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I've been practicing as a Speech Language Pathologist since 1999. I specialized in serving children with Autism and nonverbal children with Augmentative Alternative Communication Devices. I had 4 children under the age of 4 in 2011. All 4 of my children were speech delayed and had Individualized Education Plans in preschool. Once they entered elementary school, they struggled to keep up in class. They were not meeting reading and math standards. This is when I discovered that my 4 dear children have the same learning disability I grew up with but hid due to shame. I have 4 beautiful dyslexic children who are smart and very capable. Unfortunately, our schools could not help them learn. I now homeschool them. As part of my advocacy work for my children, I learned many methodologies which have taken me 1000s of hours to learn and that learning never stops. I now specialize in literacy (reading, spelling) and math intervention in addition to your typical speech language intervention.
I utilize the following methodologies:
Making Math Real - Kindergarten - High School
Structured Word Inquiry - Reading/Spelling Orton Gillingham - Reading
PROMPT - Speech Intervention
Chancery Script - Handwriting
Hands On Linking Blocks - Grammar
Verbal Behavior - Autism Therapy
Pivotal Response Treatment - Autism
Hanen Therapy - Play Based Therapy
LAMP Words For Life - AAC
I'm not just a Speech Language Pathologist but I'm a mama bear of 4 dyslexic children who I homeschool. My learning never ends. When I'm not working, I'm continuing to take classes to be the best therapist I can be. I'm also involved in the Lab School Mentorship Program through Making Math Real Institute. I will never just be the "professional." I will always be the mom standing by your side advocating with you to get all the services your child needs and deserves. Every child deserves a voice! Every child deserves to be literate and reach their educational goals without the help of spell check or a calculator. Assistive technology is GREAT and it does not replace authentically learning how to read, spell, write and succeed in math! Our kids futures depend on it!
Making Math Real Intervention
I've taken the following classes: Overview, 9 lines, 4 Operations, Games, Long Division Intensive, Decimal Long Division Intensive, Comparing Fractions Intensive, Fractions on a Number Line, Mental Math, Base 10 Puzzles, Fractions, Decimals & Advanced Place Value, Geometry 1 & 2, Pre-Algebra, Algebra 1 & 2. I've taken most of these classes 2 to 3 times each!
I plan to take the Kindergarten and Time & Money courses the next time these classes are offered. I have taken private classes with David Berg around Kindergarten, Time and Money content.
I've taken nearly all the courses multiple times and will continue to retake courses. I'm currently involved with the Lab School Mentorship Program. The intended structure of the LSMP is students’ parents pay for David Berg’s mentoring services. This means that if parents would like David’s direct involvement in their child’s/children’s ongoing intervention services, the parents cover the costs of his services as well as the costs of the MMR practitioner.
Making Math Real is a simultaneous multisensory structured methodology to successfully transfer the hands on experience of concrete mathematics to specific reconstruction in abstract, symbolic form.
Disclaimer: Kellie Henkel in utilizing Making Math Real® (MMR®) methods, is in no way affiliated with, a member of, or employed by the Making Math Real Institute (MMRI), and does not represent or reflect MMR® or David Berg in any way whatsoever. Neither the MMRI nor David Berg has certified or licensed Kellie Henkel. MMR® is a clinical methodology, not a program or a curriculum, and neither the MMRI nor David Berg monitors, endorses, or accounts for the quality of services provided by Kellie Henkel.
Structured Word Inquiry (SWI) & Orton Gillingham Approach
I have spent over 1000 hours of training using Structured Word Inquiry and Orton Gillingham methodologies. I have taken all the SWI classes I can find in addition to the Orton Gillingham certificate program through Dyslexia Training Institute. My learning never ends.
Our written language is not based on phonics. Our language is stress timed. "Sounding words out" will only get you so far. After you follow the false phonics rules, you are left with a bunch of "rule breakers" called "sight words." There is no such thing as a "sight word." That is phonics way of telling you that phonics is a flawed system for the English Language. Why else do you think our literacy rates are so poor and our kids can't spell?
Our written language needs to be studied through orthographic linguistics, studying 3 elements together: etymology, morphology and phonology. Etymology is where the word comes from (Greek, Latin, Old English). Etymology has a big part in how we spell words. Morphology includes bound and free bases in addition to affixes. Phonology can only be studied in a word, not in isolation. The phonology within a word family can change. Notice how the phonology of the <t> changes across the <act> word family: action, actual, acting, reaction, actor. Some letters say nothing at all like the <w> in <two> or <g> in <sign> or <i> in <family> or the <ugh> in <daughter>. There are good reasons why these words are spelled with silent letters. Studying these words using SWI will reveal the reason why we spell words the way we do and it is actually really beautiful.
We always study words within the word family. Never a list of random words that sound alike. We look at words that have the same base and same meaning. We read for meaning after all! Spelling = Meaning! Lets be a word scientist together!
LAMP Words For Life
PROMPT speech therapy involves the therapist using their hands to move the Child's lips, jaw and tongue. Some children can imitate speech movements but some children with severe apraxia can't imitate those speech movements, so traditional therapy doesn't work. Words are selected based on a motor speech hierarchy but also selected based on what is most meaningful to the child. I became certified in this methodology in 2000 only one year out of graduate school and have been using it since with a high success rate.
