Provides specialized support in augmentative and alternative communication, with a focus on helping individuals develop functional and individualized communication systems.
The Augmentative and Alternative Communication Clinic, led by Alanna Harrison, M.S., CCC-SLP/TSSLD, BCS-AAC, provides AAC evaluations, individualized therapy, device programming, and caregiver training to support functional communication for children, adolescents, and adults with complex communication needs.
What is AAC?
AAC stands for Augmentative and Alternative Communication. It includes all the ways people communicate besides verbal speech. This can be as simple as gestures, facial expressions, or pointing to pictures, and as advanced as using a speech-generating devices (SGDs). AAC helps people of all ages share their thoughts, needs, and ideas by augmenting and supplementing verbal communication skills.
What We Do:
- AAC/Speech-Generating Device Evaluations
- Individualized AAC Therapy
- AAC Device Programming
- Family & Caregiver Training
Who We Serve:
- Children, adolescents, and adults who cannot use verbal speech alone to communication needs
- Families seeking AAC/SGD support
What We Offer:
- AAC Clinic Initiatives during the Fall & Spring Semesters: AAC/SGD Device Evaluations, AAC Progress Monitoring, Pediatric AAC Therapy, Aphasia AAC Therapy
- AAC Clinic Initiatives during the Summer A & Summer B: CommuniKitchen AAC Camp for Children, AAC ALS Clinic
The AAC Clinic is supported by faculty at Teachers College, including Dr. Panagiota Tampakis, SLPD, CCC-SLP, Assistant Professor of Teaching. Learn more about her clinical and teaching work on her faculty page: https://www.tc.columbia.edu/faculty/pdt2108/
Focuses on supporting adults with aphasia through evidence-based intervention that promotes communication, participation, and connection.
The Aphasia Clinic, led by Bernadine Gagnon, MS, CCC-SLP, provides individualized and group-based therapy, care partner support, and intensive programs to support communication, participation, and quality of life for adults living with aphasia.
The Aphasia Clinic is also supported by faculty at Teachers College, including Victoria Tilton-Bolowsky, PhD, CCC-SLP, Assistant Professor of Communication Sciences and Disorders, Director of the Creative & Inclusive Rehabilitation for Communicating with Aphasia Lab, whose work supports innovative and inclusive approaches to aphasia rehabilitation.
What Is Aphasia?
Aphasia is a language disorder that happens when the parts of the brain responsible for language are damaged, most often from a stroke or head injury. It can change how a person understands, speaks, reads, or writes, even though their thinking and intelligence are still intact.
What Aphasia Can Look Like
- Trouble finding words, so speech may sound halting or “on the tip of the tongue.”
- Using the wrong words or made‑up words without realizing it.
- Difficulty understanding what others say, especially when speech is fast, noisy, or complex.
- Challenges reading or writing, from single words to longer sentences and texts.
What Aphasia Is NOT
- It is not a problem with intelligence.
- It is not the same as dementia, though a person could have both.
- It is not just “slurred speech” (that is more often due to dysarthria or other motor‑speech problems).
Common Causes
- Stroke (the most common cause).
- Traumatic brain injury.
- Brain tumors or infections affecting language areas.
- Some progressive neurological diseases (in a condition called primary progressive aphasia).
Why Early Help Matters
Speech‑language pathologists (SLPs) work with people who have aphasia to improve communication and to teach helpful strategies, such as using gestures, writing, drawing, pictures, or communication apps. They also educate family and friends so communication partners know how to support conversation, reduce frustration, and help the person stay involved in daily life.
What We Offer
At the Mysak Clinic, we offer a range of services for people living with aphasia and their care partners. We provide group therapy sessions in person and via teletherapy, a monthly Saturday Aphasia Program that meets on the first Saturday of each month (except August, September, and January), Care Partner Support Groups, and individual therapy sessions tailored to each person’s goals. Each year in July and August, we also offer a 4‑week Intensive Comprehensive Aphasia Program (ICAP) to provide more frequent, focused support in a short period of time.
Works with autistic individuals to support communication, social interaction, and individualized language development in meaningful contexts.
The Applied Autism clinic offers speech-language therapy sessions in the Mysak Clinic to any individuals who identify as Neurodivergent and are seeking support from our team of SLPs and Graduate students. Our services are designed to be affirming, supportive, and responsive to individual communication needs. My team works with the client to determine goals in various areas including but not limited to executive functioning, reading/writing, expressive/receptive language, motor speech, transitions and pragmatic language.
