Our therapeutic intervention programs begin with an evaluation. We offer three options: Prescriptive Screening, Pre-Intervention Baseline Testing, or Comprehensive Evaluation.

Prescriptive Screenings

Our purpose in designing a prescriptive screening process was to offer families a cost-effective path to help confirm if therapeutic interventions are warranted, as well as to guide parents and teachers on how to support development in areas identified at risk.

BrainTools® Prescriptive Screening is an abbreviated version of an assessment and is directed towards confirming a child’s risk for language and academic delays. Identifying children who are at risk can trigger early intervention prior to the onset of learning challenges, which in turn, can prevent learning challenges from taking place. Our prescriptive screening protocols include the administration of selected standardized norm-referenced measures. The measures have been intentionally selected and organized by age and grade level and are reflective of compiled research findings on the clinical markers for various neurodevelopmental disorders such as Developmental Language Disorder (DLD) and Developmental Dyslexia.

Pre-Intervention Baseline Assessment

Our pre-intervention baseline assessments are directed towards children who have had recent psychoeducational evaluations. Psychoeducational evaluation findings are mapped onto our Interdisciplinary Developmental Profile (IDP)™ and an assessment protocol is designed to supplement psychoeducational findings. Our findings are integrated with psychoeducational findings so that a targeted and individualized therapeutic intervention program can be created.

Comprehensive Evaluation

Our comprehensive assessments are directed towards children with no previous (or very dated) testing with psychology and or speech-language pathology. Our comprehensive assessments explore the interactions between speech, language, and academic development, as well as the underlying cognitive linguistic processes that are responsible for learning and integrating new information.

Individualized Therapeutic

Our therapeutic intervention programs are directed towards remediating, or strengthening, the unique skills and processes that are at the root of a child’s academic challenges, or that contribute to a young child’s risk for future academic challenges. BrainTools® therapeutic interventions are implemented by a collaborative team of highly trained and passionate speech and language pathologists.

Our interventions are:

Researched based

Researched based






Supported by both qualitative and quantitative data

Supported by both
qualitative and quantitative data

Our therapeutic interventions are explicit and are structured in a way that allows us to seamlessly take both quantitative and qualitative data. The integration of qualitative and quantitative data across therapeutic objectives allows us to assess a child’s response to interventions on a session-to-session basis, and to modify short-term objectives in real time. The overarching goal of any therapeutic program is for a child to be able to consistently use the targeted skills and processes in any location and with any person. Thus, our therapy programs integrate formal procedures for generalization and maintenance checks. We collaborate closely with parents and schools so that adequate supports are in place to support success at home and in the classroom setting.

BrainTools® conducts sessions in-clinic, on school campus, and virtually. Our sessions are primarily conducted in person at our clinic. However, we also conduct on-campus sessions with schools that we have partnered with. We have also been providing telehealth services to our long-distance and international families for over 20 years through our telehealth platform. We are committed to our quality of services and have meticulously built our platform so that our virtual sessions model our in-person sessions and allow us to move fluidly in a hybrid fashion when families cannot make the commute to our office.

Why choose BrainTools® for
Speech and Language Therapy

BrainTools® Interdisciplinary Therapeutic Matrix™ is based on over 15 years of research and development. Our Interdisciplinary Therapeutic Matrix™ is a tool that was developed to help us design an integrated therapeutic curriculum and individualized scope and sequence of objectives for each child. Our interdisciplinary stance allows us to identify and treat the root of learning challenges while simultaneously building the specific range of skills a child needs to be successful in and out of the classroom.

Our speech and language therapy programs address a variety of developmental areas. However, they are primarily directed at helping children acquire the foundational skills they need to be successful in an academic environment. BrainTools® interdisciplinary therapeutic matrix is based on over 15 years of research and development.

What Does BrainTools® address in their Speech and Language Therapy Sessions?

Speech Development

Speech sound disorders are a group of developmental disorders that are characterized by delayed acquisition of age-appropriate speech sounds, which impact a child’s ability to be understood by others. The type of speech production challenge a child is experiencing can also place a child at risk for oral language and literacy delays. Our speech interventions are grounded in an integrative framework and are designed to differentially treat speech production challenges (e.g., articulation, expressive phonology, developmental apraxia of speech) while simultaneously reducing a child’s risk for oral language and literacy delays.

Pre-Literacy and Early Literacy Development

Children with pre-literacy and early literacy delays struggle to acquire the foundational skills they need to succeed academically. Our pre-literacy and early literacy interventions are grounded in an integrative framework and are designed to establish the foundational skills that underlie reading fluency, reading comprehension, and written expression.

Oral Language Development

Over 30 years of research has solidly established that Oral Language skills set the foundation for reading and writing development. Oral language development is essential for learning and academic development and is highly predictive of academic achievement.
Our oral language interventions isolate, as well as integrate, the various components of language (phonology, morphology, vocabulary, syntax, and pragmatics) so that children acquire the language skills they need to learn and communicate effectively in and out of the classroom setting.

Written Language Development

Children experience reading and writing challenges in various ways and for different reasons. Identifying a child’s unique developmental profile of written language skills (e.g., decoding, spelling, oral reading fluency, reading comprehension, written expression) at the word, sentence, and discourse level is tantamount for structuring interventions that specifically target each child’s unique profile.

Our written language interventions explicitly target written language skills, while simultaneously addressing the underlying linguistic (oral language) and executive (executive functions and skills) processes that may be contributing to a child’s written language delays.

Executive Functions

Executive control processes, which include executive functions and executive skills, are a compilation of skills and abilities that, over time, support children’s ability to increasingly control their thoughts, behavior, and learning. The development of core executive control processes is predictive of success in school and in life, as well as correlated with mental health and therapeutic outcomes.

Strengthening executive control processes is at the heart of how BrainTools® operates. Executive control strengths serve as protective factors and can decrease the symptomatology of a variety of neurodevelopmental conditions such as attention deficit disorders, developmental language disorders, and developmental dyslexia. In like manner, weaknesses in executive control processes are often at the root of a child’s learning challenges.

BrainTools® Executive Function Model is based on over 20 years of research and development. The methodologies associated with our executive function model grounds all of our work with children and families.


Children with speech sound disorders (SSD) and developmental language disorders (DLD) are at increased risk for literacy problems. A large percentage of children with DLD go undetected in preschool and primary grades. This has a cumulative and a long-term effect on academic outcomes. BrainTools® innovative speech, language, and hearing screening program helps schools identify bilingual and monolingual children at risk of SSD and or DLD early. Identifying children who are at risk can trigger early intervention prior to the onset of learning challenges, which in turn, can prevent learning challenges from taking place.

Families and

At BrainTools® we also specialize in working with families across the globe. Although we work with children with a variety of neurodevelopmental conditions, we have unique expertise working with bilingual children with Developmental Language Disorders, Dyslexia, Attention Deficit Disorders, and Childhood Apraxia of Speech. Our expertise in bilingual language development and learning to read across different languages allows us to differentially diagnose between language differences and language disorders.


We are passionate about improving and supporting professional practices and have presented papers, research findings, and professional development seminars at the local, national, and international level. We have a variety of workshops to choose from but will also design workshops for schools and therapy centers based on their unique needs.