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Programs About Us Admissions Success Stories Development Parent Information  

Children's Clinic
Therapists

Speech Therapy
Mieke Weger,
M.A., CCC-SLP

Occupational Therapy
Mary Pratt,
OT

Diane Hiebeler
OT

Neuropsychological
Evaluation

Dr. Reshma Naidoo
Ph.D.

Music Therapy
Beverly Dunn,
MT-BC

Reading Therapy
Karen Schaefer,
CALT

Ardeth Still,
CALT

For information about
common developmental differences, please
see below.

 

 programs

   Pre-School
 School Age
 Summer Camp

 Occupational Therapy
 Music Therapy
 Art/Drama/Library

 

Evaluation & Therapy Clinic
at Capitol School

     

The Evaluation and Therapy Clinic at Capitol School offers one-stop evaluation and therapy services for children with developmental differences. To discuss the evaluation process or to schedule an evaluation or individual therapy, please contact us at (512) 467-7006.

 
   
About Individual Therapy:  
Speech-Language Therapy  

Speech evaluation and therapy treatments include assessment of children with speech and/or language disorders, diagnosis and appraisal of specific speech or language disorders, referral for medical and other professional attention necessary for the rehabilitation of speech/language disorders, provision of speech and language services for the prevention of communicative disorders, obtaining and interpreting information, coordinating care and integrating services relative to the student receiving services such as:

  • Expressive language
  • Receptive language
  • Auditory processing, discrimination, perception and memory
  • Vocal quality
  • Resonance patterns
  • Phonological
  • Pragmatic language
  • Rhythm or fluency
  • Feeding and swallowing assessment
 
 
Occupational Therapy  

Occupational Therapy deals with gross and fine motor skills, visual-perceptual skills, and sensory-processing deficits. The goal of occupational therapy is to enable children to successfully participate in everyday activities. Occupational therapists can address:

  • fine motor skills - to help your child can grasp and release toys and develop good handwriting skills
  • hand-eye coordination - to improve play skills
  • sensory or attention issues - to improve focus and social skills
  • developmental delays - to help children learn basic tasks such as getting dressed, brushing their teeth, and feeding themselves

Occupational therapists determine the need for OT services through a formal evaluation. The therapist may use screening and/or standardized or non-standardized tests related to your child's ability to function and be successful in school and play activities.

 
 
Neuropsychological and Educational-Academic Evaluations  

A neuropsychological evaluation is a process that examines multiple areas of a child’s functioning that might impact performance in the classroom, at home, and in the community. The evaluation typically assesses attention and concentration, sensory and motor function, auditory and visual processing, language, memory and learning, speed of processing, reasoning and problem solving, planning and organization, emotional factors, social skills and other behavior competencies.

The wide range of skills and abilities covered allows for identification of the child’s unique strengths and weaknesses in the subcomponents or “building blocks” of cognitive function, so that the most appropriate educational and therapeutic program can be developed.
 
The core of the evaluation consists of detailed behavioral observations of the child during administration of a variety of structured assessment procedures, during a formal test session and in more familiar settings such as the classroom and home.

Dr. Naidoo is a licensed pediatric neuropsychologist with a deep foundation in child development.  In addition to being a certified teacher, she has doctoral degrees in kinesiology (health and human development) from Michigan State University and neuropsychology from the University of Texas at Austin. 

 
 
Music Therapy  

Music Therapy is the clinical and evidenced-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program. Music therapy is a well-established allied health profession which employs music therapeutically to address physical, psychological, cognitive and/or social functioning. Because music therapy is a powerful and non-threatening medium, unique outcomes are possible. In music therapy, each individual is provided support and encouragement in the acquisition of new skills and abilities. Participation in music therapy offers opportunities for learning, creativity and expression that may be significantly different from other approaches.

Music therapists in education, typically use music interventions to foster the development of motor, communication, cognitive, and social abilities in students with learning differences. Typical music therapy goals may target:

  • the learning of academic concepts
  • increasing cooperation and appropriate social behavior
  • providing avenues for communication
  • increasing self-esteem and self confidence
  • improving motoric responses and agility
  • examination of issues that impact the life of the student

By creating, singing, moving, and instrument play, a wide range of cognitive, emotional and physical abilities are targeted. Under the direction of a music therapist, the new skills learned in this setting can generalize into improved functioning at school and at home.

 
Reading Therapy (ALT)  

Academic Language Therapy (ALT) with a Certified Academic Language Therapist is an intensive remedial approach that starts the reading-disabled student with the basics and rebuilds the learning continuum step-by-step. Usually therapy starts from the beginning so that no gaps are left in the student's grasp of and facility with processing information in reading, spelling, and writing. Since the program is always reviewing previous concepts, the student is exposed to missed items.

Individualized programs are designed to meet the needs of those with learning differences, specific dyslexia, dysgraphia, developmental reading disorder, disorders of written language, and language learning disability as well as other related learning problems. Academic language therapy offers a variety of specialized services including:

  • Phonology and decoding skills
  • Handwriting
  • Reading fluency and comprehension
  • Composition
  • Learning strategies and study skills
  • Spelling

Certified academic language therapists are specially trained to work with students with reading disabilities. They have completed extensive accredited training in multi-sensory structured language teaching. They are trained in the structure of the English language, how to teach that structure in a multi-sensory manner, and how to remediate problems in reading, spelling, and written language.