Sessions will be provided by Dr. Panagiota Tampakis, SLPD, CCC-SLP, and student clinicians in the Communication Sciences and Disorders (CSD) MS program at Teachers College in the Edward D. Mysak Clinic. Learn more about Dr. Tampakis on her faculty page: https://www.tc.columbia.edu/faculty/pdt2108/. Please contact Dr. Tampakis (pdt2108@tc.columbia.edu) for more information and availability.
What services are provided?
Sessions will be tailored to the students’ identified areas of need in any of the following areas*:
- Communication (with a focus on academic language including but not limited to written language, understanding assignments, figurative language/non-literal language, email etiquette, etc.)
- Tools for Social Communication (this approach provides learners with the skills that they need to be able to communicate and navigate social interactions with confidence in their preferred way, as well as understand and advocate for their own needs and preferences. This way of teaching social skills supports individuals to develop positive relationships with others in a way which they enjoy without adding pressure, and which supports their needs and mental health. Topics may include but are not limited to interpreting body language, perspective taking, group participation, etc.)
- Self-advocacy (Topics include but are not limited to problem solving, setting boundaries, etc.)
- Executive functioning (Topics include but are not limited to time management, planning, prioritizing, self-monitoring, self-regulation etc.)
- Transitions (Topics include but are not limited to preparing for new experiences, flexibility, etc.)
*All sessions will be offered from a Neurodivergent-affirming approach; the speech-language pathologist (SLP) and student clinicians are aware that each client is an expert on their own experience. Sessions will be determined with feedback from the client on what they would like to work on rather than the SLP or student clinicians telling them what they should work on based on neurotypical expectations. It is our goal to hold space for everyone’s lived experiences and not make anyone feel that they need to be changed or different but rather we hope to provide supports to ensure everyone feels confident and successful in their own environments.
When will the sessions be provided?
Sessions will be offered during various times on Fridays.
What do the sessions cost?
All sessions are $25 for the semester.
How long will the sessions be?
The sessions will be 45 minutes each.
Will the sessions be in person or online?
There will be options for in person sessions as well as online session options. The in-person sessions will take place in the Edward D. Mysak Clinic at Teachers College.
How long do I have to commit to these services?
These sessions are for you, and we want to ensure that you’re getting the most out of them. We ask that you attend for 3-4 weeks before stopping, but you can of course stop at any time.
How will session plans be decided?
Dr. Tampakis and the CSD students assigned to each group will meet with the interested individuals before sessions begin to determine identified goal areas of interest. Based on the information obtained from that initial meeting, sessions will be planned and check-ins will occur every other week to ensure the sessions meet the expectations of the individual.
Addresses cognitive-communication needs, including memory, attention, and executive functioning, to support everyday communication and independence.
The Cognition Clinic, led by Jordan Wills, M.S., CCC-SLP, provides assessment and treatment for cognitive-communication disorders, focusing on memory, attention, executive functioning, and functional communication in everyday contexts.
What Are Cognitive-Communication Disorders?
Cognitive-communication disorders involve difficulties with thinking skills that support communication, including attention, memory, problem-solving, organization, and word-finding. These changes can affect everyday tasks like following conversations, managing schedules, or expressing ideas clearly. They may occur after conditions such as stroke, traumatic brain injury, neurodegenerative disease, or chronic medical conditions (e.g., HIV).
What Does Treatment Look Like?
Treatment focuses on improving functional, real-world communication and cognitive skills, including:
- Memory and attention training
- Word-finding and discourse strategies
- Executive function (planning, organization, problem-solving)
- Use of compensatory strategies (e.g., calendars, apps, routines)
- Group-based therapy to support communication and social participation
Cognitive-Linguistic Group for Parkinson’s Disease
This cognitive-linguistic group is designed to support individuals with Parkinson’s disease experiencing changes in thinking, language, and communication. The program targets high-level cognitive and language skills, including word retrieval, memory, attention, executive functioning, and discourse organization through structured, functional, and interactive activities.
Sessions emphasize real-world communication, helping participants improve the clarity, efficiency, and informativeness of their speech in everyday conversations. In addition to direct cognitive-linguistic treatment, the group fosters social connection—an essential but often overlooked component of care for individuals with Parkinson’s disease. Participants engage in collaborative tasks, guided discussions, and dedicated social time to promote confidence, participation, and a sense of community.
This program is grounded in evidence-based principles of cognitive-linguistic rehabilitation and is tailored to meet the individual needs of participants. It is particularly beneficial for individuals experiencing mild cognitive changes or communication difficulties who seek to maintain independence and improve quality of life through meaningful, socially engaging interventions.
