For schools & professionals
When you can tell something’s missing, but not what.
I partner with schools, psychologists, physicians, and other professionals to identify the language, literacy, and executive-function barriers behind persistent struggles at school and in daily life, then build the skills students need to manage more on their own.
Grades 4 through college · Pittsburgh area
• reading avoidance • procrastination • overwhelm • focus • follow-through • forgetfulness • listening •
You've seen the signs.
The student who participates thoughtfully in class but struggles to show what they know. Whose evaluation scores came back in the average range, but whose grades tell a different story. Who’s had tutoring, accommodations, or extra help, and is still losing the thread: in assignments, in conversations, in routines, and in the growing expectation to handle things on their own.
Effort and motivation usually get named and targeted first. Often the missing piece lies deeper, in how the student processes and uses information to think, learn, and get things done.
I partner with
Schools: principals, learning support teams, and teachers
Psychologists & neuropsychologists who want a language and literacy perspective alongside their findings
Pediatricians & other physicians whose patients are struggling at school or at home
Tutors & educational professionals who sense a student needs more than content support
Offerings
Consultation. A focused look at one student or situation. I review what you're seeing, along with work samples and history, and give you a clear read on what may be driving the difficulty and what to do next.
Screenings & record review. For schools that want to identify which students need a closer look, or make sense of evaluations already on file.
Comprehensive evaluations, including IEEs. An in-depth evaluation using an integrated cognitive processing model, which looks at how language, executive function, and other areas of cognitive processing interact.
Direct intervention. Targeted work with students on the specific skills underneath their struggles, built around the demands of school and daily life.
Schools can combine these into an ongoing partnership.
My approach
Many supports address what the struggle looks like, not what’s causing it.
My background working with adults after strokes and brain injuries taught me to treat the source of the problem, not just manage the symptoms. I bring that same lens to older students. I look at how language, executive function, and other areas of cognitive processing are interacting, so recommendations target the real barrier, not just what’s presenting on the surface.
For you, that means a clearer explanation of the student, recommendations specific enough to act on, and a partner who can help families understand what’s going on.
Emily Artuso, M.S., CCC-SLP · 10+ years of clinical experience
HAVE A STUDENT IN MIND?
Tell me a little about what you're seeing. I'll let you know whether I can help and what the best next step would be.