Lynnwood Speech and Language Services

Dedicated to providing a friendly and nurturing environment that is relaxed yet professional. We work to transfer the latest research into functional practice.  The primary goal is to help the child discover the joy of learning and communicating.

CLINICIANS

Susan E. Stewart, M.S., has been in the field for twenty years, working at Seattle Children’s Hospital, school districts and now private practice for 9 years. She is dedicated to providing a friendly and nurturing environment that is relaxed yet professional. She works to transfer the latest research into functional practice.  The primary goal is to help the child discover the joy of learning and communicating. Susan works with children with ASD, phonology disorders, reading and literacy and language learning issues.

Alice Stroutsos, M.S., has over twenty five years of clinical experience inthe Boston and Seattle area at acute and rehabilitative hospital and outpatient clinics. She has been in private practice since 1996.  Her caseload consists of children diagnosed with a range of disabilities including: Childhood Dyspraxia of Speech, ASD, Dysarthria, Down Syndrome, Developmental Delay, and Sensory Integration Disorder. Family training and a team approach are an integral part of every treatment plan.  Alice is certified in PROMPT and has been a PROMPT Instructor since 1999.

Nancy Rutter, M.S., has been working in the field for eighteen years in both hospital and school settings. Her specialty areas include phonological disorders (speech), language disorders and literacy (reading and spelling) development but she also enjoys working with ASD. She prides herself on keeping up with the latest research in these areas in order to apply it to her therapy.

Kelley A. Ford, M.S., has over ten years experience in the private practice setting working with children with a variety of speech and language challenges.  She is Level II PROMPT trained and experienced in SCERTS and Social Thinking.  Ms. Ford specializes in ASD and motor speech disorders, and sees children aged 18-months to 18-years-old.  Her approach is to combine evidence-based practices into functional, social, communication goals for her clients. 

Christine "Chrissy" Thompson, M.A, has been working with children since 2004. Her caseload consists of children ages 2 – 18 who demonstrate a variety of speech and language disorders. She has attended numerous workshops and training sessions specializing in the treatment of children with ASD and motor speech disorders. Chrissy is also Level II PROMPT trained. The primary goal of each treatment session is to build and maintain a strong social connection with the child while achieving targets, so that it appears we are just 'having fun' and not working!  Please visit her website at www.thompsonslp.com

Sarah Parsons, M.A., has worked in a private practice setting since 2005 serving children 2–18 with ASD, early literacy, language, social pragmatic, motor speech, and articulation disorders.  She is a Level II trained PROMPT therapist and utilizes PROMPT techniques in her therapy.  She is trained in SCERTS and has developed a special interest in social communication and social thinking implementing Michelle Garcia Winner’s curriculum.  She provides individual speech-language therapy services and also facilitates social skills groups.

Catherine Stafford, LCSW, offers individual, family and group counseling for children and families. Her specialty areas include autism spectrum disorder, anxiety, behavior disorders and ADHD. Catherine offers transformational parenting support based on the Nurtured Heart Approach (see www.energyparenting.com and  www.difficultchild.com) and is a certified advanced NHA trainer offering further support in home and schools. Catherine can be reached via email at cathstafford@msn.com

Move Away From the Table and onto the Social Playground!

Research in the field of child development shows us that knowledge and learning are stronger when the context and purpose are known to the child. The more choice a child has in what is being learned, the more intrinsically motivated the learning. Given this, we pair developmental models with each child's own set of strengths that avoids a pre-fabricated set of objectives.