Additional Speech Resources for Parkinson's Disease (PD)
The Speech for Parkinson’s Disease (PD) program is a university and community based initiative designed to support individuals living with Parkinson’s disease and their care partners. The program focuses on improving voice, speech clarity, communication effectiveness, and social participation for people experiencing communication changes related to Parkinson’s disease.
Speech for PD is connected to the Communication, Technology, and Language Diversity Lab at Teachers College, Columbia University and is directed by Dr. Gemma Moya-Galé, PhD, CCC SLP. The program integrates clinical care, research, and community outreach to advance innovative approaches to speech rehabilitation in Parkinson’s disease.
Through this initiative, individuals with Parkinson’s disease can participate in programs that support communication skills, social engagement, and quality of life. The program also contributes to ongoing research exploring new technology based approaches to improve speech intelligibility and access to treatment for people with Parkinson’s disease.
Telehealth Cognitive Maintenance Group
Our weekly Telehealth Cognitive Maintenance Group is designed for adults who want to stay mentally sharp, engaged, and connected. This interactive group targets high-level cognitive skills, including memory, attention, executive functioning, problem-solving, and communication through dynamic, real-world activities. Sessions are structured to feel engaging and meaningful—not like traditional “drills”—and may include collaborative problem-solving tasks, discussion-based activities, strategy training, and cognitively stimulating games.
In addition to strengthening cognitive skills, the group provides an opportunity for social connection and peer support, which are essential components of cognitive and emotional well-being. Participants are guided to learn and apply practical strategies for everyday use, such as improving recall, organizing information, managing cognitive load, and maintaining independence in daily activities.
This group is ideal for individuals experiencing mild cognitive changes, recovering from neurological events, or simply looking to proactively maintain cognitive function in a supportive, structured environment—all from the convenience of home.
Cognitive Therapy for Concussion
Cognitive therapy for concussion focuses on supporting recovery of thinking skills that may be impacted following a mild traumatic brain injury. Individuals with a concussion often experience challenges with attention, memory, processing speed, executive functioning, and mental endurance, which can affect work, school, and daily life. Therapy is tailored to each individual and targets both the restoration of cognitive skills and the development of effective compensatory strategies.
Treatment may include structured cognitive exercises, real-world functional tasks, and education on pacing, fatigue management, and symptom monitoring. A key focus of therapy is helping individuals gradually return to their daily routines with confidence while minimizing symptom exacerbation. Sessions also address the emotional and psychological impact of concussion, recognizing the connection between stress, cognitive performance, and recovery.
The goal of cognitive therapy is not only to improve performance on tasks but to help individuals regain independence, efficiency, and confidence in their everyday lives.
Provides assessment and treatment for swallowing disorders, with an emphasis on safety, nutrition, and quality of life.
The Dysphagia Clinic, led by Avery Dakin, PhD, CCC-SLP, provides evaluation and treatment for swallowing and feeding disorders in adult and pediatric populations, with a focus on safety, nutrition, and functional mealtime participation.
The clinic is connected to the Upper Airway Dysfunction (UAD) Lab at Teachers College, Columbia University, which focuses on research and clinical innovation in swallowing and airway function across the lifespan.
What Is Dysphagia?
Dysphagia refers to difficulty swallowing, which can affect the ability to safely eat or drink. It may involve problems in the oral, pharyngeal, or esophageal phases of swallowing and can lead to complications such as aspiration, pneumonia, dehydration, or malnutrition. Dysphagia may occur in both adults and children due to neurological, structural, or developmental conditions.
What Is a Pediatric Feeding Disorder?
Pediatric Feeding services at the Mysak Clinic support infants, toddlers, and children who are having difficulty eating, drinking, or moving toward age‑appropriate textures. Our clinicians provide comprehensive assessment and individualized treatment for children with medical, sensory, and motor‑based feeding disorders, including challenges with chewing, oral‑motor coordination, and safe swallowing. Families receive clear education, practical home programming, and coordinated care with medical and allied health providers to promote consistent progress across settings.
What Does Treatment Look Like?
Adult Dysphagia
- Swallowing exercises to improve strength and coordination
- Diet modifications (texture, liquid consistency)
- Compensatory strategies (postures, pacing)
- Instrumental assessments (e.g., FEES, VFSS)
- Education on safe swallowing and oral care
Pediatric Feeding & Swallowing
- Feeding therapy focused on oral-motor skills and sensory needs
- Caregiver coaching for mealtime routines
- Support for picky eating and feeding aversion
Summer Feeding Clinic: In June, our clinic offers a 4 week feeding clinic, specifically for children with motor‑based feeding disorders. This clinic targets oral‑motor skill development, texture advancement, and safer, more efficient intake. Caregivers participate in daily training sessions designed to build confidence, support generalization at home, and sustain gains beyond the intensive week.
