Tara Bernard

Tara Bernard, M.S. CCC-SLP is the owner and director of Simply Speaking Speech-Language Pathology, P.C.. She is a New York State licensed and nationally certified Speech-Language Pathologist. Prior to starting her practice, Tara worked in varied settings including private and public schools, a private practice, and an outpatient clinic. Tara has been working in the private sector since 2009 and expanded her practice in 2011.

Tara received a Bachelor's Degree at Syracuse University, and a Master's Degree of Science at Teacher's College, Columbia University. She maintains certification in Speech-Language Pathology from the American Speech-Language-Hearing Association and is licensed in New York State. She also holds a permanent certification as a Teacher of Speech and Hearing Handicapped (TSHH).

Tara has had extensive experience assessing and treating clients with articulation, phonological and fluency disorders and receptive/expressive language impairments. She also has extensive experience in literacy, as literacy skills go hand-in-hand with language development. Tara has also worked with clients diagnosed with Pervasive Developmental Disorder, Attention Deficit Hyperactivity Disorder, Emotionally Disturbed and Selective Mutism. While working in the school system, she co-founded a comprehensive literacy program for older students struggling with reading. In addition, Tara has experience with Sara Johnson's Oral Motor Program, Beckman Oral Motor Protocol, P.R.O.M.P.T., Visualizing and Verbalizing Language Comprehension and Thinking Program by Nanci Bell, Language! by Sopris West, Wilson Reading System, and Accent Reduction by Elizabeth Peterson.

Tara believes in a team approach to therapy and therefore encourages collaboration with parents, teachers and other therapists, when applicable, to provide the most encouraging and successful environment for her clients. Her practice is based on providing the highest quality of service to her clients and their families while working to achieve their speech and language goals.

Melissa Bauer

Melissa Bauer, M.S. CCC-SLP is a senior speech pathologist at Simply Speaking. She received a Bachelor's Degree at Syracuse University, and a Master's Degree at Hunter College in Speech-Language Pathology. Melissa maintains certification in Speech-Language Pathology from the American Speech-Language-Hearing Association and is licensed in New York State. She also holds a permanent certification as a Teacher of Students with Speech and Language Disabilities (TSSLD). Melissa has experience assessing and treating clients with articulation/phonology disorders, receptive/expressive language impairments, and reading disorders. She is also a certified Lee Silverman Voice Treatment (LSVT) provider -- the top evidence-based treatment for clients with Parkinson Disease. Additionally, Melissa has worked with clients diagnosed with Pervasive Developmental Disorder, Attention Deficit Hyperactivity Disorder, Autism, Multiple Sclerosis, Down Syndrome, Oppositional-Defiant Disorder, and Selective Mutism.

Prior to her degree in Speech-Language Pathology, Melissa earned a Master's Degree in Art Therapy at New York University. She is a Board Certified Art Therapist, and a Licensed Creative Arts Therapist in New York State. She worked for several years in the New York City school and hospital systems with children and adolescents with a variety of mental illnesses. Melissa believes in a creative approach to targeting therapy goals to create an optimal environment for success. She also stresses the importance of collaboration with the family, teachers and other therapists (when applicable) to provide an encouraging and successful environment for her clients.

Cari Engelmann

Cari Engelmann, M.S., CCC-SLP is a Speech-Language Pathologist at Simply Speaking Speech-Language Pathology, P.C. She is licensed in New York State, and is certified by the national American Speech-Language-Hearing Association. She received a Bachelor of Arts Degree in Speech and Hearing Science at The University at Buffalo, and a Master of Science Degree in Communication Sciences and Disorders at Hunter College. In addition, Cari holds a Teacher of Students with Speech and Language Disabilities (TSSLD) certification.

Cari has vast experience working with speech and language disabilities in the pediatric population. She has provided diagnostic and therapeutic services for children and adolescents with articulation and phonological disorders, learning disabilities, dysphagia/feeding disorders, pragmatic language disorders, receptive and expressive language disorders, and children diagnosed with Autism Spectrum Disorder, Childhood Apraxia of Speech, (Central) Auditory Processing Disorder, and Attention Deficit Hyperactivity Disorder. Furthermore, Cari holds a P.R.O.M.P.T. certification, and has experience with Seeing Stars and Visualizing and Verbalizing Language Comprehension programs by Pat Lindamood and Nanci Bell.

