Word of Mouth Clinical Associates specializes in the following therapeutic services:

  • Speech Language Therapy
  • Eppert Occupational Therapy
  • FIE Cognitive Therapy
  • Language-Based Tutoring
  • Interactive Metronome
  • Group Therapy

​Please read below for more information on each service!

Speech-Language Therapy

Word of Mouth provides speech and language therapy to children with a range of abilities and diagnoses. Therapy sessions last from 30-60 minutes and are provided at our Brentwood office, as well as many area schools and preschools. With young children, we employ a primarily play-based approach to intervention, combining research-based practices with activities that are highly motivating and inspired by a child's interests. Individualized treatment plans are generated as a "roadmap," with measurable goals that guide the course of treatment for each child. In addition to the treatment provided within the context of therapy sessions, parent involvement is an important component in a child's therapeutic program. A portion of each therapy session is dedicated to parent feedback, during which time parents are informed about ways they can continue to build communicative success in the home environment. Additionally, regular teacher communication and collaboration often plays a crucial role in the clinician's ability to identify educational concerns, address functional skills, and extend abilities beyond the therapy setting. The following areas may be targeted based on a child's speech and language profile:


  • Articulation and Phonological Processing Disorders
  • Motor Speech Disorders
  • Selective Mutism
  • Fluency Disorders
  • Childhood Apraxia of Speech
  • Voice Disorders


  • Language Comprehension Disorders
  • Reading Comprehension
  • Expressive Language (Verbal and Written) Disorders
  • Social Pragmatic Language Disorders
  • Social Pragmatic Language Disorders secondary to ASD or ADHD
  • Academic Content Comprehension

Learn more about pediatric speech and language disorders 


Eppert Occupational Therapy

Occupational therapy is a health profession that improves function and independence with activities of daily living. These activities include work, school, leisure, play and self-care activities. For the young child, whose "occupation" is the development of life skills, occupational therapy focuses on gaining competency with motor skills, play skills, self-help skills, and school-related activities.

Fine Motor/Visual Motor Evaluation and Treatment

These services are recommended for children having difficulty with fine motor dexterity tasks like using a pincer grasp, manipulating small objects, buttoning, tying shoes, or using both hands effectively. These services also address struggles with school-based activities like coloring, writing, and cutting with scissors. This may also include oculomotor problems that affect functional vision.

Visual Perception Evaluation and Treatment

These services are recommended for children having difficulty with processing visual information even though there is no underlying visual acuity deficit or acuity has been corrected with glasses. This includes the areas of visual discrimination, visual memory, directionality, figure-ground, visual closure and spatial awareness skills, which are essential to academic skills such as reading, writing, and math.

Sensory Feeding Evaluation and Treatment

These services are recommended for children identified as "picky eaters" with very limited diets, or for children having difficulty transitioning to textured foods or from breast/bottle to a cup. Guidelines for this identification include inability to transition to purees by 10 months, table food solids by 12 months, or breast/bottle to a cup and completely off baby foods by 16 months. The child may demonstrate refusal to eat, crying at meals, increased gagging or vomiting, poor weight gain, history of GI reflux, or control behaviors as mealtime.

Sensory Processing Evaluation and Treatment

These services are recommended for children having difficulty with processing sensory information to the extent that it interferes with the child's ability to participate or enjoy typical childhood activities. The child has difficulty responding in an adaptive way to everyday sensations that others hardly notice or take in stride. Generally, the red flags are unusual responses to oral, tactile, proprioceptive (deep pressure), and vestibular (balance and movement) sensations. We describe this to parents as "the sensations of touching and being touched, moving and being moved." Sensory processing is also strongly connected to a child's self-regulation, arousal levels, and attention. Sensory processing disorders may or may not be associated with other developmental delays.


FIE Cognitive Therapy

FIE is a cognitive intervention program that helps students comprehend and more effectively relate to information by teaching thinking skills like planning, organizing, perceptualizing, and developing strategies to solve real-world problems. 

  • Strengthens memory. The learner develops strategies for organizing information for later recall, recognizes and/or constructs relationships among ideas and concepts and to develop strategies for later recall, and then forms the connections that “go with it."
  • Builds executive functions. The learner develops strategies for solving problems, make more thoughtful and logical decisions, and reasoning skills are enhanced as the learner begins to see new relationships and draws conclusions.
  • Enhances “learning-to-learn” skills by developing knowledge acquisition skills and promotes study skills. The learner gains ability to focus on a goal and the process of gathering information needed for future independent learning. 


Language-Based Tutoring

Beyond the primary grades, increasing curricular demands present significant challenges for children with language-based learning issues. In addition to mastering content, children must also develop effective organizational and study strategies that will better equip them to be successful learners.

At Word of Mouth, we employ a language-based tutoring approach that addresses far more than curriculum content. Language-based tutoring approaches can be applied to all core subjects, including math, science, English, and social studies. Using a variety of research-based and meta-cognitive strategies, children become experts in their individual learning styles and the tools that assist them in managing academic assignments. Frequent collaboration with teachers allows for communication of best practices and instructional approaches, thereby increasing the quality and continuity of instruction.

