Our Team

Dr. Schwartz graduated with her doctorate in clinical psychology from the University of Miami under the mentorship of Doctors Heather Henderson and Peter Mundy. Her research focused on examining individual differences among individuals with autism spectrum disorders in order to predict what leads to the most adaptive life outcomes.

In addition, Dr. Schwartz completed a two-year Fellowship at the Yale Child Study Center where she received generalist and autism-specific training. Upon completion of her postdoctoral training, she joined the Autism Program at the Yale Child Study Center as a faculty member.

Dr. Schwartz began a private practice in 2010 and has completed numerous comprehensive psychoeducational and psychological evaluations as well as diagnostic evaluations requested by both parents and school systems. She has provided treatment in individual and group formats for individuals with a variety of presenting concerns, including autism spectrum disorders, anxiety, and issues related to adoption. She has also conducted support groups for adults with autism spectrum disorders. Dr. Schwartz works closely with families during treatment to ensure the most beneficial outcomes for the family system.

Currently, Dr. Schwartz holds the position of Assistant Clinical Professor at the Yale School of Medicine Child Study Center. She has also completed a certification in Clinical Issues in Adoption developed jointly by the Connecticut Department of Children and Families, the UConn School of Social Work, and Southern Connecticut State University.

Nancy Schwartz is a Dr. of Speech and Language Disorders who received her Doctorate from the City University of New York Graduate Center in 1977.  She has been in private practice in Connecticut since 1979.  She is  licensed by the State of Connecticut, and certified by the American Speech and Hearing Association.  She has been certified in Relationship Development Intervention. As the director of the Communication Clinic of Connecticut, Dr. Schwartz has trained multiple therapists as they have worked together to help children develop language, thinking, and relatedness skills. The children she has worked with have ranged in age from 6 months to 22 years of age. She also evaluates children and offers treatment and consultation to school systems. She has taught in universities at both undergraduate and graduate levels, in California, New York, and Connecticut. She has done numerous workshops/presentations on issues relating to autism such as: Assessment,  Language Characteristics, The Development of the First Words, The Coordination of Language/Speech Therapy with a Behavioral Approach to Treatment, Speech Apraxia, Developmental Characteristics of Children with Autism, Expectations and Responsibilities for Children with Autism, Development of Relatedness Skills, Development of Social Cognition, Development of Thinking Skills, Teaching in a Dyad. She has developed programs for children in Australia, Hong Kong, New York and Connecticut.  The strong focus of all of her programs is the coordination of the development of language with relatedness skills, use of language across communicative functions, and the integration of thinking and life skills. Underlying all skill development is the philosophical position that the responsibility for the skill must be transferred to the child through the development of the child’s competence.

Arielle Spitzer received her Bachelor’s degree from the University of Vermont in Elementary and Special Education in 2015 and her Master’s Degree in Special Inclusive Education from Teachers College at Columbia University in 2017. She is a certified special education teacher in New York (Grades 1-6) and Connecticut (Grades K-12). In 2021, Arielle became a Board Certified Behavior Analyst (BCBA). As a special education teacher, Arielle has worked in public and private schools and has taught inclusion and self-contained classes. As a BCBA, Arielle has experience providing care in homes, in the community and in clinics. Regardless of the educational setting, Arielle’s goal is the same: to make learning fun, keep children happy, relaxed and engaged, and further their functional skills towards independence.