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K12 Consulting and Therapy Services

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About Us

K12 Consulting and Therapy Services was founded in 2017 by Stacy Cates with two areas of focus for schools - remote speech and language services, also known as teletherapy, and dyslexia consultation.  With the rapid advancement of technology and mounting clinical evidence of positive outcomes, Stacy and K12 are thankful and excited about the tremendous opportunity to help children by connecting high quality speech language pathologists with underserved communities and districts.  Stacy also has a passion for helping schools improve their ability to recognize, understand and serve students with dyslexia.  Her personal experience with dyslexia diagnostics started at the University of Kansas under the guidance of many leading researchers.  She then continued building her knowledge while conducting comprehensive evaluations diagnosing dyslexia in the Hearing and Speech Department at Children’s Mercy Hospital and later at Kansas City Speech Professionals, a private practice Stacy cofounded in 2014.  To further strengthen her knowledge in dyslexia diagnostics and treatment, Stacy is actively working towards a clinical doctorate at the University of Kansas Medical Center.

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Therapy, diagnostics, consulting and professional development.

Therapeutic Areas Serviced:


Receptive/Expressive Language





Diagnostic Services:


Receptive/Expressive Language


Consultation Services:


School Psychologist


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Speech and Language Therapy

Teletherapy allows harder to reach rural communities with high quality, consistent speech language therapy services.  Our therapists connect online via a secure, live, video session to deliver face-to-face therapy via a web-based platform.  

Areas serviced:  Articulation/Phonology, Receptive/Expressive Language, Fluency, Voice, Pragmatics, Reading/Dyslexia

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Diagnostic Services

Receptive/Expressive Language

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Consultation Services


School Psychologist


One common area of focus is interpreting the results from tools commonly used to assess reading difficulties in children pre-school through high school.  We help review, interpret and most importantly teach educators and specialists how to navigate their way through formal testing completed by school psychologists and outside providers.  Commonly seen measures include:

Clinical Evaluation of Language Fundamentals-5 (CELF-5) 

Comprehensive Test of Phonological Processing- 2nd Edition (CTOPP-2)

Test of Word Reading Efficiency- 2nd Edition (TOWRE-2)

Word Identification and Spelling Test (WIST)

Gray Oral Reading Test-5th Edition (GORT-5) 

Test of Non-Verbal Intelligence-4 (TONI-4)

Feifer Assessment of Reading (FAR)

Components of Intelligence Testing and their relevance 

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Professional Development

Our most popular lecture will introduce teachers to the signs and symptoms of dyslexia as well as its impact on oral language, reading, and writing.  Teachers will also learn knowledge of common dyslexia misconceptions, as they relate to the classroom, and how to incorporate effective classroom accommodations for students with dyslexia.  The lecture will take teacher reports combined with examination of data to identify struggling readers as early as preschool/kindergarten all the way through high school.

This is one of several professional development offerings already developed and we are happy to tailor the education to suit your time frame, audience and educational needs.

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Dyslexia is the most common cause of reading/spelling/writing difficulties.  Of people with poor reading skills, 70-80% are likely dyslexic.  One in five (20%) of the population has dyslexia affecting nearly the same percentage of males/females. About 3/4 of children showing early difficulties with basic reading skills can overcome these difficulties with early identification and effective intervention.


What is dyslexia?

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD). Many state education codes, including New Jersey, Ohio and Utah, have adopted this definition. Learn more about how consensus was reached on this definition: Definition Consensus Project.

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Who is at risk?

One of the largest risk factors is a family history of dyslexia.  In addition there are many other early indicators that a child may be at risk including:

Late talker (2.5+) when receptive language is normal

Significant speech/language delays

Chronic ear infections

Difficulty learning to tie shoes

Directionality confusion (right/left

Difficulty telling time

Mixed hand dominance/lack of hand dominance by 4 years

Kids Doing Homework

What challenges are associated with dyslexia?

Difficulties experienced by people with dyslexia may include the following:

Learning to speak

Learning letters and sounds

Learning letter-sound correspondence

Learning nursery rhymes, shapes and colors

Learning and remembering the alphabet

Learning names of letters, letters in own name

Reversals of letters/numbers through 2nd grade

Organizing written and spoken language

Persistent mixing of sounds in multi-syllabic words

Slow, choppy inaccurate reading - guesses

Reading quickly enough to comprehend

Comprehending longer reading assignments


Learning a foreign language

Correctly doing math operations

Difficulty with math – memorization

Memorizing number facts

May not enjoy looking at or following print when books are read aloud

Messy room/backpack

Dreads going to school

Girl Reading on Bed

Why are speech-language pathologists involved in reading problems?

The American Speech-Language-Hearing Association’s (ASHA) position statement (2001) on literacy states that speech-language pathologists play a critical role in the development of literacy for children and adolescents with communication disorders.  Research tells us that children with speech and language deficits are four to five times more likely to have reading problems than children without speech and language disorders (R.Lyon).  Language disorders are typically diagnosed before learning disabilities and often affect the child's academic performance. Once academic struggles with reading and writing arise, a learning disability label may be used, even though the underlying issue is a language disorder (Sun & Wallach, 2014).  Many of the children   currently on speech/language caseloads are at great risk for difficulties with learning to read and write. Therefore, as speech pathologists, we have an important role in helping to increase future reading success in children by incorporating literacy training into our practice.  SLP’s have a unique knowledge about language subsystems (i.e., phonology, morphology, syntax, semantics, and pragmatics).  SLP’s also provide knowledge in spoken language which is the foundation for reading and writing development. Spoken and written language have a reciprocal relationship, adding another layer of support from the SLP.

