Society, and The National Autism Association.

-Jessica M. Lenden-Holt MA CCC-SLP 

Down Syndrome

Down syndrome occurs when a person has a full or partial extra copy of chromosome 21. One in 700 babies in the United States will be born with Down syndrome which means about 6,000 babies with Down Syndrome will be born in the United States each year, according to the National Down Syndrome Society (NDSS) website. They list common physical traits of Down syndrome as low muscle tone, small stature, an upward slant to the eyes, and a single deep crease across the center of the palm.

The cause of Down syndrome is not known at this time and the only known factor for increased chance of having a baby with Down Syndrome is maternal age. For example, at age 35 a woman has a 1 in 350 chance of having a baby with Down syndrome and at 45 the incidence increases to 1 in 30.

If you have a family member or friend who has a child with Down syndrome, or you are in community with people who have Down syndrome, the NDSS has outlined some preferred language when referring to people with Down syndrome. They should always be referred to as people first. Instead of saying “Down syndrome child” or “He has Down’s,” the child is a “person with Down syndrome.”

I have a child with Down syndrome. What does that mean for his speech, hearing, language, and feeding?

Most children with Down syndrome will learn to use verbal speech as their primary mode of communication, but some children will use an augmentative or alternative method of communication called AAC. This would include a dynamic display device which may look like an iPad with pictures on the screen to communicate. The device has speech output when you touch a word or picture on the screen. An AAC device, or pictures are used to increase language skills. Providing your child an AAC device does not hinder language or speech development. In fact, using these forms of communication while your child is learning speech is beneficial.

Early intervention is key with all children learning to use language. Speech-language pathologists work with children from birth. You can contact “Child Find” in your state and they will set you up with early intervention services for your child at no cost to you. This is available for children birth to three. When your child turns three, she is eligible for services through your local public school district free of charge. You can also opt to receive private therapy services for your child with certified individuals. When finding a qualified speech-language pathologist, you can go to www.asha.org and they will help you find a speech-language pathologist in your area.

Due to the low muscle tone component to Down syndrome, feeding may be an issue, and a speech-language pathologist and/or occupational therapist who is trained in feeding can help you with developing appropriate feeding skills.

Children with Down syndrome learn language and speech through models and real life situations. At home, read to your child. Look at the pictures in the story. Label them, talk about them, talk about people are doing and repeat, repeat, repeat! Children learn by repetition of language and experiences. Talk to your child often. Talk while you are doing things even if you think your child is not listening. Talk in the bathtub. Talk at the grocery store. Talk while you are driving. Talk in the mirror. Talk at birthday parties. Talk at the library. Talk at the park. Talk while walking the dog. Sing songs. Sing more songs. Ask your child questions. Allow them to hear the different intonation in your voice when you are asking, labeling, or excited about something. Talking is effective, but so is listening!

Listening to your child creates an environment of communicative exchange. In one effective program called the Hanen Program, the program uses the OWLS (Observe, Wait, Listen) approach to communication with early intervention. In this approach, the program states that observing “helps recognize our child’s feelings and needs,” and waiting “gives our child a chance to express herself in her own way,” and listening “encourages our child to express herself.” As parents, it is important to look at facial expressions, body language, and recognize what is important to the child. Get on the floor, at the table, on the couch, and just play. Children learn through play and through normal everyday interaction with their family members.


The Hanen Centre | Speech and Language Development for Children, hanen.org/Home.aspx.

“Human Rights Organization for Individuals with Down Syndrome.” NDSS, www.ndss.org/.

Margina Busby, M.S., CCC-SLP

Selective Mutism

Selective mutism is defined as a failure or inability to speak in specific social situations, despite speaking in other situations. Children with selective mutism can speak in some social situations, such as at home or when they’re alone with their parents, but they cannot speak in other situations, such as when they’re at school/daycare or in environments that may make them uncomfortable . It is important to note that selective mutism is often a symptom of an underlying anxiety disorder. Other symptoms that can present themselves along with selective mutism include excessive or crippling shyness, dependency on parents, oppositional behavior, and being withdrawn. Children with selective mutism are not doing it on purpose; Many of them report that they want to speak and participate in social situations, but are afraid to for some reason.

