I believe parents are their own children's specialists. If I listen to them carefully, I will better understand their child and my work will be all the more efficient.
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I believe parents, as adult speakers and readers, possess the essential tools needed to provide the appropriate scaffolding for their children.
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I believe my role is to inform you as best I can so you may efficiently encourage your child’s development. In other words, my job is to guide you towards autonomy in the scaffolding you provide for your child’s development.
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I don't believe there are any prerequisites for starting treatment; it is up to me to adapt to your child's needs.
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I believe breaks in treatment are beneficial so individuals may invest in other areas of their development.
I believe that even as we address an individual's difficulties we should not neglect the development of his/her abilities. Rather we must support each individual so he/she may develop his/her strengths to the best of his/her potential.
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I believe reading is key in oral and written language development. In fact, I believe it is THE language "medication".
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I believe we should be working in the proximal zone of development: we should observe what he/she is actively striving to learn in order to facilitate his/her development in authentic social commerce.
Practically any authentic activity can serve as a context for the treatment of language. When we work within the individual's active learning loci*, generalization is never an issue.
Fundamentally, I believe in development. I believe the manifestations of symptoms can evolve and even diminish over time as the individual matures and receives appropriate scaffolding.
I believe the brain is a life-long endeavor: whatever the diagnosis, whatever the age, it's worth a try.​
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These principles are based on evidence based practice for the effective treatment of oral and written language.
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*Muma, J.R. (1998): Effective Speech-Language Pathology: A Cognitive Socialization Approach. Taylor & Francis.
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