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Founded in 2007, Chatterboxes is a well-established private practice with deeply rooted referral sources in Massachusetts. Our team of Speech-Language Pathologists provide services to children and families in the Boston Metro, Metro West, North Shore and South Shore as well as Rhode Island. Our flexible service offerings include In-Home Services, School-Based Services, Teletherapy and Parent Coaching.
Flexible Service Options For Your Family
SAFE, HIGH-QUALITY SERVICE DELIVERY METHODS
Your clinician will travel to your home at a frequency that works for you and your child’s therapy program. Home sessions can be provided indoors or outdoors to suit your comfort level. The cornerstone of therapy is the child’s natural environment, with an emphasis on parent involvement, giving you the opportunity to become highly involved in your child’s therapy sessions, and learn to support your child’s progress on a daily basis.
Known as ‘Teletherapy,’ remote sessions are very similar to traditional face-to-face speech-language sessions, but they are done with a computer or tablet device. Your clinician will implement your child’s current therapy plan with traditional activities, while technology enhances therapy to deliver high-quality services. In addition, you will have the opportunity to take a more active role in your child’s therapy process!
Our hybrid model blends In-Home services with Teletherapy services at a frequency that works for your family and your child’s therapy program. The natural ‘safe’ home environment means your child is at ease sooner with an unfamiliar clinician, bringing confidence and productivity. Both In-Home and Teletherapy allow parents to observe us teach your child skills and then become the teacher for when we’re not around (which is most of the time).
OUR CUSTOMIZED STEP-BY-STEP PROCESS
Formal | Informal Assessment
Determine the Starting Point
Identification of Routine Parental Support
“After over 15 years as a practice owner and speech-pathologist, our team has proudly served over 7,500 Massachusetts families. I have never been more thrilled to offer such a modern, immersive and convenient program to our families via approach to home-based, school-based and teletherapy services.”
Immersive In-Home & School Model vs Clinic Model
Hybrid Home & School Therapy Model
Functionality: Home environment incorporates familiar functional objects and surroundings for carryover of newly learned skills.
Comfort & Productivity: The natural ‘safe’ home environment means your child is at ease sooner with an unfamiliar clinician. Bringing confidence and productivity.
Parent & Caregiver Education: Observe us teach your child skills and then become the teacher for when we’re not around (which is most of the time).
Less Restrictive: Not limited by clinic guidelines. The focus is on your child’s immediate needs to help them to be a more functional communicator in their real-life everyday situations.
Time and Money: Replace the time you typically spend commuting with implementing your child’s home program and your child will graduate from therapy quicker than they would in a clinic setting.
Key Features of Speech Therapy at Home and School
BENEFITS WE THINK YOU’LL LOVE
Time and Money
Work smarter, not harder!
Rather than spending time packing up the family to fight traffic and commute to a clinic; you can now replace this time with the valuable implementation of your child’s home therapy program.
We are with your child once or twice a week. You are with your child 70+ hours a week! Our parent coaching model means we’ll support you to become your child’s teacher for when we’re not around, which is most of the time!
The home environment allows us to target everyday speech, language and vocabulary in your child’s life. Let’s target your child’s toys, books, snacks, family members and interests in real-time, not a clinic-mock up!
“We loved the overall experience, the trained staff and their kindness. Jamie looks forward to every session! Thank you!”
WE HELP KIDS DEVELOP THE FOLLOWING AREAS
Speech & Language Delay
Early intervention (ages 0-3) allows us to both identify and treat children using a systematic approach known as Routines Based Intervention. An individualized approach to enhance the child’s skills during daily routines with strong parent involvement.
While working closely with parents, our Occupational Therapist’s feeding program employs motor exercises, oral-motor techniques and/or procedures to optimize mealtime structure, as well as to a sensory hierarchy to explore new food types and textures to expand diets.
Articulation & Phonology
Addressing the clarity of speech. Sounds can be substituted, left off, added or changed. These errors may make it hard for people to understand a child. Articulation therapy focuses on the motor aspects of speech production and the clarity of speech sound production.
Autism Spectrum Disorders
A neurotype characterized by social interaction, play, interests and communication skills which might different from non-autistic and ‘neurotypical’ people. We use a strengths-based approach and presume competence.
Stuttering / Fluency
Characteristics of non-fluent speech include repetition of sounds, syllables and phrases. Prolongations or stretching of syllables may occur, as well as blocks, or tense pauses. We use an identify-affirming approach rooted in Therapist and Child collaboration.
Expressive | Receptive Language
A delay or interruption in the oral maturation process,failing to progress to an adult swallow pattern. Therapy includes exercises for the lips, tongue and jaw. Therapy works to change an incorrect or immature swallow to an adult pattern that is beneficial to the positioning of teeth and articulation.
Pragmatics is the area of language function that embrace the use of language in social contexts (knowing what to say, how to say it.) Children with pragmatic language difficulties have trouble using language socially in ways that are functional or helpful.
Motor Speech Disorders
Gestalt & Analytic Language Processing
There are two types of language processors. Analytic language learners process language in smaller units, then build into bigger units. Gestalt language learners process larger units of language, then break those down into smaller units. Our clinicians are equipped to help both types of language processors in using flexible, original language..
Connected Learning Saves Time & Money
Our goal is to make big breakthroughs every week by providing fun, immersive and consistent therapy. By incorporating rotating home-visits with teletherapy visits, our clinicians become integrated into your child’s daily routines and home-life. We feel adding this rapport building and highly personalized component to your child’s teletherapy sessions, we naturally increase their accountability and connection, which in turn accelerates your child’s learning.