Many times, children with selective mutism are not identified until preschool, or for some not until they start elementary school. Parents will often notice that their child is “shy” or “quiet” in social situations, but the extent of their “shyness” is not realized until they begin school and don’t talk there. If an SLP or teacher suspects selective mutism, they should make a referral to a child psychologist. The psychologist, SLP, teacher, parents, and others who may be involved can then work together to develop a treatment plan for the child. It is important to remember that anxiety is typically the underlying cause of the mutism and the child’s treatment needs to focus on reducing the general anxiety, as well as the mutism. Often, the child’s anxiety in the classroom can be reduced by making sure the child understands activities, having a consistent schedule, and having changes (to the schedule, new activities, etc) explained ahead of time. 

When working with children who have selective mutism, it is important to recognize and validate any attempt at communication. This includes nonverbal attempts such as eye contact, nodding yes and no, thumbs up/down, pointing, etc. Many times, the child will begin to attempt to communicate first in a quiet, secluded setting that feels safe to them, which is often in individual therapy sessions. They may begin with the above-mentioned nonverbal communication and then progress to mouthing words, whispering words, writing or drawing pictures. Once the child is comfortable with a communication behavior in a therapy session, teachers can begin attempting to elicit that same behavior in other settings around the school. Oftentimes, there is slow progress with the mutism, but there are improvements in the other symptoms of anxiety. The duration of mutism is extremely variable. It may take some time before the child is comfortable speaking in various social situations. It’s important to be patient and encouraging. 


Children with selective mutism are unable to speak in specific social situations, but can speak in other situations that are viewed as comfortable or safe for them. Many times, a child with mutism is not identified until they begin school and won’t speak there. The mutism is usually a symptom of an anxiety disorder and therefore, a referral to a child psychologist is necessary and appropriate. Treatment should focus on the mutism, as well as a reduction of the child’s general anxiety. Remember, the child wants to speak and participate in social situations, but they find themselves unable to do so. Be positive and encouraging at any attempts at communication- both verbal and nonverbal- and have patience!

If you feel that your child may be exhibiting some behaviors of selective mutism, please contact our office. We would love to work with you!

-Madison Collins, M.A., CF-SLP


Shum, R. L. (2002, September 1). Selective Mustim: An Integrated Approach. Retrieved from https://doi.org/10.1044/leader.FTR1.07172002.4

Phonological Awareness

Phonological awareness is a broad skill that includes identifying and manipulating sounds in words. It is the foundation of becoming a successful reader. Prerequisites to obtaining phonological awareness skills include good listening, the ability to imitate words and sounds, and a strong vocabulary. 

These skills include:

Rhyme: rhyme awareness and construction

Alliteration: Discrimination and production

Sound and Word Discrimination: Hears units of sounds within a sentence, identifies which word is different

Syllabification: Syllable segmenting and blending

Onset and Rime: Blending and segmenting

Phonemic Awareness: Knowledge of letter sound relationship

According to Kelli Johnson, M.A in her article titled Phonological Awareness: What it is and how it works, “Kids who have a strong foundation in phonemic awareness may have an easier time understanding that certain letters stand for specific sounds. They have experience blending sounds into words and taking words apart. And that gives them a head start when it’s time to decode letter sounds, hold them in memory, and blend them into words.”

Some apps to promote phonological awareness skills:

  • Simplex Spelling 1, 2, 3 (4.99)
  • Word Sounds/Phonemes by Teaching Speech Apps (3.99)
  • GAAP App (free)

It is never too early to start working on phonological awareness skills with your child. This can be incorporated at any time such as during play, meal time, and even rides in the car! Give it a try and you and your child can enjoy learning together!

If you have any questions let us know, as Curlee Communication Consultants has therapists who specialize in Phonological Disorders.

Ally Tatro, M.S. CF-SLP

Practicing Speech Sounds At Home

One of the most important things you can do to help your child progress with their correct speech sound production is practice at home, outside of the therapy environment. I think you’ll be surprised how easy it can be! (And it won’t cost you a penny!)

To begin, repetition of the correct production is key. Your speech language pathologist (SLP) can tell you what level your child should practice at (words, phrases, sentences, etc.) Then, you’ll want your child to say the word as many times as possible per activity. Remember, keep these activities short, about 5-10 minutes. This will keep your child’s attention on correct production and keep it FUN!

Here are some simple ideas shared by Home-Speech-Home.com. There are even more on their website, but this is a great list to get you started!

* Find things in your home that include the target sound – i.e. “s” (all positions)

  • Examples include: soap, sock, sink, soda, popsicle, bicycle, glasses, baseball, dresser, etc. 