 
   
To Get Started with Individual Therapy  

To discuss the evaluation process or to schedule an evaluation or individual therapy, please contact us at (512) 467-7006.

Payment is due at the time of the evaluation. Parents will be provided a written receipt in order to file an insurance claim. The Children's Clinic at Capitol School of Austin does not file insurance claims.

 
     

 

Texas Language Learning Alternatives, dba Capitol School, is a not-for-profit 501(c)3 corporation. CSA does not discriminate on the basis of race, color, national and ethnic origin in administration of its policies or programs.

 

Developmentatal Disorders

 
   

Childhood Apraxia  (CAS) - Many children with developmental speech disorders learn sounds in a typical order, just at a slower pace. Children with CAS, however,  do not follow typical sound-acquisition patterns and generally need intensive, long-term treatment to make progress toward intelligible speech. People with apraxia may know what they want to say, but their brain has difficulty coordinating the muscle movements necessary to form and sequence sounds for intelligible speech.

 
   

Articulation and Phonological Disorders – Children who have difficulty forming speech sounds as expected for their age may have an articulation or phonological disorder. Their sound errors frequently impact their ability to be understood by others. Sound errors may include: substitutions, distortions, omissions, or additions. Young children who have articulation and phonological disorders may be at risk for other learning issues when they reach school age.

 
   

Attention Deficit/Hyperactivity Disorder - AD/HD are biologically-based conditions causing a persistent pattern of difficulties resulting in inattention, hyperactivity, and/or impulsivity. Some symptoms seen in children diagnosed as having AD/HD include:

  • Making careless mistakes in schoolwork
  • Not listening to what is being said
  • Difficulty organizing tasks and activities
  • Losing and misplacing belongings
  • Fidgeting and squirming in seat
  • Talking excessively
  • Interrupting or intruding on others

AD/HD consists of several subtypes, including:

  • AD/HD Predominantly Combined Type
  • AD/HD Predominantly Inattentive Type
    Six of nine symptoms of inattention must be present for diagnosis
  • AD/HD Predominantly Hyperactive-Impulsive Type
    Six of nine symptoms of inattention must be present for diagnosis
 
   

Dyscalculia - A specific developmental disability affecting a person’s ability to conceptualize and perform mathematics.

 
   

Dyslexia - Dyslexia is a neurologically-based, often familial, disorder which interferes with the acquisition and processing of language. Varying in degrees of severity, it is manifested by difficulties in receptive and expressive language, including phonological processing, in reading, writing, spelling, handwriting, and sometimes in arithmetic.  These difficulties persist despite conventional instruction, adequate intelligence and sociocultural opportunity.

 
   

Dysgraphia - Dysgraphia is a difficulty in automatically remembering and mastering the sequence of muscle motor movements needed in writing letters or numbers.

 
   
Expressive language disorder  - Expressive language disorder occurs when an individual has problems expressing him or herself using spoken language. A child with an expressive language disorder has problems putting sentences together coherently, using proper grammar, recalling the appropriate word to use, or other similar problems. They are unable to communicate thoughts, needs, or wants at the same level or with the same complexity as his or her peers. The child often has a smaller vocabulary than his or her peers.  
   

Non-Verbal Learning Disability - The term Nonverbal Learning Disability is confusing. People with NLD can speak--and indeed, are highly verbal. Their difficulties lie in the nonverbal or right-brain skills (visual-spatial, intuitive, organizational, evaluative, and holistic processing functions.) Young children with NLD may present with a mature vocabulary, rote memory skills, and apparent early reading skills. Problems that parents may notice early on include: interacting with other children, acquiring self-help skills, and fine-motor difficulties. As children with NLD get older, their difficulties pose more and more challenges for meeting school demands and building friendships.

 
   

Receptive language disorder – Difficulty understanding the meaning of spoken or written words.  A receptive language disorder is a type of learning disability affecting the ability to understand spoken, and sometimes written, language. Students with receptive language disorders often have difficulty with speech and organizing their thoughts, which creates problems in communicating verbally with others and in organizing their thoughts on paper.

 
   

Stuttering - Stuttering is a speech disorder in which sounds, syllables, or words are repeated or prolonged, disrupting the normal flow of speech. These speech disruptions may be accompanied by struggling behaviors, such as rapid eye blinks or tremors of the lips. Stuttering can make it difficult to communicate with other people, which often affects a person’s quality of life.

 
   

Word-Finding Difficulties -  Difficulty accurately producing the correct word even when the word's meaning is understood. People with word finding difficulties may:

  • have a slower retrieval time for words
  • use inaccurate words
  • substitute words that are related by meaning (camera/binoculars)
  • substitute words that sound similar
  • have lengthy pauses within sentences
  • use lots of filler words (um, uh, you know)
  • repeat words or phrases
  • start a sentence then change direction (“She played...he raced her to the top”)
  • extra verbalizations that indicate knowledge of the word (“It starts with a B”; “It's a long word”; “I know it but I can't think of it”)
  • mime or gesture (pretend write for the target word “pencil”; snap fingers or roll eyes to show frustration about not coming up with the word)