- Immersive Home-Teletherapy Model 100% 100%
- Clinic Only Model 33% 33%
Meet Your Clinician
Bethany received her Bachelors of Science in Communication Disorders from the University of Massachusetts Amherst and her Master of Science in Speech-Language Pathology from the MGH Institute of Health Professions.
Angelica earned her Bachelor of Arts in Speech Language Pathology from Boston University as well as her Masters in Speech Language Pathology from Boston University.
Kasey earned her Bachelor of Arts in Spanish from the University of Vermont as well as her Masters of Science in Speech Language Pathology from Misericordia University in Dallas
Jessica earned Bachelors of Science in Communication Disorders from the University of Massachusetts, Amherst and her Masters of Science in Speech-Language Pathology from Sacred Heart University.
Lauren received her Bachelors of Science in Communication Disorders from the University of Pittsburgh and her Master of Science in Speech-Language Pathology from Boston University.
Speech-Language Path | Clinical Leader
Ally earned her Bachelors of Arts in Speech and Hearing from Rhode Island College and her Masters of Science in Speech-Language Pathology from Nazareth College of Rochester
Sara received her Bachelors of Science in Speech-Language Pathology and Audiology and her Master of Science in Communication Disorders from the University of Vermont.
Kelli earned her Bachelors of Arts in Speech-Language Pathology and Theater Arts and her Masters of Science in Speech-Language Pathology from SUNY New Paltz.
Lauren earned her Bachelor of Arts in Community Health and Psychology from Salisbury University and her Masters of Arts in Teaching from Towson University.
Arielle received her Bachelors in Psychology and Public Health from Muhlenberg College and her Masters in Communication Sciences and Disorders from Northeastern University
Lydia earned her Bachelors of Science in Communication Sciences and Disorders and a minor in Deaf and Hard of Hearing Studies at UNH and her Masters of Science in SLP from Nova Southeastern University.
Speech-Language Path | Clinical Leader
Rachael earned her Bachelor of Arts in Communication Disorders from the University of Alabama and her Masters of Arts in Communication Disorders from Appalachian State University
Megan, our Founder, earned her Bachelor of Science in Speech Pathology from The University of Tulsa and her Masters of Science in Communication Disorders from the University of Tulsa
Jillian earned her Bachelors of Science in Speech and Hearing Sciences from Arizona State University and her Masters in Communication Disorders from Emerson College
Morgan earned her Bachelor of Science in Speech Pathology from Quinniciac University and her Masters of Science in Communication Disorders from Northeastern University
Sarah earned her Bachelor of Science in Communication Sciences from Bridgewater State and her Masters of Science in Speech-Language Pathology from Northeastern University
Emily earned her Bachelors of Arts in Economics and Business Administration from Hillsdale College and her Master of Arts in Economics from George Mason University
Sarah earned her Bachelor of Arts in Psychology from the University of Vermont and her Masters of Science in Communication Disorders from Northeastern University
Lindsay received her Bachelors of Arts in Musical Theater from Dean college and her Masters of Science in Speech-Language Pathology from the MGH Institute of Health Professions
A Cheet Sheet for
In Your Young Child
- No special tools or toys needed
- Pro-Tips by certified speech-Language Pathologists
- Learn How and Why these Strategies Work!
The McCallah Family
“Our older daughter, Michaela received therapy for a speech issue that is now no longer a problem”
“Promptness. Energy and enthusiasm. Welcoming. Kindness. Flexibility in scheduling. Warmth of therapist was very welcoming.”
“Super friendly people! Flexible on timing/schedule, personalized & caring feel. Sebastian felt comfortable right away.”
How Can We
Help Your Child?
Please reach out and our Clinical Director will be in touch shortly.
Neurodiversity and the Journey to Embracing Autism
Our Team does the very best we can to not only learn about autism, but to advocate and fight for the empowerment of autistic individuals! Awareness of Autism is only the very beginning of a journey to embracing autism.
Neurodiversity means that all brains are different…naturally! Through this perspective, we can appreciate that a neurodivergent brain holds just as much value and should be embraced no less than a brain that falls into a majority or ‘neurotypical’ realm. Neurodivergent refers to an individual who has a less typical cognitive variation, including, but certainly not limited to: Autism, ADHD, dyslexia, dyspraxia, and sensory processing disorder.
Leading the Change
Autistic Individuals are helping to lead the charge in the The Neurodiversity Movement: a social justice movement seeking equality, respect, inclusion, and civil rights for people with brain differences. As you know or can imagine, this has been an uphill battle for autistic people, given many factors including:
- Our society follows a medical or pathology model of viewing autism: ‘Something is wrong and we must fix it’ rather than ‘There is nothing wrong with being autistic and we must not try to encourage or force autistic people to appear/seem non-autistic.’Remember: There is no cure for Autism; ‘Removing autism’ from a person would change who they are entirely.
- Academic curriculums and social expectations are built in such a way that those who differ from the ‘typical’ or learn in different ways are often marginalized, isolated, and made to feel that they need to appear non-autistic in order to succeed or be seen/heard. This often leads to something called Autistic Masking and Autistic Burnout, which can be deadly.
Here at Chatterboxes, we pride ourselves on being informed, up to date with research and armed with the best therapy techniques and resources! Our goal is to support every child and family using an individualized approach. Over the last year, we have taken the time to learn about neurodiversity, to self-reflect on our practices, and to evolve accordingly. This has been a humbling learning experience for each of us. We will continue to learn and listen to the Autistic voice, as well as share with you!