Jillyan StLaurant, MA CCC-SLP,
Certified Speech-Language Pathologist
Jillyan is a Speech Language Pathologist who addresses evaluations, treatments, and remediation of speech and language disorders with children and/or adolescence. Her graduate work includes working with combined ages of preschool to twelfth grade with language, pragmatic, autism spectrum disorder (ASD), articulation, and fluency cases. Her experience includes school settings, home health and rehabilitation centers with adults, and private therapy where she has increased her experience with cognition, memory, feeding and swallowing, speech, voice, fluency, and language. She spent a summer in Ecuador working and volunteering with children with severe Cerebral Palsy and learning Spanish at Latino Americana De Español-Quito. She is highly capable with evaluation and treatment techniques and we welcome her expertise to our family.
Congratulations to Jillyan for receiving a 1st Award for Continuing Education in March 2016. This award was granted by the American Speech and Hearing Association (ASHA) for maintaining current knowledge and skills. She joins a select group of individuals who make a personal effort to continue professional learning beyond an academic degree. We take pride in her accomplishment.
Teresa Sadeghin is the main contact for families served by the Neurodevelopmental Diagnostic Center for Children. She arranges appointments, coordinates studies, administers informed consents, organizes specialty programs, contacts and follows up with patients and parents. Mrs. Sadeghin works closely with families to assist in implementing Dr. Samango-Sprouse's targeted treatment programs.
Mrs. Sadeghin has been working with young children since 1970, when she became an educator in Prince George's County, Maryland. After receiving her masters in curriculum development from Bowie State University, Mrs. Sadeghin served on the county's science curriculum committee for 17 years, wrote curriculum for the Science Math and Technology Integrated Matrix Package to implement and integrate performance-based science tasks, and wrote Internet and applied technology extensions for those tasks. Mrs. Sadeghin was a team writer for the Invention-Innovation-Inquiry Project, which was funded by the National Science Foundation through the International Technology Educators Association. She is certified in Facilitative Leadership Training and Event Planning. Following her retirement from education in 2000, Mrs. Sadeghin continued working with young people as the director of Sentinel Newspapers' "Newspapers in Education" program.
Elizabeth Flynn, has 37 years of varied and success teaching experiences in Prince George’s County Public Schools. Twenty-six years of this experience was in the classroom with grades 3-6. Eleven years was as a media specialist in grades K – 8 where she managed the library and taught classes in the use of the Media Center. Other experience includes duties as Team Leader, Talented and Gifted Coordinator, and Outdoor Education Coordinator.
To learn more about The Focus Foundation, please visit www.thefocusfoundation.org.
Through her practice, Dr. Samango-Sprouse serves one of the largest patient populations in the world of children who were prenatally diagnosed with an X & Y Chromosomal Variation. In addition, Dr. Samango-Sprouse is the founder, executive director and chief science officer of The Focus Foundation (www.thefocusfoundation.org), a not-for-profit organization created to help children overcome learning differences.
Dr. Samango-Sprouse believes that a family centered approach is necessary to optimize a child’s intellectual growth and develop appropriate intervention strategies in the home, school, and community. "Parents must be empowered with information about their child's medical condition, and how that condition will impact their child's learning and intellectual performance," says Dr. Samango-Sprouse. "When parents are armed with the right skills, they can advocate for a syndrome-specific educational program in order to optimize their child's educational program and development."
The uniqueness of the assessments performed by the Neurodevelopmental Center for Children is Dr. Samago-Sprouse’s expertise in the neurobehavioral and neurodevelopmental problems of children with rare neurogenetic and neurodevelopmental disorders. She is recognized internationally as an expert in X & Y Chromosomal Variations (often called Sex Chromosome Disorders or Sex Chromosome Variations), which involves a child having an extra X or Y chromosome in excess of the normal complement of 46XY for boys and 46XX for girls.
Throughout her career Dr. Samango-Sprouse has served on numerous advocacy foundations and boards for health and professional organizations. She is on the Editorial Boards of American Journal of Medical Genetics in Behavioral Genetics division, the Journal of Integrative Psychology and Therapeutics, BioMed Research International, and Advances in Endocrinology. She has been guest editor of American Journal of Medical Genetics, Part C and has published more than 80 articles on the relationship between the brain and behavior and its impact on neurodevelopmental performance in children with chromosomal variations as well as rare neurogenetic disorders. She writes extensively on X and Y chromosomal variations and the positive effects of early hormonal replacement for boys with XXY.
She has had stories in the New Yorker, the Washington Post, Psychology Today, and has been interviewed by NBC and Fox news. She is an invited reviewer for Pediatrics, Journal of Neuropsychology, and AJMG.
As the director of the Neurodevelopmental Diagnostic Center for Children, Dr. Samango-Sprouse evaluates patients from all over the world in order to develop comprehensive and intensive intervention programs that are syndrome-specific. These programs recognize the complex interaction and intimate connection between brain, cognition, behavior, learning, and medical diagnosis. Dr. Samango-Sprouse trains and educates parents and professionals around the country and internationally to understand the complex interaction between neurodevelopmental disorders, learning and educational success.
The author of more than 60 articles on the neurocognitive capabilities of atypical children, Dr. Samango-Sprouse studies the relationship between the brain and behavior, and its impact on school performance in children with neurogenetic disorders. Dr. Samango-Sprouse is an associate clinical professor of pediatrics at The George Washington University in Washington D.C., where she also serves on the medical staff at Children’s National Medical Center.
As an educator Dr. Samango-Sprouse has trained pediatric residents at Children's National Medical Center since 1982. Her instruction focuses on the behavioral phenotypes and neurodevelopmental performance of children with various genetic disorders. Dr. Samango-Sprouse also conducts workshops nationwide for educational and ancillary health professionals about optimizing children's development by recognizing the relationship between behavior, the brain and performance.
Dr. Carole Samango-Sprouse has been working with young disabled children since 1982. She received her doctorate in 1987 from The George Washington University, where she specialized in the neurodevelopmental assessment of children with complex medical conditions.
Dr. Carole Samango-Sprouse is trained in neuromotor and neurocognitive development, neurobehavioral skills and oral motor assessment for children with an emphasis on young children with genetic disorders. She is trained in neurodevelopmental treatment (NDT) and certified in the assessment of pre-term infant behavior (APIB) and the Brazelton Neonatal Assessment Scale (BNABS). Dr. Samango-Sprouse studied neurobehavioral assessment with Dr. Heidilaise Als, a Harvard University professor and acclaimed developmental psychologist, at Children’s Hospital of Boston.
Director, Neurodevelopmental Diagnostic Center for Children
APIB, BNABS, NDT-trained Neurodevelopmentalist
Look at the child's learning style, neurocognitive ability
and developmental differences.
Evaluate neurodevelopmental performance.
Assess the integrity of motor function.
Recognize unique learning styles.
Navigate the medical and educational systems.