About Tanya

Tanya Hefets, M.S., CCC-SLP received her undergraduate degree at the University at Buffalo and then her masters degree at Adelphi University. Ms. Hefets currently holds a Certificate of Clinical Competence (CCC) from the American Speech, Language, and Hearing Association (ASHA). She is also licensed by the state of New York in Speech-Language Pathology.

Ms. Hefets’ clinical expertise encompasses a wide range of early intervention (EI) and preschool speech and language disorders. Currently in private practice as a clinical speech-language pathologist (SLP), she specializes in the diagnosis and remediation of receptive1 and expressive language disorders2, pragmatic language deficits3, articulation4 and phonological disorders5, motor planning difficulties6 and Childhood Apraxia of Speech7.

Ms. Hefets remains active in her field, continuing her education and attaining additional certifications to better service her clients. Ms. Hefets has had extensive PROMPT8 and ABA9 training, which enables her to utilize a dynamic, multimodal approach that yields optimal results. Most recently, she has presented on the importance of early literacy through shared book reading in order to develop language skills and prepare children for lifelong success in reading, writing, and communication.

A Long Island native, Ms. Hefets has dedicated her time to enhancing the quality of children’s lives by making it possible for them to communicate. Her goal is to find a way for each and every child to communicate, as communication paves the way to success. Our services are structured around a belief that learning to communicate should be fun and exciting, not a frustrating and overwhelming process.

1Receptive Language Disorders may be seen when a person has difficulty understanding others.

2Expressive Language Disorders may be seen when a person has trouble sharing thoughts, ideas, and/or feelings completely.

3Pragmatic Language Disorders may be seen when a person has trouble relating to others, using language appropriately in various social situations, and/or displaying appropriate communicative behaviors when conversing.

4Articulation Disorders may be seen when a person has difficulty producing the sounds required for speech production. This frequently results in deviations in form when compared to typical pronunciations.

5Phonological Disorders may be seen when a person displays an inability to create speech at a level expected of his or her age group exemplified by the improper use of speech sounds to signify linguistic meaning. Such errors may occur concomitantly with articulation disorders.

6Motor Planning Difficulties may be seen when a person exhibits errors in speech sound productions that involve inadequate motor learning.

7Childhood Apraxia of Speech may be seen in a person who exhibits difficulty with motor planning, speech sound sequences, and the pitch, loudness, stress, and rate of speech.

8PROMPT is an acronym for PROMPTs for Restructuring Oral Muscular Phonetic Targets, which is a program to develop motor skills in conjunction with acquiring language. PROMPT has been proven effective through research and looks at each child to determine how to develop the most normalized and flexible motor control, while obtaining the most functional results.

9ABA is an acronym for Applied Behavior Analysis, which is a practice of analyzing and understanding what leads to new skills by formally compiling and interpreting data.  ABA is a method that enables children to learn, maintain, and use skills effectively.

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