LAMP Words For Life is a method I use for children who can't produce verbal speech are have only a few sounds but need to communicate. It is an amazing Augmentative Alternative Communication App that children can use to communicate their wants and needs through voice output. I am AAC certified.
Please contact us if you cannot find an answer to your question.
I can't answer that question without first evaluating your child. I do see some children once a week and some children 15 hours a week and everywhere in between.
My youngest client is typically 2 years of age and my oldest is typically adult.
I do not accept insurance. I can give you a superbill with the CPT code for Speech Language Therapy which is 92507. Diagnosis codes vary based on the child but the most common ones are: F80.2 Dyslexia, F84.0 Autism, R48.2 Apraxia of Speech. I'm a licensed Speech Language Pathologist. Not all of my services fall under that licensure and medical codes. For example, math intervention would not be a service that falls under "Speech Language Therapy."
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Please contact us directly with any questions, comments, or scheduling inquiries you may have.
PO Box 2946, Santa Maria CA 93457
07:00 am – 07:00 pm
Closed for major holidays:
New Year's Eve & Day
Summer (1 week in July)
Use my phone number to pay with Apple Pay 805 350 1811
805 350 1811
You will be given a full client intake with detailed policies that you will need to sign before therapy can begin. Below is a summary of the main policies but please reference your detailed and signed copy.
1. Hourly rate is 50 minutes. Half hour is 25 minutes.
2. Prepay for all sessions one month at a time using the Fixed tuition based model to hold weekly therapy spots. Or Prepay for 4 sessions at a time using the Flex scheduling model where the time/day of services vary based on availability.
3. 48-hour cancelation policy to avoid full session cost. If you cancel with 48 hours notice, you will be offered make up session to be used within 30 days.
4. Schedule changes will be permanent and previous sessions will be released. Sessions can't be held for summer vacations. If you take time off, you lose the therapy spot, unless you are paying to hold the therapy spot.
5. No refunds.
6. Every year on 9/1 the hourly fee will be raised by $5 per hour.
Please read below to determine which scheduling model best matches your needs.
1. FIXED MODEL:
To reserve and keep weekly therapy sessions, I require clients to prepay for all sessions once a month using a tuition-based model. Prepayment is required to hold reserved weekly therapy sessions. The Fixed model allows families to keep their preferred day/time each week. A consistent schedule allows for maximum progress. If you are on the fixed schedule and need to change your schedule (summer), the change will be considered permanent, and your previous therapy spot will be released.
Tuition: The tuition for the month is based the number of days in each month. Most months will be the same tuition. Some months will be less due to occasional office closures or the month having fewer days. For example, if your weekly session falls on a Monday and the office is open 4 Mondays that month, you will be charged for all 4 Mondays (regardless of your ability to make all the sessions or not). Keep in mind that I hold your weekly therapy spot, regardless of your attendance. This model is similar to private schools, camps, music lessons, etc. If I’m holding a weekly therapy appointment for your child and my office is open, you will be billed for the session. Invoicing: Invoices are sent by the 1st of each month outlining all session dates for the following month. Payments are expected no later than the 25th of each month. Please make a note of your reoccurring appointments. Schedule changes or termination of services should be made before monthly billing cycle. By paying the invoice, you agree to all policies and the outlined dates of service in the invoice.
2. FLEX MODEL: If families can’t commit to weekly sessions, therapy openings are offered as they occur. This works for families who want sessions every other week or once a month. The time and day of the offered sessions can’t be guaranteed and will vary week by week. Prepayment of 4 sessions is required to be on the Flex model scheduling list. This model works well for families that can't commit to weekly sessions. Once payment of 4 sessions is received, you can schedule the sessions and spread them out over a few months.
Are you concerned about your child's speech? Click the PDF below to help you understand when your child should be producing specific phonemes.
Kellie Henkel - Dyslexia From a Parent's Perspective
Recorded April 3, 2019
Kellie Henkel gets dyslexia from all sides. As a speech-language pathologist and parent to four dyslexic children, she’s been around the block with evaluations and interventions for reading issues. Kellie was kind enough to chat with me today about many facets of her experience. We get things like:
A Journey Through Dyslexia and Dyscalculia with Kellie Henkel
Recorded May 21, 2019
Episode IEP 080
Did you know that kids are commonly not getting a real diagnosis of dyslexia until 3rd grade? That gives too much time for kids to fall behind. Kellie Henkel, Speech Language Pathologist at That Speech Lady, has been practicing for about 20 years - mostly specializing in serving children with Autism, and augmentative communication. Recently her specialty has shifted to working with individuals with dyslexia and dyscalculia. Kellie is also a mom of four, who all have dyslexia and dyscalculia - while being dyslexic herself. Stay tuned to discover Kellie’s journey!
Kellie Henkel tells both her own dyslexic story as well as how she's helping her four dyslexic kids succeed.
Recorded June 25, 2019
"When my son was getting two hours of pull-out we moved to a small little town and when we first moved here he had tons of friends. But then a month or two later nobody was coming around anymore--he didn't have any friends. It's because kids viewed him as the special ed kid. So this past year we stopped the school intervention and did intervention privately at home and he now has friends. We have to look at how our children are being harmed and provide the appropriate intervention."
"As an adult with dyslexia there's definitely a lot of shame around that. I've learned to embrace it, learn about it, and embrace the qualities that work for me as well as embrace the qualities that are more difficult." -Kellie Henkel