While individual treatment plans are generated based on a child's unique learning profile, the following skills are often highlighted throughout tutoring sessions:

  • Organization, planning, and time management
  • Understanding and recall of unfamiliar vocabulary
  • Comprehension of auditory and written information
  • Note-taking strategies
  • Test preparation
  • Managing research projects and other long-term assignments
  • Written language
  • Self-advocacy skills


Interactive Metronome

Interactive Metronome® is an assessment and treatment tool used in therapy to improve the neurological processes of motor planning, sequencing and processing. Problems in these areas have been linked to a variety of developmental, behavioral and learning challenges. More than a decade of clinical research on IM shows that it leads to improvements in:

  • attention and concentration
  • language processing
  • behavior (aggression and impulsivity)
  • motor control and concentration
  • academic performance

How Does IM Work?

The IM program provides a structured, goal-oriented training process that challenges the participant to precisely match a computer-generated beat. Participants are instructed to synchronize various hand and foot exercises to a reference tone heard through headphones. The participant attempts to match the rhythmic beat with repetitive motor actions such as tapping his/her toes on a floor sensor mat or hand clapping while wearing an IM glove with palm trigger. A patented audio or audio-visual guidance system provides immediate feedback. The difference between the participant's performance and the computer-generated beat is measured in milliseconds. The score provided indicates timing accuracy. Over the course of the treatment, participants learn to:

  • focus and attend for longer periods of time
  • increase physical endurance and stamina
  • filter out internal and external distractions
  • improve ability to monitor mental and physical actions
  • progressively improve coordinated performance

Who Can Benefit?

Individuals with motor planning and sequencing problems, speech and language delays, motor and sensory disorders, learning disabilities, and various cognitive and physical difficulties may benefit from the IM program. Participants who have benefitted from IM include those with:

  • Sensory Integration Disorder
  • Traumatic Brain Injury (TBI)
  • Cerebral Vascular Accident (CVA)
  • Autism Spectrum Disorder
  • Cerebral Palsy
  • Non-verbal Learning Disorder
  • Balance Disorders

Interactive Metronome Summer Program

Interactive Metronome® is a multisensory program that combines sound therapy, movement and visual stimuli to improve function of a child's nervous system through repetitive practice.  It has been used successfully to improve attention, concentration, motor planning/sequencing and processing speed in children with ADHD, language disorders and many other diagnoses.  Hourly summer sessions are conducted individually, four or five days a week, for five to seven weeks to complete the required number of repetitions to finish the program (20 to 22 hours total).  Please contact our office for further details on how to sign up your child for this program.

More about Interactive Metronome:

Read a success story with Interactive Metronome here at KSFY/ABC's news website. Includes video!

Information © Interactive Metronome. For more information, please visit


Group Therapy

Word of Mouth Clinical Associates offers a variety of social pragmatic language groups to meet the social, emotional and behavioral needs of children from late preschool through the late elementary school years. Through participation in group activities, children will learn various strategies to improve the social behaviors and language skills that are necessary for success in the classroom, community and home environments. With the exception of the Zones of Regulation® group, all groups are led by a licensed speech language pathologist specialized in the treatment of social pragmatic language deficits.

Our group curriculums are designed for use with students who are diagnosed with Autism Spectrum Disorder, ADHD, Nonverbal Learning Disorder, Social Anxiety or other related diagnoses. However, many children without specific diagnoses frequently benefit from direct teaching of social and pragmatic language skills in a group setting.

Contact us for more information and scheduling.

7 Keys to Social Success - A 7-week group with lessons and learning activities designed to help the child recognize 7 key skills important to unlock the doors to social success in their home, community and school environments. A licensed professional counselor will lead a concurrent parent training session for any parents who wish to attend. 

*Please Note: This curriculum provides an introduction to the topics and concepts that are covered in more depth in the curriculums described below. Participation in this introductory group is a pre-requisite for participation in any of our other groups. 

Zones of Regulation® - A 4-week group led by an occupational therapist. The Zones curriculum provides strategies to teach students to become more aware of, and independent in controlling their emotions and impulses, managing their sensory needs, and improving their ability to problem solve conflicts.  The Zones of Regulation®incorporates Social Thinking® concepts and sensory processing techniques to teach students to identify their feelings/level of alertness, understand how their behavior impacts those around them, and learn what sensory tools they can use for self-management/regulation.

Superflex®… A Superhero Social Thinking Curriculum - An 8-week superhero themed group based on the Superflex…A Superhero Social Thinking Curriculum by S. Madrigal & M. Winner. The content is directed toward helping children explore social thinking while increasing their knowledge of social expectations, their awareness of their own behavior and how to modify their behaviors with Superflexible strategies.

We Thinkers! Social Explorers® - An 8-week group based on We Thinkers! Volume 1 (formerly known as The Incredible Flexible You) by K. Zweber Palmer, N. Tarshis, R. Hendrix and M. Winner. This group is based on a series of story books and covers the following concepts: Thinking Thoughts and Feeling Feelings, Group Plan, Thinking with Your Eyes, Body in the Group, and Whole Body Listening.

We Thinkers! Social Problem Solvers® - An 8-week group based on We Thinkers! Volume 2 by K. Zweber Palmer, N. Tarshis, R. Hendrix and M. Winner. Picking up where the We Thinkers! Social Explorers group left off, this group introduces the following additional concepts: Hidden Rules, Expected and Unexpected Behavior, Smart Guesses, Flexible Thinking vs Stuck Thinking, Size of the Problem, and Sharing an Imagination. Participation in the We Thinkers! Social Explorers group is a pre-requisite for participation in this group.