• Testing

    • Comprehensive testing allows us to determine the underlying cause that may be interfering with the natural development of skills. It's not enough to look at percentile ranks or standard scores, or give a label; we interpret results and look for patterns, teasing apart the subtle differences that may be preventing progress.

    • Our goal is to close the gap and support your child in reaching his fullest potential. Understanding why s/he is struggling allows us to select treatment methods or programs that strengthen the child's neuro-network and processing pathways.

    • We can administer a full battery of tests, augment previous tests conducted by another center or your school, and help families interpret results that may appear inconclusive. We are often recommended to as a second opinion.

    • Differential diagnosis is having the expertise to interpret tests results, observe behaviors across environments, collect developmental history, and determine why a child is struggling. We are very sensitive to labels or 'quick solutions.' Symptoms often overlap and behaviors can mask the true underlying weakness.

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  • Consultation

    We are available to consult with families concerned with their child's development in the areas of:

    • Attention / AD(H)D


    •Auditory Processing

    •Specific Language Impairment


    •Speech-Language Concerns

    •Reading / Writing Problems

    •Working Memory Deficits

    •Executive Function Disorder

    •Language-Based Learning Issues

    •Apraxia / Dyspraxic

    •Child "At-Risk"

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  • Therapy

    Individual therapy is based on individual needs. We are able to address mild to severe problems. In some cases, a child needs help with a few specific sounds (articulation), while others present with a general developmental delay often caused by slower processing, this may effect a number of areas (attention, understanding spoken language, verbal expression, social skill development, and academics).

    Speech-Language Literacy

  • Programs

    Intervention programs are selected based on research and outcome studies. Currently there are many programs on the market, however that does not mean all are created equal. Our practice only uses those programs with neuroscience design and strong efficacy. Please review current programs offered at Hyer Learning.

    Programs are selected based on your child's individual needs. We can determine short and long-term goals, discuss how some pre-training may be needed before starting a specific program, and how some programs compliment one another. Our extensive training and clinical experience allows us to meet a variety of needs.

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  • Professional Training

    Ms. Hyer is available to present and train groups in the areas of:

    • Early speech-language development

    • Pre-literacy skills (phonological awareness)

    • Speech-language-literacy connection

    • Language-Based Learning Challenges

    • Oral Language and Written Language Relationship

    • Social Skills and Higher-Language Processing


The two year old who doesn't use true words, may only point or make unintelligible speech; may seem disinterested in talking; may be easily frustrated or hard to redirect; is not picking up new words every day; or does not naturally attempt to imitate your speech.
The three or four year old who is talking, but is very difficult to understand; may have trouble listening to a story; seems to be constantly moving with little interest in reciprocal exchange; may be slow to respond to questions or easily distracted; may have trouble with transitions, or may be overly clingy.
The kindergartener who struggles to follow directions or has difficulty remembering what was said; may daydream, or talk off-topic; may have an immature vocabulary; has trouble learning the sounds of each letter, or can't identify the initial and final sounds of basic words by the middle of the school year; may get easily frustrated; and may still be misprouncing several sounds.

1st-2nd Grade

The first or second grader who struggles while sounding out simple words, has difficulty remembering parts of a story; may talk a lot, but can be hard to follow; seems to get easily overwhelmed with school work; and may be overly sensitive about his reading skills.
The older student who has a history of difficulty with reading; may not be able to do homework independently; or seems to always need a support person; appears to never catch up; is disorganized and forgetful; may have been the "late talker," tries hard, but is still behind peers.