No Records Found
Sorry, no records were found. Please adjust your search criteria and try again.
Google Map Not Loaded
Sorry, unable to load Google Maps API.
- Megan
- Makin
- 36358 Garfield Road
Clinton Township
Michigan
48035
United States - Speech Unbound
Clinton Township
Michigan
48035
United States
In my therapy sessions for children with Childhood Apraxia of Speech (CAS), I use a child-led approach to keep therapy motivating, meaningful, and engaging. I select words/syllable sequences based on what is functional and important to each individual child. I incorporate frequent practice of speech movements through play-based activities, movement, and positive encouragement to help build confidence and success. My goal is to create a supportive environment where children feel successful while improving their ability to communicate more clearly and effectively.
Parent involvement is one of the most important parts of successful therapy for children with Childhood Apraxia of Speech (CAS). Parents are encouraged to actively participate in therapy sessions so they can learn the strategies, cues, and techniques that help their child communicate more successfully. I provide ongoing parent education throughout the therapy process to help families better understand CAS, how speech motor learning works, and how to support communication at home during everyday routines and play. I provide a clear and individualized home exercise program with specific target words, activities, and practice ideas so families know exactly how to practice at home. Consistent home practice is an important part of progress, as children with CAS benefit from frequent repetition and carryover outside of therapy sessions. My goal is to work collaboratively with families so therapy strategies feel manageable, functional, and easy to incorporate into daily life.
I believe in supporting total or multi-modal communication for children with Childhood Apraxia of Speech (CAS), meaning I encourage children to use all forms of communication available to help them successfully express themselves. Depending on the child’s needs, I may incorporate both low-tech AAC (such as picture boards, core boards, gestures, signs, or visual supports) and high-tech AAC systems (such as speech-generating devices or communication apps). AAC is not used to replace speech, but rather to support communication, reduce frustration, and help children participate more fully while speech skills continue to develop. I individualize AAC supports based on each child’s strengths and needs, and I work closely with families to help them feel confident using these tools during everyday routines and interactions.