* Cut out pictures taken from online or provided by your SLP and hide around the room

* Read a story together and find the “S” words

* Go for a walk

*Find things that start with “S” outside

*Say a word for each sidewalk block, etc.

* While at a stop light, see how many times s/he can say a target word

* Look at a toy magazine and find the “S” words

* Stack blocks – each time s/he says a word, give him/her a block to stack

* Play hopscotch – jump in a square then say a word

* Play catch – say a target word then throw or catch the ball

* Do exercises/silly directions

* Say your word then clap 5 times

* Say your word then touch your nose

* Say your word then jump 2 times

* Have your child tell you a direction after they say a target word!

Practicing outside of your child’s speech therapy session is so important for carry-over of a skill. It can increase the chances of more consistent correct productions and decrease frustration for your child. I hope you enjoy doing some fun activities together! 

For more ideas, visit HERE! 

Shannon Greenlee, M.A. CCC-SLP

**If you have any concerns with your child’s speech, language, hearing and/or feeding development, please contact Curlee Communication Consultants at (865) 693-5622. We have a team of experienced speech-language pathologists that would love to meet with you and discuss options for your child. **

Dyslexia And Your Child

            Dyslexia is a condition used to describe children who have great difficulty acquiring the basic skills needed for reading and writing, despite their average or above average intelligence, and the absence of any other learning disabilities.  The skills that people with dyslexia have difficulty with include phonological awareness, word identification, decoding, spelling, and working memory.  Dyslexia falls under the U.S. DOE Disability Code of Specific Language Impairment. It is not associated with any medical problems, such as hearing loss, visual problems, or motor difficulties. 

            The educational implications for children with dyslexia are serious.  A child with dyslexia has trouble learning new words.  A child without dyslexia is able to remember the individual phonemes and the orthographic letters that those phonemes correspond to, and then uses this acquired knowledge to decode new words, and thus read independently.  However, children with dyslexia do not have the ability to store and process sounds in words.  Farquharson et al. (2014) reported that a child diagnosed with dyslexia will require more phonetic information than the average child to correctly identify simple, printed words. 

            The language skills of a child with dyslexia can be affected in multiple ways.  The spoken and gestural components of language are not affected; the dyslexic individual only has problems decoding printed words.  As reading is fundamental to learning in most scholastic endeavors, the child’s performance in school will usually be severely diminished if they have dyslexia.

The written language of a child with dyslexia will also be negatively affected.  Word reading is the initial concern when a child is diagnosed with dyslexia, but as the demands of the child’s educational environment become more intense, it will become apparent that spelling is also a major difficulty.  Children with dyslexia will need increased support from educators as the demands of written compositions increase and they are expected to know how to spell words from their lexicon automatically. 

            Research undertaken to examine teachers’ response to pupils with dyslexia has shown discouraging results.  Washburn et al. (2011) used a survey to study the perceptions of teachers regarding their ability to teach phonics, vocabulary, and phonemic awareness to struggling readers and children with dyslexia.  The results of the survey showed that teachers believe that the main problem for children with dyslexia is visual rather than phonological.  The teachers believe that the students struggle with reading and spelling because they cannot properly see the letters.  This misconception leads to futile attempts by teachers to educate children with dyslexia with practices that are not evidence-based and that do not offer any educational benefit to a child with dyslexia.

            In conclusion, dyslexia is a learning disability that affects 10% to 15% of children.  Children with dyslexia have trouble exclusively with printed language, including decoding words and spelling.  A child with dyslexia will not have problems with any other aspect of learning. Teachers who have a pupil with dyslexia should realize that the child is bright; they will just need extra attention and assistance when it comes to connecting the sounds that letters represent to the actual letter shapes, and then applying those connections to literacy and writing.

 The American Speech – Language – Hearing Association (ASHA) Scope of Practice document states that speech-language pathologists have the knowledge and competency to diagnose and treat phonological difficulties and literacy problems. You can read more about that in a position statement from ASHA by clicking HERE.  If you feel that your child may be experiencing difficulties in any of these areas, please contact Curlee Communication Consultants at (865) 693-5622. We have a team of experienced speech-language pathologists that would love to meet with you and discuss options for your child.

-Katherine “Kacey” Clark M.S.CF-SLP


Berninger, V. W., & O’Malley May, M. (2011). Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language. Journal of Learning Disabilites, 44(2), 167-183.

