Programs
ILEAD
The Intensive Literacy Enrichment Activities for Diverse Populations (ILEAD) project is an intensive summer program dedicated to supporting children from diverse, marginalized, and/or underserved backgrounds, including those who are deaf or hard of hearing. The program enhances vocabulary and literacy skills through interactive reading techniques (IRT). Participants engage in dialogic reading, hands-on activities, and practical learning opportunities to foster meaningful growth.
For more information, please contact us.
Hearing, Speech & Language Screenings
Our licensed audiologists and speech-language pathologists are available to provide contract audiological screenings, as well as speech-language screenings to outside programs such as area Independent schools, childcare centers, and Public Charter Schools.
Training & Consulting
Professional Development
Potomac River Clinic’s transdisciplinary team offers professional development and coaching across the disciplines of audiology, speech and language, child development, and psychology. Please contact us for more information
Research & Publications
At Potomac River Clinic, we bridge research and practice through continuous assessments and data collection, tailored to our unique clientele. This approach allows us to design individualized therapy plans for our clients and families, while expanding the knowledge on how children who are deaf and/or hard of hearing develop language. We provide evidence-based practices and engage in our own innovative, collaborative investigations to advance the field.
Publication Highlights
White, D. A., Costa, E. A., Mellon, N., Ouellette, M., & Wilson Ottley, S. (2024). Working memory and language relate to reports of socio-emotional functioning in children with hearing loss. Journal of Clinical Medicine, 13(6), 1637. https://doi.org/10.3390/jcm13061637
Wilson Ottley, S.M., Ouellette, M., Mellon, N. Caverly, C., Mitchell, C.M., & Adams Costa, E. (2023). Language and academic outcomes of children with cochlear implants in an inclusive setting: Evidence from 18 years of data. Cochlear Implants International, 24, 130-143, DOI: 10.1080/14670100.2022.2154427
Costa Adams, E., Day, L., Caverly, C., Mellon, N., Ouellette, M., & Wilson Ottley, S. (2019). Parent-Child Interaction Therapy as behavior and spoken language intervention for young children with hearing loss. Language, Speech, and Hearing Services in Schools, 50, 34-52.
Adams Costa, E., Day, L. & Caverly, C. (2019). PPVT-5/EVT-3 technical report. Special group study: Children with hearing loss who utilize cochlear implants and spoken language. PPVT-5/EVT-3 Manual. San Antonio: Pearson Clinical Assessment.
Mellon, N., Adams, E., Ouellette, M., Meck, M., Reed, D., Verhoff, J., Wright, M. (2016). Educational considerations: supporting children with cochlear implants in mainstream schools. In N. Young and K. Kirk (Eds.), Cochlear implants in children: Learning and the brain (Chapter 23). New York: Springer.