Other services

Individualized Educational and Behavior Management Plans (IEP’s)

The IEP will provide comprehensive educational plans based on the present level of student/child’s academic, cognitive and behavior functioning.

Training Services:

  • Teacher training/support for special needs student program
  • Parents training for all developmental disabilities and adjustment skills

School visits:

Upon request, one of a multidisciplinary team will visit schools to assist in adjusting          the learning environment of the individual with special abilities on all levels to foster a more inclusionary education.

Specialized support to schools:

Interact with school staff and participate in professional development program to raise awareness and equip staff on how to interpret IEP and implement suggested modification.

Learning Support Aide / Shadow Teacher Introductory Training Program:

Aimed at preparing these para-professionals for working with children that have unique learning and/or behavioral needs


  • Parent training dealing with difficult behavior
  • Homework help
  • Teen Counseling
  • Teacher training managing classroom with 
diverse population
  • Behavior modification training
  • Curriculum modification and IEP training

Special Services Include:

  1.  using data to guide treatment decision making and determine the effectiveness of services;
  2. making service delivery decisions (e.g., admission/eligibility, frequency, duration, location, discharge/dismissal) across the lifespan;
  3. determining appropriate context(s) for service delivery (e.g., home, school, tele-practice, community);
  4. documenting provision of services in accordance with accepted procedures appropriate for the practice setting;
  5. collaborating with other professionals (e.g., identifying neonates and infants at risk for hearing loss, participating in palliative care teams, planning lessons with educators, serving on student assistance teams);
  6. screening individuals for hearing loss or middle ear pathology using conventional pure-tone air conduction methods (including otoscopic inspection), otoacoustic emissions screening, and/or screening tympanometry;
  7. providing intervention and support services for children and adults diagnosed with speech and language disorders;
  8. providing intervention and support services for children and adults diagnosed with auditory
  9. counseling individuals, families, coworkers, educators, and other persons in the community regarding acceptance, adaptation, and decision making about communication and swallowing;
  10. facilitating the process of obtaining funding for equipment and services related to difficulties with communication and swallowing;
  11. serving as case managers, service delivery coordinators, and members of collaborative teams (e.g., individualized family service plan and individualized education program teams, transition planning teams);
  12. providing referrals and information to other professionals, agencies, and/or consumer organizations;
  13. developing, selecting, and prescribing multimodal augmentative and alternative communication systems, including unaided strategies (e.g., manual signs, gestures) and aided strategies (e.g., speech-generating devices, manual communication boards, picture schedules);
  14. providing services to individuals with hearing loss and their families/caregivers (e.g., auditory training for children with cochlear implants and hearing aids; speechreading; speech and language intervention secondary to hearing loss; visual inspection and listening checks of amplification devices for the purpose of troubleshooting, including verification of appropriate battery voltage);
  15. Addressing behaviors (e.g., perseverative or disruptive actions) and environments (e.g., classroom seating, positioning for swallowing safety or attention, communication opportunities) that affect communication and swallowing.