Supports individuals with hearing loss through aural rehabilitation, focusing on listening, communication strategies, and real-world participation.
The Hearing Loss Clinic, led by Jonathan Jolivette, MS CCC-SLP, TSSLD, LSLS Cert. AVT, provides Aural Rehabilitation and Auditory-Verbal Therapy to adult and pediatric clients diagnosed with hearing loss.
The clinic is also supported by faculty at Teachers College, including Maria Hartman, PhD, CCC-SLP, and Elaine Smolen, PhD, CCC-SLP, Assistant Professors of Teaching, Special Education: Deaf and Hard of Hearing. Learn more about their work on their faculty pages.
What is Aural Rehabilitation (AR)?
Aural Rehabilitation is a service provided to adult clients and older pediatric clients who use cochlear implants or hearing aids. AR services improve clients’ listening skills by helping clients develop an ability to hear differences between speech sounds; simulate real world conversations; and develop strategies for effective communication with conversation partners.
What is Auditory-Verbal Therapy (AVT)?
Auditory-Verbal Therapy is a family centered, play based approach to spoken language development. AVT sessions teach families of children diagnosed with hearing loss how to help their child develop spoken language skills at home through the development of age-appropriate listening, speech, cognition and communication skills.
What other hearing loss-related services do you offer at The Mysak Clinic?
Community Hearing Screenings; Collaboration with Teachers College professionals to provide unique services to clients (e.g., Music class)
- Hearing Screenings - Although The New York City Department of Education requires hearing screening completion prior to a child’s enrollment in school (i.e., newborn hearing screening), hearing screenings are no longer required after enrollment. The Mysak Clinic offers hearing screenings to local schoolchildren, led by Jonathan Jolivette, MS CCC-SLP, TSSLD, LSLS Cert. AVT. School staff, parents and caregivers are provided information related to the importance of hearing screening, as well as referral support, based on the results of a child’s hearing screening.
Supports children’s early language and literacy development through individualized, play-based and language-rich intervention that promotes communication and learning in everyday contexts.
The Literacy Clinic, led by Julianna Ronderos, PhD, CCC-SLP, provides comprehensive evaluation and individualized, family-centered services to support children’s early language, literacy, and academic language development across diverse populations.
What Are Literacy Services?
Services focus on building the foundational skills that support reading, writing, and learning, including vocabulary development, narrative skills, phonological awareness, and comprehension. The clinic uses evidence-based, culturally and linguistically responsive approaches to support children from diverse language backgrounds and learning profiles.
What We Do
Intervention is delivered by graduate student clinicians under licensed supervision and is designed to be engaging, meaningful, and functional. Caregivers are actively involved and supported with strategies to promote language and literacy development during everyday routines such as play, conversation, and shared reading.
The Literacy Clinic also emphasizes real-world application and generalization of skills through individualized sessions, small group opportunities, and community-based programming. Through a combination of direct intervention, caregiver collaboration, and partnerships with local programs, the clinic supports children in developing the skills they need to succeed in school and participate confidently in their daily lives.
The Literacy Clinic is connected to the Bilingual Experience and Neurodevelopment Lab at Teachers College, Columbia University, directed by Dr. Julianna Ronderos, which focuses on language and literacy development across diverse and bilingual populations.
Supports children’s speech and language development through play-based, individualized therapy that promotes communication in everyday environments.
The Pediatric Speech & Language Clinic, led by Paula Pineda, MS, CCC-SLP, TSSLD-BE, provides comprehensive evaluation and individualized, family-centered treatment to support children’s speech, language, and early literacy development across diverse populations.
The Pediatric Speech & Language Clinic is also supported by faculty at Teachers College, including Dr. Julianna Ronderos, PhD, CCC-SLP, Assistant Professor of Teaching, whose work is connected to the Bilingual Experience and Neurodevelopment Lab, and Dr. Catherine Crowley, JD, PhD, CCC-SLP, Professor, founder of the Leaders Project. These initiatives integrate research, clinical training, and community engagement to support culturally and linguistically responsive care. Learn more about their work on their respective pages.
What Are Pediatric Speech & Language Services?
Pediatric speech and language services support children in developing the communication skills they need to learn, connect, and participate in their daily lives. These services address how children understand language, express themselves, produce speech sounds, and engage with others across home, school, and community settings.
We use evidence-based, family-centered, and culturally-linguistically responsive approaches to support children from diverse linguistic and cultural backgrounds.