According to the American Speech-Language-Hearing Association’s position statement (2001) the role of the SLP can fall in to one or more of the following areas:

  • Prevention – incorporate instruction of core literacy skills into therapy

  • Assessment

  • Identification– of those at risk

  • Intervention – make goals for treatment

  • Documentation – taking data and reporting outcomes

  • Education – share knowledge with other professionals and parents

  • Research

Chemistry Students

What type of reading instruction is scientifically based and effective?

Effective reading instruction uses:

Simultaneous Multisensory Teaching

        (VAKT=Visual Auditory Kinesthetic Tactile)

Systematic and Cumulative Curriculum

Direct Instruction (Explicit)

Synthetic and Analytic Instruction

Diagnostic Teaching

and teaches the following:

Phonology and Phonological Awareness

Sound-Symbol Association

Syllable Instruction




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Where can I learn more?

Additional resources:

International Dyslexia Association:

Kansas/Missouri branch of the

International Dyslexia Association:

Kansas State Department of Education KSDE Dyslexia Resources

The Yale Center for Dyslexia & Creativity:

Five minute video, “What is Dyslexia?” may be helpful for children, parents, and teachers to view and understand how the dyslexic brain reads.  It can be found at 

An HBO documentary (2012) “The Big Picture: Rethinking Dyslexia” may be helpful.  It includes personal stories from students of all ages with dyslexia, their parents, successful adults with dyslexia, experts currently researching dyslexia.

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Research Notes

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Telehealth is a term commonly used in the fields of speech-language pathology and audiology to refer to a service delivery model in which assessment and intervention services are provided over a telecommunications network (ASHA, 2005). 

Grogan-Johnson, Alvares, Rowan & Creaghead (2010) reported that school-age children (N=34) with articulation, language, and/or fluency impairments made similar progress via either telehealth or traditional side-by-side speech language intervention.

Proponents of computer assisted technology claim that it increases student motivation and engagement, and thus improves student learning (Van Dusen & Worthen, 1995). 

Grogan-Johnson and colleagues further reported that, according to exit surveys, parents and students who participated in the telepractice group were overwhelmingly pleased with the services (Gabel, Grogan-Johnson, Alvares, Bechstein, & Taylor, 2013).


The development of oral language abilities lays the foundation for successful acquisition of reading and writing competence (Snow, Burns, & Griffin, 1998; Lipson & Wixson, 2013)

Literacy Experiences that have been associated with early success is reading and writing include the following (Landry & Smith, 2006; Lipson & Wixson, 2013; Ollila & Mayfield, 1992; Vasilyeva & Waterfall, 2011; Wasik & Hendrickson, 2004, 2006)

Families provide a variety of writing materials.

Parents or others read to children

Children observe others reading and writing

Children are encouraged to experiment in writing

Parent read aloud to their children

Parents or others answer questions about reading and writing

There are books in the home and/or children are taken to the library

Adults interact with children- talking, singing, and playing rhyming games

Professional Development

Professional development helps guide teachers through correct administration and interpretation of commonly used screening measures to best help identify and support struggling readers.

Focus will be predominantly on DIBELS assessment (Good & Kaminski, 2003) as well as Curriculum-Based Measures (AIMSweb).

Lipson & Wixson (2013) stated, educators do not need to be experts on the technical or psychometric properties of formal tests, but they can and should be careful consumers of test information.


American Speech-Language-Hearing Association. National Outcomes Measurement System (NOMS): K-12 Speech–Language Pathology User's Guide. Maryland: American Speech Language Hearing Association, 2003

ASHA. National Outcomes Measurement System K-12 Schools 2008 National Data Report. Maryland: American Speech Language Hearing Association, 2008

Grogan-Johnson, S., Alvares, R., Rowan, L., & Creaghead, N. (2010). A pilot study comparing the effectiveness of speech language therapy provided by telemedicine with conventional on-site therapy. Journal of Telemedicine and Telecare, 16(3), 134–139.

Grogan-Johnson, S., Gabel, R., Taylor, J., Rowan, L., & Alvares, R. (2011). A pilot exploration of speech sound disorder intervention delivered by telehealth to school-age children. International Journal of Telerehabilitation, 3(1), 31–41.

Grogan-Johnson, S., Schmidt, A., Schenker, J., Alvares, R., Rowan, L., & Taylor, J. (2013). A comparison of speech sound intervention delivered by telepractice and side-by-side delivery. Communication Disorders Quarterly, 34(4), 210–220.

Lipson, M. Y., & Wixson, K. K. (2013). Assessment of reading and writing difficulties: An interactive approach. Boston: Pearson.

Polovoy, C. (2008). Telepractice in schools helps address personnel shortages. The ASHA Leader, 13(9), 22–24.

Pullins, V. & Grogan-Johnson, S. (2017). A Clinical Decision Making Example: Implementing Intensive Speech Sound Intervention For School-Age Students Through Telepractice. Perspect ASHA SIGs, 2 (SIG 18), 15-26.

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