YOU'RE DOING PLENTY OF HARD WORK ...
I'm here to help bridge the gap between
your child's current level of performance
& what you know they are capable of
Cognitive-based speech, language, literacy therapy & executive function support: direct + consultative services for upper elementary, middle, and high school students struggling academically
and functionally.
We’re not just talking about “good” grades–because there is SO much more to life.
Drawing on a background in rehabilitative and developmental speech therapy, I focus on strengthening the cognitive skills that learning and independence depend on. Not just hacks. Not just accommodations. But real change at the root level.
If this resonates with you and the thought of untapped potential makes you cringe, you’re not alone.
I’m glad you’re here.
Hi there, I'm Emily.
Founder | Speech-Language Pathologist | Mom of 2
I'm a licensed and certified Speech-Language Pathologist with a specialty many people don't realize exists: cognitive-based speech therapy for older students.
My rehabilitation background taught me that lasting change happens when you identify root causes—NOT just manage symptoms. That experience cemented my interest in cognition and neurorehabilitation.
Working in schools, I noticed a pattern. Bright students were falling through the cracks. They often didn't fit typical intervention profiles ... They were given workarounds instead of real support ... They were told to "try harder"—even though no one had taught them how.
THE PIVOT
In 2020, I committed to doing things differently for the population I’ve always felt called to support: middle and high schoolers who are capable but still struggling to translate ability into performance.
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.
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What the Research Revealed
(& WHAT I BUILT MY PRACTICE AROUND)
01| Learning challenges aren't isolated problems—they're signs of system breakdowns.
Some interventions treat reading, writing, language development, etc., as separate issues. But the brain doesn't work that way.
Learning is the product of connected cognitive processes. To make actual change, we NEED to know where in the overlapping system the breakdown is occurring. This is why I use The Seeds of Learning Cognitive Processing Model by Tera Sumpter, MA CCC-SLP.*
02| Executive functioning is the integrator that makes everything else work.
It plays a pivotal role in how students learn, access, and apply what they know—it's often the crux of performance-level deficits.
As I learned just how essential executive functioning is to developing and using academic skills, my services naturally expanded to meet those interconnected needs.
03| "Speech & language" needs can look different in older students.
Many of the students I work with have subtle but significant gaps in their learning foundation—gaps that have gone unrecognized or unsupported for years.
The good news? There are proven, effective ways to address those gaps. Not just compensate or manage—but actually strengthen the underlying skills.
04| Some factors are outside any single practitioner's scope—and that's okay.
This is why I maintain a carefully chosen referral network. Sometimes the most important thing I can do is connect families with the right additional support for their student's complete picture.
FAQs
Are your services covered by insurance?
Language and Learning Solutions does not accept third-party payment methods including medical insurance.
Does my child need an IEP or official diagnosis to work with you?
No. If you’ve noticed your child struggling or suspect they need additional support–with and without an IEP or diagnosis, you’re in the right place.
Where are you located?
Sessions are held in person at a professional location in the North Hills area of Pittsburgh — details provided upon scheduling.
Virtual sessions are not a good fit for every student — and that's not a bad thing. After your child's evaluation, I'll have a much clearer picture of how we should structure our time together, and we can make that decision from there.
Do you offer summer sessions?
Summer can be a great time to start — fewer competing demands mean more time and bandwidth for the work.
With that said, three months is a short window. Cognitive change takes time. Summer is best used as a runway — completing an evaluation, building foundational skills, and creating momentum heading into the school year.
The families who benefit most are those who come prepared to continue the work after summer break has ended.