In addition to pediatric sector, Cari has provided diagnostic and therapeutic services for adults with dysphagia, aphasia, Bell’s palsy, cognitive delays, traumatic brain injury, and other communication impairments. Cari specializes in receptive and expressive language disorders, as well as early childhood development. She believes in a team approach (including teachers, therapists, and family members) for therapeutic intervention, and feels that treating the whole child can greatly impact success in speech and language therapy.

Lauren Eisenberg

Lauren Eisenberg, M.S. CCC-SLP is a New York State licensed and certified Speech-Language Pathologist. Lauren received a Bachelor’s Degree at the University of Maryland and a Master’s Degree of Science at Hunter College. She maintains certification in Speech-Language Pathology from the American Speech-Language-Hearing Association and is licensed in New York State. She also holds an initial certification as Teacher of Students with Speech and Language Disabilities (TSSLD).

Prior to joining Simply Speaking Speech-Language Pathology, P.C., Lauren worked in the New York City public school system. Lauren has experience assessing and treating clients with articulation and phonological disorders, expressive/receptive language impairments and reading disorders. She has worked with children with a variety of diagnoses, including Pervasive Developmental Disorder, Attention Deficit-Hyperactivity Disorder, Emotional Disturbance and Autism. Lauren has experience using the PROMPT approach and Sounds in Motion.

Lauren enjoys working with children of all ages and strives to create a fun and positive learning environment for her clients. She believes that a team approach is the best way to support her clients in working toward achieving their speech and language goals.

Michelle Sakhaee

Michelle Sakhaee MS, CCC-SLP is a speech language pathologist at Simply Speaking who specializes in pediatric speech therapy. She received her Bachelor’s degree at SUNY Binghamton University and a Master’s Degree at Northeastern University in Speech-Language Pathology. She is a licensed Speech-Language Pathologist in New York State and holds a Professional certificate Teacher of Students with Speech and Language Disabilities (TSSLD) as well as the American Speech Hearing Association (ASHA) Certificate of Clinical Competence. Michelle has worked in various settings including a special education preschool, sensory gym outpatient clinic as well as in the NYC public schools. Michelle is currently working in the NEST program for children diagnosed with Asperger’s syndrome.

Michelle has extensive experience working with children diagnosed with PDD/ autism, developmental delays, expressive/receptive language disorders, pragmatic language disorder, auditory processing disorder, childhood apraxia of speech, attention deficit hyperactivity disorder, selective mutism, Down Syndrome, Oppositional-Defiant disorder, oral motor and feeding difficulties. Additionally, Michelle is PROMPT trained in order to better treat students with apraxia and other speech disorders and is familiar with Wilson Reading System (Fundations) to encourage phonological/phonemic awareness.

Michelle specializes in receptive and expressive language disorders as well as pragmatic language disorders. She believes in creating a fun and positive learning environment for her students in order for them to achieve their highest potential. Additionally, she believes in working on incorporating functional skills in therapy in order to promote carryover of speech therapy skills. She also is a strong believer in collaborating with parents, teachers and other therapists in order to reinforce skills learned in the therapeutic setting.

Sara Hochrad

Sara Hochrad, M.S., CCC-SLP is a New York State licensed and certified Speech-Language Pathologist. Sara received a Bachelor of Arts Degree in Speech and Hearing Science and Psychology at The University at Buffalo, and a Master of Science Degree in Communication Sciences and Disorders at Hunter College. Additionally, she holds a Teacher of Students with Speech and Language Disabilities (TSSLD) certification and maintains her professional certification from the American Speech-Language-Hearing Association (ASHA). In addition to working for Simply Speaking Speech-Language Pathology, P.C., Sara works in the New York City public school system and is excited to join the Simply Speaking team!

Sara has vast experience working with speech and language disabilities in the pediatric population. She has provided diagnostic and therapeutic intervention for children and adolescents with articulation and phonological disorders, learning disabilities, pragmatic language disorders, receptive and expressive language disorders, and children diagnosed with Autism Spectrum Disorder, Childhood Apraxia of Speech, (Central) Auditory Processing Disorder, and Attention Deficit Hyperactivity Disorder. Furthermore, Sara has been trained in PROMPT therapy (Level 1 and 2).

Sara believes a team approach, including teachers, therapists, and family members as part of the therapy process is imperative in order to facilitate success in therapy. Sara understands the importance of treating the “whole” child as part of the intervention process.