About Ring Therapy Services

Hey there… So happy you stopped by! My name is Emily (but please, call me Emmi), and I am the owner and founder of Ring Therapy Services. I opened my company because I saw a need… A need for early (or “earlier”) intervention, a need for quality care, and a need for more options for families.

Many families and schools are missing out on quality services that can help children progress in so many areas of their life. Families are unaware of the benefits of speech and language therapy, don’t understand why these skills are so important, and are afraid to learn more because of the “stigma” associated with therapy in general. Schools often understand the importance but are restricted financially and/or go through county programs that require extensive “qualifications” in order for students to be able to receive services!

In actuality, not only do speech and language skills directly relate to academic success, but most children LOVE coming to therapy! There are options for therapy services that don’t break the bank OR require a “qualification” process.

After 5 years in pediatrics, I took that as my “sign” to start my own company! You can read more about me and my credentials in the tabs below.

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Autobiography

Emily Ring MS, CCC/SLP

Originally from Indiana, “Emmi” started with an undergraduate degree in magazine journalism and fashion design from the University of Cincinnati, where she also played on the varsity volleyball team for all 4 years (Go Bearcats!). Her career trajectory shifted, however, after her nephew was born prematurely at 26 weeks her sophomore year. She was awed how his speech therapist helped guide him in so many facets of life – from eating to communication to overall well-being. When her high school sweetheart-turned-husband landed a job in FL, moving from the Midwest was an easy decision.

Although Emmi learned a great deal working with adults (she has experience in a Level I Trauma/ accredited stroke facility as well as adult-day center), she most enjoys working with children. With 9 nieces and nephews and 1 little one of her own, she’s found that young people have amazing energy, willingness to learn and a great love for their therapists. They keep every day fun! She is fascinated and inspired by her patients and has had noteworthy success working with children who have Down Syndrome, Autism, Early Language Delays, Phonological and Articulation Disorders, Fluency Disorders, Childhood Apraxia of Speech and Auditory Processing Delays.

At her most previous place of employment, Emmi was the Lead Speech and Language Therapist and started the Teletherapy Department as the Executive Director. She personally witnessed the benefit of teletherapy services not only for convenience, but for parent education and training as well… When COVID hit, her clients continued making unbelievable progress through teletherapy services, and her families were more engaged than ever before.

She, then, opened her own business because she wanted to reach more children in ways that were most beneficial to them at the time: through in-home, in-school, and teletherapy based services. She believes each child is a gift and has something special and unique that makes them “tick” – or in the case of speech therapy, “talk.”

Education

Education

University of Cincinnati Bachelor of the Arts Major in Magazine Journalism, Minor in Communication Fashion Design, and focus in Communication Sciences and Disorders 2014- Summa Cum Laude

University of Louisville Medical School Masters of Science in Communication Sciences and Disorder 2016- Summa Cum Laude

Certifications

ASHA Certificate of Clinical Competence (CCCs)
Licensed Speech/ Language Pathologist in the state of Florida
2019 Certificate of Completion to SLP Telecon
Basic “Baby Sign Language” Usage

Final thoughts

As you can see from my background, my life has brought me to where I am through multiple trajectories; from my educational background, to my professional background, and even in my hobbies. I believe that there are many paths in life that can take you to where you’re meant to be… and each path is put there for a reason.

Through my myriad of experiences, I’ve learned the importance of so many things: creativity, making interpersonal connections, teamwork, leadership, empathy, and understanding that each individual has a past that has shaped them into who they are now. That’s why I so strongly value diversity and variety, in both service-delivery models and in therapy. I want my company to be able to provide quality therapy in a way that’s most convenient for these families.

In therapy itself, I’ve learned that in order to make progress, we first have to strive to understand in order to create strong relationships… And the more you can apply creativity and reinforcing items for these kiddos, the more they trust, and the quicker they can “shine!”