Farquharson, K., Centanni, T. M., Frazluebbers, C. E., & Hogan, T. P. (2014). Phonological and lexical influences on phonological awareness in children with specific language impairment and dyslexia. Frontiers in Phsychology , 5, 1-9.

Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): what have we learned in the past four decades?. Journal of Child Psychology and Psychiatry, 45(1), 2-40.

Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S (2011). Teacher knowledge of basic language concepts and dyslexia. Dyslexia: Wiley Online Library , 165-183.

Language in the Kitchen

With Thanksgiving this week, remember that the kitchen can be a great place to get your kiddo involved! Think of all that goes into getting food onto the table, from planning your menus to food preparation, and all the language involved in each task! Let’s talk about ways you can involve your child in this fun process. Make sure to include your child in the following:

• Meal planning
• Preparing a shopping list
• Going to the store
• Meal preparation
• Clean up time

Don’t worry I won’t just leave you with a list. I’d like to talk about how you can include your child in each one of the activities mentioned above. Here we go!

Meal Planning
Who doesn’t like to decide what’s for dinner? You can create a list together with your child of all of their favorite and the family favorite choices for the upcoming meal. This is also a great time to talk about food groups and things to include in every meal. If you happen to be crafty or just love organization you can go crazy with color coordination and make cards for each food group with proteins, grains, vegetables, etc. that can be included in each meal. If this is all too much for you no big deal just set up a simple written out menu. Some goals to target depending on the age of your child can include:

• Categorization of foods
• Learning days of the weeks/months on the calendar
• Sequencing for families that like to have themed meals (etc. Macaroni Monday, Taco Tuesday, etc.)
• Sorting foods by their food group

Shopping List
This one is going to be a little more simple. You can pull out your recipes and talk about what you will need to prepare each meal. You can teach your child to make your list in whatever way you prefer. You may think about where items are located in the store or have them sorted by category again (breads, meats, dairy, etc.). Setting up the shopping list should focus on:

• Sequencing items by placement in store or in order of when you will cook each meal
• Sorting items by their food categories
• Introducing new vocabulary

At the Store
This is a great way to give your child some control. This can be their time to shine and really run the show. If your child is able to read you could split up the list and each of you can handle finding the items. This is much more advanced so I would start out working together to decide where items are located and getting them to the cart. Things that can be targeted at the store are truly endless, however here is a list of some ideas below:

• Vocabulary (find items that are new to the child)
• Sequencing (going in order to find items by their food category)
• Spatial concepts (the “Lucky Charms are below the Frosted Flakes”)
• Problem Solving (If we have $5 for bananas how many pounds can we get?)
• Social interaction (Let talk with the cashier and possibly handle payment)

Making Dinner
Let them help with as much as you feel comfortable with. Again, this is another area where you have a ton you can do. The ideas are really endless:

• Problem Solving
• Sequencing
• Spatial Concepts
• Safety awareness
• Vocabulary Awareness
• Following Directions

Clean it up!
Have them help out with clearing the table, doing the dishes, and putting it all away. They should be included in the entire mealtime routine. This will help them be able to follow a pattern. As you target mealtime and help in the kitchen they can become more involved. Start out small by having them just get the dishes and bring them to you. You will also want them to stay in the kitchen and be with you after so they will know what steps will come next. This also a great time to really focus on some safety tasks if your child struggles with pragmatics. Some things to discuss:

• Safety with kitchen tools
• Water temperature
• Being careful at the stove
• Naming different kitchen tools
• How to use a dishwasher
• How to use the microwave
• Safety with microwave, dishwasher, and disposal

As you can see the possibilities in the kitchen are just limitless. Just have fun and always be looking for teachable moments!

Gina McCurry M.S. CF-SLP

**If you have any concerns with your child’s speech, language, hearing and/or feeding development, please contact Curlee Communication Consultants at (865) 693-5622. We have a team of experienced speech-language pathologists that would love to meet with you and discuss options for your child. **

Self-Talk and Parallel-Talk

When I work with families that have “late talkers”, generally preschool-aged children with limited verbal output, I am often asked what can be done at home to improve outcomes. Although there are a multitude of answers, I always suggest stimulating language with self-talk and parallel-talk. Self-talk simply means describing what you are doing while parallel-talk refers to describing what the child is doing.

In theory, self-talk and parallel-talk are meant to be incorporated into existing daily routines and experiences. Unlike some other interventions, self-talk and parallel-talk should not be burdensome or require a parent to set aside time to complete “speech therapy homework”. However, this does not mean the intervention is any less beneficial. According to Finestack and Fey (2013), the benefits of indirect language stimulation include increases in vocabulary, intelligibility (ability for a child be understood), and socialization.

