Who We Are
Occupational Therapists
Kristin Haudek, MO, OTR/L
Kristin completed her undergraduate work and received her Master of Occupational Therapy degree from Eastern Michigan University. During her graduate program, she worked at the Autism Collaborative Center where she was part of a study team looking at the effectiveness of play groups involving children on the autism spectrum and their peers. She has worked in the Ann Arbor Public School system as an occupational therapist in both the preschool and elementary setting. Kristin has attended additional courses pertaining to the How Does Your Engine Run program and Integrated Listening Systems. She has additional training through the Handwriting Without Tears program as a certificated handwriting instructor.
Kristin has received certification through the University of Southern California in the Chan Sensory Integration Certificate program. This extensive course focused on sensory integration theory and practice. An additional special topic course of sensory integration for children on the autism spectrum was completed. She has a special interest in picky eating/problem feeders. Kristin has continuing education in both the Beckman Oral Motor protocol and SOS feeding approaches.
Speech Language Pathlogists
Carly Roell, MA, CCC-SLP
Carly is a speech-language pathologist certified by the American Speech-Language-Hearing Association. She received her undergraduate degree in Linguistics from the University of Michigan before completing her Master’s in Speech-Language Pathology from Western Michigan University. While attending graduate school, Carly worked closely with the interprofessional team of the Western Evaluation Center for Autism and Neurodevelopmental Disorders. Carly is a PROMPT-trained therapist and has a certificate of proficiency in DIR-Floortime, a developmental and relationship-based approach to promote development and increase a child's capacity for engagement, communication, problem solving, and play. She aims to provide therapy that recognizes and supports the child's individual differences, incorporates their strengths, and is functional and enjoyable in order to form a strong connection, facilitate meaningful learning, and promote independent skills.