What We Do
We provide comprehensive evaluation and individualized treatment in the following areas:
- Speech Sound Disorders (Articulation & Phonology): Supporting clear speech production and intelligibility
- Language Development (Receptive & Expressive Language): Building vocabulary, sentence structure, and comprehension skills
- Early Intervention (Birth–3 years): Coaching caregivers to support early communication through play and daily routines
- Literacy & Academic Language: Supporting narrative skills, vocabulary, phonological awareness, and reading/writing
- Multilingual Language Development & Assessments: Culturally and linguistically responsive evaluations and therapy.
- Hearing Loss & Auditory Development: Supporting spoken language and communication development for children with hearing differences
- Social Communication: Supporting interaction, play, and pragmatic language skills in young children.
What are Early Language Skills?
Early language skills are the foundation for how children understand and use communication. These skills begin developing from birth and grow through everyday interactions with caregivers and others. Early language includes a child’s ability to understand words (receptive language), use gestures, use words and sentences (expressive language), play with a variety of toys, and engage in back-and-forth interactions.
What are Emergent Literacy Skills?
Emergent literacy skills are the building blocks for learning to read and write. These skills develop long before a child begins formal reading instruction and are shaped through experiences such as listening to stories, singing songs, and exploring books and print in their environment.
Together, early language and emergent literacy skills support a child’s ability to:
- Learn new words and concepts
- Tell and understand stories
- Recognize sounds in words (e.g., rhyming)
- Develop early reading and writing skills
- Participate successfully in school and everyday activities
These skills grow best through meaningful interactions—such as play, conversations, and shared book reading—especially when caregivers are actively involved.
What We Do
We provide comprehensive, family-centered services that support children’s communication development across clinical and community settings. Our work integrates direct intervention, caregiver collaboration, and partnerships with local programs to extend impact beyond the clinic.
- Individual & Small Group Therapy (Mysak Clinic)
We offer individualized and small group sessions designed to support speech, language, and early literacy development. Sessions are tailored to each child’s strengths and needs, with opportunities to build skills and generalize them through peer interaction. - Caregiver Coaching
We partner with caregivers to embed communication strategies into everyday routines such as play, mealtime, and shared book reading. This approach supports carryover of skills beyond therapy sessions and empowers families as active participants in their child’s development. - Community Partnerships & Collaborations
In collaboration with preschools, early childhood centers, and community programs, we provide: - Developmental screenings
- Early language programs for young children
- Emergent literacy groups focused on foundational reading skills
- Caregiver webinars and workshops
- Professional development for teachers and staff
These partnerships are designed to increase access to services, support educators and families, and create sustainable, community-based models of care.
Provides evaluation and treatment for voice disorders, helping individuals improve vocal quality, efficiency, and overall vocal health.
The Voice Clinic, led by Jordan Wills, M.S., CCC-SLP, provides evaluation and treatment for voice disorders, focusing on improving vocal quality, efficiency, and overall communication for individuals across the lifespan.
What are voice disorders?
Voice disorders occur when there are changes in pitch, loudness, quality, or effort of the voice that affect communication. Individuals may experience a voice that sounds hoarse, strained, breathy, or weak, or may feel discomfort when speaking. Voice disorders can result from vocal misuse/overuse, neurological conditions (e.g., Parkinson’s disease), or structural changes to the vocal folds.
What does treatment look like?
Voice therapy focuses on improving voice quality, efficiency, and comfort, including:
- Exercises to improve breath support and vocal fold function
- Techniques to reduce strain and improve vocal efficiency
- Behavioral voice therapy (e.g., resonant voice therapy)
- Speech/voice programs for neurological conditions (e.g., Parkinson’s disease)
- Education on vocal hygiene and prevention
Speech for Parkinson's Disease (PD)
The Speech for Parkinson’s Disease (PD) program is a university and community based initiative designed to support individuals living with Parkinson’s disease and their care partners. The program focuses on improving voice, speech clarity, communication effectiveness, and social participation for people experiencing communication changes related to Parkinson’s disease.
Speech for PD is connected to the Communication, Technology, and Language Diversity Lab at Teachers College, Columbia University and is directed by Dr. Gemma Moya-Galé, PhD, CCC SLP. The program integrates clinical care, research, and community outreach to advance innovative approaches to speech rehabilitation in Parkinson’s disease.
Through this initiative, individuals with Parkinson’s disease can participate in programs that support communication skills, social engagement, and quality of life. The program also contributes to ongoing research exploring new technology based approaches to improve speech intelligibility and access to treatment for people with Parkinson’s disease.