With self and parallel talk, the parent is the model that provides exposure to language that the child can then imitate. Below are some examples of how to use self and parallel talk during daily routines.  

Lunch Time:

Lunch is an opportunity to engage in both self and parallel talk, beginning with the meal preparation. Situate the child to be able to see what you are doing. The parent’s monologue could begin like this: “It’s time for lunch. I’m hungry. I’ll open the fridge. I see an apple. An apple is red. It is also a fruit. I am cutting the apple into slices. What else should we eat?, etc.”

Once the child has the meal in front of him or her, parallel talk begins because the child is now involved in completing actions. Here the dialogue could take the form of,  “You are sitting in your chair. Are you ready for lunch? Oh, you are eating the apple. Mommy likes apples, too. You got your drink. That cup has milk inside., etc.”


Pretend play emerges around 12 months of age. Playtime is an excellent time for parallel talk because the child is already actively engaged in an activity. As an example, let’s consider a child playing with blocks. If the child is stacking the blocks and then knocking them down, parallel-talk could sound like: “Wow, you are making a tall tower. It’s so high. You put the red block on top of the blue block. You kicked them and they all fell down. Oh, you are going to make another tower., etc.”

This parallel-talk could easily transition to self-talk by making a new activity with the blocks such as building a road for cars to travel on.

Final Thoughts:

At first, self and parallel talk can be uncomfortable because you are talking aloud when perhaps knowing the child will not respond. Remember that the goal is exposure to language. There should not be any expectation that the child will respond. There is no one right way to implement this intervention. If your child is already in speech therapy, it is likely the therapist is already using this technique. The therapist can provide models and examples and become an ally for at home implementation.

-Erin Norwig, M.A. CF-SLP


Finestack, L. and Fey, M. (2013). Evidence-Based Language Intervention Approaches for Young Talkers. In Rescorla & Dale, Eds. (2013). Late Talkers: Language Development, Interventions, and Outcomes

**If you have any concerns with your child’s speech, language, hearing and/or feeding development, please contact Curlee Communication Consultants at (865) 693-5622. We have a team of experienced speech-language pathologists that would love to meet with you and discuss options for your child. **

Movies and Language Learning

Whether it’s Disney’s Frozen or Pixar’s Finding Dory, going to the movie theater is one of most common activities that children do with their parents. And what’s not to love? Popcorn, cute characters, and a memorable experience for both you and your child.

Did you know you can work on furthering your child’s language skills just by going to a movie? All you have to do is talk about it afterward!

A movie consists of so many aspects of language: describing, sequencing, comparing/contrasting, main idea, parts of a story, vocabulary. And the list goes on! Here are just a few ideas:

  • Describing: Talk about the characters and the setting. Discuss what adjectives we can use to describe people and the places around us. Compare how people/characters are the same or different.
  • g. Dory and Marlin are both fish. Dory is blue, forgetful, and friendly; whereas, Marlin is orange, mindful, and cautious.
  • Sequencing: What happened first in the movie? What happened last? Use words such as before, after, first, second, last, next, then, etc.
    • Ex: After their parents passed away, Elsa became queen.
  • Parts of a story: Beginning, middle, end, characters, setting, plot, resolution, ending are some of the words used when talking about a storyline. A higher-level task could be problem solving with your child about how the ending could alter if a character changed or didn’t complete a certain action.
  • Wh-questions / Main idea: Ask your child questions about what they just saw. What, where, who, when, why, how? What was the overall point or message of the movie?
    • Ex: Frozen- Who are the main characters? Elsa, Anna
    • Ex: Finding Dory- Where does the movie take place? In the ocean; Marine Biology Institute
  • Vocabulary: You can incorporate object function, synonyms and antonyms, and categories into your conversation as well. What category of movie is? Scary? Funny? You can use the synonyms or antonyms to describe the characters too – was he careful or spontaneous, forgetful or attentive?

These are just a few ideas for you to get started. Grab a movie from Redbox, get that bag of popcorn in the microwave, and enjoy

-Shannon Greenlee M.A., CCC-SLP

**If you have any concerns with your child’s speech, language, hearing and/or feeding development, please contact Curlee Communication Consultants at (865) 693-5622. We have a team of experienced speech-language pathologists that would love to meet with you and discuss options for your child. **