Early in my career, I worked with children in the hospital, then discharged them, hoping the right services would be put in place and that their family would get the support they needed. But so much of the real work happens after discharge, when a student has to take what we practiced in a clinical setting and actually apply it in real life -- especially at school.

That gap is why I founded Cognitive SLP. I built a practice where I can walk alongside families through each step: early communication with the school, identifying the specific supports a child needs, implementing strategies in our sessions, and learning how to carry them over at home.

I work directly with children and their caregivers. Parent coaching is built into my approach for the same reason. Most of the learning happens outside our sessions, so collaborating with you and supporting your child together is how we see the most success. Whenever possible, I also work alongside the other professionals on your child's team -- doctors, neuropsychologists, school counselors, mental health providers -- so we all share what we see and build a recovery plan that actually fits together and makes sense for your family.

Knowing how effective this holistic approach is for my clients is why I'm so passionate about this work, and why I've built my practice this way.

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Most cognitive rehab and executive function coaching focus on the skills and strategies -- the planners, the checklists, the memory strategies. I spend just as much time on how a student feels about their own thinking, because self-confidence and self-talk (how they talk to themselves) is what makes the skills actually stick.

My approach blends traditional cognitive-linguistic therapy with metacognitive strategies, mindfulness, and growth mindset coaching. Some of it is skill-building; a lot of it is helping your child understand their own brain and feel more hopeful along the way.

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My own spark for this work started in middle school, when I worked with a SLP myself to learn the same strategies I now teach students. What stayed with me wasn't just the strategies -- it was how much it mattered that she listened to understand, genuinely cared, and took the time to teach me. That experience helped me understand myself better and grow my confidence, both as a learner and as a person. It planted a seed that led me to study psychology, education, and student motivation in college at the University of Notre Dame, and eventually move to Boston to begin my own studies in speech-language pathology at Massachussetts General Hospital (MGH) Institute of Health Professions.

I bring this same approach to my clients -- fostering a safe space where clients both practice strategies to build skills and have room to develop their confidence.​​