Roxanne Burke, M.Ed., BCBA, LBA
Connection driven. Grounded in development and learning.
Roxy approaches behavior analysis as a way to understand learning and organizes support around developmental and relational capacities, with a focus on connection, communication, and meaningful growth. Her work is grounded in connection, attunement, and naturalistic play-based support, with a focus on communication, social engagement, and meaningful growth across home, school, and community settings.
She designs individualized, relationship-centered support that integrates communication, flexibility, and coping skills into everyday routines and child-led interactions. Roxy partners closely with families and providers through coaching, modeling, and reflective collaboration to build shared understanding and support connection-based care.
Her approach is informed by naturalistic developmental and behavioral models, including ESDM, PRT, JASPER, Project ImPACT, and DIR/Floortime, alongside strengths-based assessment, AAC support, and co-regulation strategies.
Tiffany Marino, M.S., CCC-SLP, TSSLD
Connection driven. Grounded in communication and development.
Tiffany approaches speech and language support through a relational and developmental lens, with a focus on meaningful, functional communication across everyday contexts. With over a decade of experience supporting children and adults across school and private practice settings, her work is grounded in connection, attunement, and naturalistic play-based support, within a neurodiversity-affirming approach.
She partners closely with families and interdisciplinary teams to build communication that carries over into daily life. Tiffany supports a range of communication styles, including spoken language, AAC, and multimodal communication, and brings a thoughtful, engaging approach that meets each individual where they are. Her work emphasizes engagement, regulation, and shared experience as the foundation for communication development.
Her approach is informed by developmental, play-based models including ESDM, DIR/Floortime, and JASPER, alongside specialized training in childhood apraxia of speech (DTTC), fluency (including Lidcombe and PCI), and voice and language-based support.