Happy August Birthdays!

 

8

Eva Hernandez

Juan Torres

Jennifer Dungca

 

10

Carmen Gavina

Erik Tukey

 

15

Kevyn Cruz

 

19

Oscar Michel

Sandra Alvarado

 

21

Denise Varisco

Anna Ingman

 

26

Nicole Goodrum

We are delighted to make a donation to Doctors Without Borders for each SLEA employee birthday.

Happy July Birthdays!

2

Deneisha Jones

3

Molly Marr-York

4

Leticia Lomeli

Savhanna Montano

6

Anna Avetisyan

7

Diyanna Gever

Edwin Gardino

8

Bianca Havel

9

Pamela Perlmutter

10

Salvador Salgado

11

Jesse Guberman

Breeann Braucher

13

Lauri Aud

Maria Sanchez de Cutino

15

Christina Granados

Crystal Medina-Galan

17

Helen Wade

18

Amy Johnson

Erica Contreras-Carrillo

20

Laurie Kapp

Olga Reyes

24

Kristine Novshadian

Holland McWhorter

Frank Canales

26

Alisa Tagvoryan

27

Meredith Lee

We are delighted to make a donation to Doctors Without Borders for each SLEA employee birthday.

Happy June Birthdays!

1

Robert Ramirez

3

Rochelle Vargas

4

Marvin Perez

6

Anna Sherbetchyan

Raluca Nicodim

9

Ivan Gregorio

Melissa Drescher

12

Kevin Torrez

13

Leslie Medrano

14

Yoseya Taylor

Angel Islas

16

Lauren Henderson

Brenda Rodriguez

Leslie Fragoso

17

Joanne Bae

Joyce Bae

18

John Thomas

19

Michel Mirliss

Erika Webb

Michelle Meza

24

Arturo Campos

25

Diana Rush

26

Marta Munoz

30

Sheila Mojtabai

We are delighted to make a donation to Doctors Without Borders for each SLEA employee birthday.

Creating Confidence in Handwriting for School and Life!

SLEA OT Handwriting Success Flyer

Teacher and studentDoes your child become anxious before/during writing activities?

Does he seem to take longer to complete assignments involving writing?

Have an awkward grasp on her marker?

Are his words illegible or drawing uncontrolled?

If you are looking to supplement your child’s summer activities, our team of occupational therapists have developed a fun, multi-sensory clinic based on the well-known Handwriting Without Tears (HWT) program and other therapeutic frames of reference.  Our clinic is designed to assist children who have difficulty with pre-writing, handwriting, and other fine motor skills that affect their performance in school and beyond.

Pre-writing Skills

  • Letter identification
  • Hand separation & strengthening
  • Learning to form shapes & letters
  • Learning proper pencil grip
  • Beginning stages of fine motor control

Learning to Write

  • Learn capital & lower case letters using a multi-sensory approach
  • Developing good habits for printing including sizing, formation & placement
  • Eliminating reversals
  • Perfecting pencil grip

Writing Mastery

  • Spacing letters & words
  • Developing fluent, legible writing within sentences and/or paragraphs using print or cursive
  • Improving fine motor endurance

Learning to form letters & connectors using cursive handwriting

Your child will receive an initial handwriting assessment included in our program, followed by intervention specifically tailored to his/her unique needs.

Please call (818) 788-1003 or email hwade@speechassociates.com to reserve your space or with any questions you may have.

This program is intended for Kindergarten-6th grade students and is available as private or group sessions.

Please send this page or the flyer to any family that might be interested.

Lauren Henderson, Clinical Lead Encino Office

Lauren Henderson has been working for SLEA as a Speech-Language Pathologist since January 2012. She graduated from Villanova University in Pennsylvania with a Bachelor’s degree in Human Services and dual minors in Psychology and Sociology, providing her with a solid base for working with children and families. Lauren completed her Master’s degree in Communicative Disorders at West Chester University in Pennsylvania. Following the completion of her graduate program at West Chester University, she returned to California to pursue her career and passion as a Speech-Language Pathologist. She holds a certification inAssistive Technology Applications through CSUN, and has attended multiple other professional development courses and conferences. SLEA has given Lauren the opportunity to work in a variety of settings, including schools, clinics, clients’ homes, and Head Start sites as well as with many different populations and disorders. She has supervised student interns, SLPAs, and Clinical Fellows.

Lauren is excited to begin her new role as Clinical Lead of the Encino Office where she can lend her support and knowledge to, as well as work hand-in- hand with, new and current therapists.

Jennifer Peragine, Clinical Director

Jennifer PeragineJennifer Peragine graduated with Honors in Psychology from the University of Alabama at Birmingham, before completing her Masters of Science in Speech and Language Pathology, as well as earning her Certificate of Clinical Competence (CCC) from the American Speech-Language and Hearing Association (ASHA) in 2006. She received a certificate of completion for training with Michelle Garcia Winner and her Social Thinking Curriculum for children with social cognitive challenges, and is certified in Pivotal Response Therapy (PRT) for autism through the University of California Santa Barbara.

Her philosophy in leadership is to encourage clinical growth, confidence and independence while providing guidance and support. Her belief is that open communication and mutual respect are the foundation of these supervisory relationships.

Rina Barak, Clinical Lead School Therapists

Rina RomeRina Barak proudly practices as a speech-language pathologist for Speech Language and Educational Associates. After working in primarily school settings and on multi-disciplinary teams throughout her career, she is excited to begin her new role as Clinical Lead of all of our school therapists. Rina received her Masters of Arts in Communication Disorders from Montclair State University in Montclair, New Jersey. She chose the field of Speech Language Pathology knowing that her passion for working with children of all ages and love for teaching would be a perfect fit with the profession. Since the start of her career with SLEA, Rina has worked in a wide variety of school settings, ranging from severe physical and cognitive impairments, to working with preschoolers placed in a special day class, to school-age children placed in the general education setting with articulation difficulties, Autism, Apraxia, stuttering, expressive and receptive language difficulties, and other health impairments. In every school, Rina has creatively found ways to get around the typical “pull-out” method of therapy. She believes strongly that children can only truly reach their full potential when parents, teachers, and the entire education team is working together to figure out what that child needs to reach academic success.

Rina has participated in parent trainings, trainings for teachers on how to incorporate speech and language in the classroom, and has worked together with resource specialist teachers to figure out what learning style works best for a student. Rina has participated in “co-teaching”, “consultation models,” and “push-in” to the classroom models of therapy for preschool, elementary, and middle school students. She has implemented speech improvement classes to help students with mild articulation impairments consisting of one or two sound errors, who do not qualify for speech therapy in the school setting. Her “do whatever it takes” method of therapy has allowed her students to not just meet the goals of therapy, but to generalize the skills they have learned across all settings.

Rina has two kids of her own, Abby (age 3) and Isaiah (age 1), who have helped her realize the importance of knowing what is typical, before you can help a child with special needs. Rina has supervised speech-language pathology students, SLPAs, SLPA interns, and clinical fellows. She truly believes that supervision provides an opportunity for mutual clinical growth. She treasures her role at SLEA as she has been provided with the opportunity to work in a variety of school settings and can provide therapy in a way that best meets the needs of each child.