Recent Certifications

CEU # 1:
Autism Outreach Podcast: Autism Teletherapy Strategies
Presenter: Rosemarie Griffin, MA, CCC-SLP, BCBA

CEU # 2
Speech Sound Disorders in Preschoolers: Activities that Promote Executive Function- with info on Dynamic Temporal and Tactile Cueing (DTTC)
Presenter: Kelly Vess, MA, CCC-SLP

CEU # 3
DIRFloortime®: Beyond Playing on the Floor
Presenter: Joleen R. Fernald, PhD, CCC-SLP, BCS-CL

CEU # 4
Providing Intervention to School Age Clients via Telepractice
Presenter: William Bolden, MA III, CCC-SLP

CEU # 5
Treatment of Childhood Apraxia of Speech
Presenter: Jenya Iuzzini-Seigel, PhD, CCC-SLP

Our research shows:

When it comes to receiving therapy services...

01

Many kiddos do not receive services at all.

02

Or, they do not receive services until elementary through their school system.

03

Many families don't know there are options that children can receive individualized, frequent therapy sessions outside of/in addition to school-based services.

04

Many families are unable to add in therapy around their already hectic schedules.

Does this sound familiar? Let's talk about it, we would love to help!

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What We Do

Speech

AKA how we make and produce sounds and words

Common signs: Difficult to understand, mispronunciation of sounds (e.g. “wed” for “red”), stuttering, difficulty “getting words out”, unusual vocal quality, frustration and/or embarrassment when unable to be understood.

Language

The messages we give to and receive from others, and how we give and receive those messages

Common signs: Using minimal words, difficulty following directions, difficulty naming items, limited vocabulary, minimal eye contact, aggressive/ disruptive behaviors, seems uncomfortable or disinterested, unusual word order.

Feeding

How we consume nutrients throughout different stages of development

Common signs: FTF (Failure to Thrive), reflux/ regurgitation, “picky eater”, food refusal, difficulty chewing/ swallowing, unable to drink from multiple sources, minimal weight gain, latch issues, restrictive diet, frequent drooling/ slobbering, oral structural abnormalities, frequent choking/ coughing while eating/drinking, too short/long meal times, unhappy meal times.

Auditory Processing

Our ability to understand, process, interpret and act on the sounds and messages we hear

Common signs: Request for frequent repetition, says “um” or “what” frequently, easily distracted, difficulty with phonological skills (applies to reading, spelling, writing), difficulty following verbal and auditory directions, behaviors/abilities improve in quiet settings, difficulty following conversations.

Cognitive Linguistic

Communication skills that involve memory, attention, perception, organization, regulation, and problem solving

Common signs: Difficulty attending to one or more things at a time, forgetful, poor note taking skills, inability to adjust to classroom schedule, frequent outbursts, difficulty following directions, inability to understand abstract language, difficulty participating in everyday activities.

Literacy

Reading and writing skills

Common signs: Poor spelling abilities, poor academic performance, speech and language difficulties, difficulty relating sounds to letters, exhibits frustration with homework, poor auditory and reading comprehension.

Visual / Perceptual

What our brain uses to make sense of what we see in the world around us

Common signs: Inability to navigate familiar areas, frequent complaints about eye pain/ rubbing eyes, inability to copy down information in class, reads at odd angles, struggles with cutting or pasting

Gross / Fine Motor

Gross motor skills pertain to skills involving large muscle movements, while fine motor skills involve use of smaller muscles

Common signs: Difficulty with writing, difficulty with blocks of puzzles, coordination difficulties (running, throwing, catching), easily excitable (fidgeting frequently), messy eating or drinking.

Sensory / Emotional

Help children struggling with Sensory Integration and Emotional Regulation

Common signs: Difficulty attending to activities, aversion to certain textures of clothes, covering ears during everyday activities (e.g. flushing toilet), frequent behavioral outbursts, gagging with a variety of food textures, poor balance or seeming clumsy.

Help for Families

Help for Schools