CUE Communication Universally Empowers

CUE Communication Universally Empowers We offer in-clinic (or onsite small radius around downtown Cary) language, regulation and feeding intensive services to children 0-18 years of age.

We offer virtual consultation to families around the world

03/31/2026

I made a mistake.

I walked into our sessions ready to support her—
but to her, I was a stranger.

And support from someone you don’t trust?
It doesn’t feel like help.
It feels like someone trying to change you.

So I shifted.

No demands.
No expectations.
Just connection.

She showed interest in rhythmic sticks, so I followed her lead—every movement, every rhythm.

I could actually see the moment it clicks…
She pauses, looks at me like, “wait… you’re with me?”

Then later:
“I love you so much.”

That wasn’t random.
That was trust.

By the end, she was leading, directing, confident—
“we are awesome” 🙌

This is the work.

Not changing who a child is—
but building a relationship where they feel safe enough to take up space—exactly as they are.

Because real progress doesn’t start with strategies…
it starts with feeling seen.





03/27/2026

He asked what the microphone was for…
and that question turned into everything. 🎤
We were playing with Mr. Potato Head when he noticed the microphone.

Instead of explaining it, I supported him to figure it out.
“When I listen to music, I usually want to…”

He paused… thought…
then brought the microphone right up to Mr. Potato Head’s mouth and made him sing.

That moment?
That’s language through inference.
That’s learning through curiosity.

Then we explored even more—
what happens when the microphone is far away?
What happens when it’s close?
Soft… loud…
and then suddenly—
he felt it.
He grabbed the mic and belted out the most incredible, opera-like tune.

Not because I obliged him to.
But because he experienced it in his body.

I could have traditionally engaged him with Mr potato—
labeled body parts, colors, emotions…
But that would’ve pulled him away from the magic.
✨ The magic is where learning sticks.
✨ The wonder is where language grows.
When we follow a child’s curiosity instead of controlling the outcome,
we don’t just teach skills—
we help them discover their voice.





03/26/2026

We started with “short,” “long,” “longer,” and “longest”…
and ended with self-advocacy.

This is what happens when language is embedded in play.

As we explored comparatives and superlatives, we stretched out tape and talked about size—
short, long, longer, longest.

We engaged in pretend play as we targeted these concepts.

Then she noticed something:
the longest piece looked like a jump rope.

So we jumped.

Because when a child brings an idea, we follow it.

And then—another moment.

The tape got stuck all over her foot.
I suggested, “grab it.”

She said:
“I can’t, I don’t want my hand to get all sticky.”

That’s not just language.

That’s awareness.
That’s sensory processing.
That’s self-advocacy.

She told me exactly what her body needed—
and trusted that I would listen.

This is why we don’t separate language from experience.

Because when learning is meaningful,
we’re not just building grammar—

we’re building communication that actually works for the child.

03/26/2026

The set-up is where the language hides.

So often, we jump straight to playing with the toy—
but involving a child in the set-up creates a naturally language-rich experience.

No prompts to force.
No situations to manufacture.
The language is already there.

In this moment, we worked on:

🔑 Why questions
“Why do you want the key?”
➡️ “To open the plastic.”

🧠 Problem solving + shared thinking
He noticed we had to do it one at a time… and that it might take a while.
(hello flexible thinking + engagement 👏)

🦸‍♂️ Expanding ideas through special interests
He brought in his superhero knowledge and we built from there.

📍 Prepositions + spatial language
As we placed each piece on, in, and into the board.

🏃‍♂️ Regulation + connection
When sitting became too much, his body told us.
He explored his voice, moved his body—and I joined him.

Because this isn’t about “getting through” the set-up.

It’s about recognizing that these everyday moments are full of opportunities for:
connection, regulation, and meaningful language use.

The goal isn’t to create language opportunities .
It’s to notice where it already exists—and engage with the child there.

03/24/2026

Part 2: WH- / H- questions for gestalt language processors… what about recalling events?

When he didn’t know how to answer… this is what he did instead.

Recall of past events can be especially challenging for gestalt language processors—not because they don’t remember, but because of how the question is asked and processed.

Often, we rely on direct WH- / H- questions, which can increase the processing load.

So instead, I shift how I support.

When my gestalt language processing clients are using gestalts with more flexibility and interchanging grammar, we begin targeting this skill.

I always assume competence with comprehension—
but I shift the approach (from analytic language processing) in how I support answering these questions.

I start with a low-demand approach—sharing something that happened to me first.
Then I open the door for connection by inviting him to share something from his own experience.

From there, I layer in support using a lead sentence to help draw out the information.

With these supports, some of the more concrete details became accessible.
The emotional and sensory pieces were still harder to access—and that’s okay.

Because here’s the most important part:

Previously, when he wasn’t sure how to respond, he would shift topics or pause without responding.

But this time—
he used a repair strategy we’ve been building:
➡️ “I’m not sure.”

That’s communication.
That’s self-awareness.
That’s progress.

And when he said it, I supported him further—
inviting him to share what he wasn’t sure about.

Because that specificity matters.
It helps others understand exactly where the breakdown is.

This is how we build toward answering WH- /H-questions—
not by demanding answers,
but by creating a bridge to get there.

03/23/2026

He knew the answer… he just needed support to process the question.

WH- questions can be especially challenging for gestalt language processors—not because they don’t know, but because of how the question is processed.

When gestalts are becoming more flexible and a child is at a stage where WH- questions can be integrated into discourse, I always start by assuming competence and asking the question without added supports:

“How did the key get in his stomach?”

At each level of support, I come back to the original question—
“How do you think the key got in his stomach?”—
so he can connect the question to the answer he’s working toward.

When that felt hard, I shifted my support:
➡️ “He must have…”

This small change reduces the processing load and supports language organization.

When that still felt tricky, I added a bridge using a familiar example:
“I get food in my stomach after I swallow it.”

And just like that—when I asked the question again, he responds…
💥 “Because he swallowed it!”

The answer was always there.

He didn’t need testing.
He needed support that matched how his brain processes language.

This is how we build flexibility with gestalt language—
by meeting the child where they are and giving just enough support to move forward, always assuming competence.

03/19/2026

Here’s the thing…

Our adult minds are often clouded by therapeutic agendas—analyzing language, targeting skills, and thinking about what we should be doing next.

And sometimes… that gets in the way of creativity.

Meanwhile, our clients?
They are bursting with imagination.

They know exactly what captures their interest.
They create games they want to repeat over and over again.
And inside that repetition is where the magic happens.

Today, he created a game:
🚪 shut the door
👊 knock
🎭 pretend to come in
🍬 trick-or-treat
🐣 (and sometimes… “Happy Easter” 😄)

It was playful, repetitive, and FULL of opportunities for expansion.

Because he was having fun, he was motivated.
Because he was motivated, we had endless opportunities for language growth, flexibility, and connection.

The best therapy moments aren’t always planned.

They’re created when we follow a child’s lead and join their world.

That’s where therapy becomes pure gold. ✨

03/18/2026

She started experimenting with her mouth—
sticking out her tongue, blowing, and making “fart sounds.”

So I noticed it.
And I leaned in.

We did it together.
We laughed.
We shared the moment.

Then something really cool happened.

During our meal, she started using that same sound as a “no.”

A clear, consistent message—
that almost anyone would understand.

This is what happens when a child’s oral motor patterns are noticed, validated, and shared.

They feel the impact.

And they start to use those patterns with intention.

Communication doesn’t always start with words.

Sometimes it starts with a silly sound—
that becomes something meaningful.





03/17/2026

He had a hard morning.

He was hungry…
but too dysregulated to calm his body enough to eat.

So we didn’t push.

We gave him what he needed:
cuddles with mom
his favorite show
milk to get quick calories in

We let his body reset.

And then—he was ready.

Ready to come back.
Ready to try again.
Ready for more challenging textures.

After a great bite, we shared a little “hmm hmm hmm” moment…
and then he looked at me, reached out, and gently touched my face.

That’s connection.
That’s trust.

If we had pushed through the hard moment and focused only on the “goals,”
his body wouldn’t have felt safe enough to try something new.

But when a child feels supported and validated,
the hard things become attainable.

And the trust stays intact—
so we can keep doing the work.

03/17/2026

Came into tongue lateralization exercises with my full morning energy… maybe a little too enthusiastic.
Brought the sensory stick a bit too far back and triggered a gag.
I paused, apologized, and we both laughed.
So grateful for little humans who offer grace and keep the trust going. 🤍


Address

Cary, NC

Opening Hours

Monday 9am - 5pm
Tuesday 9am - 5pm
Wednesday 9am - 5pm
Thursday 9am - 5pm

Telephone

+19198026122

Website

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Get to Know C.U.E.

About Us:

C.U.E. is a small private practice owned by a speech-language pathologist. We conduct therapy with a strong focus on researched based, and functional treatment approaches. Therapy is conducted in the client’s natural and unsterile environment so skills learned are immediately applied to daily life. We specialize in language disorders, individuals on the Autism Spectrum, and treating in Spanish. However, we are passionate about treating children and families with a variety of needs.

Our Promise:

To provide high-quality therapy that achieves your family's goals through researched based treatment techniques. We recognize caregivers and family as the most valuable tool to help children achieve their highest potential. Caregivers and family members will feel empowered to support their loved one through education, modeling, and cuing, so treatment techniques are easily integrated into daily activities.