Shamim Haldankar, M.A., CCC-SLP, is now a graduate of the Apraxia Kids Intensive Training Institute (Apraxia Boot Camp) and is considered Recognized by Apraxia Kids for Advanced Training and Expertise in Childhood Apraxia of Speech.

Shamim Haldankar, M.A., CCC-SLP, is a speech-language pathologist with over 30 years of clinical experience working with children with a wide range of communication needs. She is the owner of a private practice serving pediatric clients and their families through individualized, evidence-based intervention.

Shamim brings years of clinical experience and a genuine interest in continuing to learn, reflect, and refine her work with children and families. She has extensive experience assessing and treating children with speech sound and motor speech disorders, including Childhood Apraxia of Speech (CAS), as well as language-based learning differences and complex communication profiles. Her work is guided by thoughtful clinical reasoning and respect for each child’s unique learning profile.

She prioritizes individualized therapy, strong family partnerships, and practical strategies that support progress across everyday environments. As a solo practitioner, Shamim collaborates closely with families, educators, and other professionals to ensure intervention is meaningful, functional, and responsive to each child’s needs. Shamim is fluent in English, Hindi, Marathi, Gujarati, and Urdu.

Shamim is passionate about supporting families, sharing knowledge with colleagues, and contributing to a collaborative professional community. She values opportunities to learn from and alongside other clinicians and to continually strengthen clinical practice.

Shamim offers services in Redwood City, California.
Check out Shamim’s Apraxia Kids SLP Directory Listing to learn more.

Apraxia Kids: What are the top 3 things you learned from this training experience?

Shamim:

1. The importance of target selection in CAS treatment
   This training deepened my understanding of how intentional target selection directly influences motor learning in children with CAS. I learned to prioritize movement patterns, syllable shapes, and phonetic contexts rather than focusing solely on developmental norms or error frequency. Using structured frameworks helped me design therapy that balanced task difficulty to support learning and generalization rather than short-term accuracy.

2. The value of systematic, data-driven clinical decision making
   Through this experience, I strengthened my ability to collect, analyze, and apply multiple sources of data across treatment phases. Baseline measures, weekly probe data, and post-treatment outcomes guided decisions about target progression and therapy adjustments. This process reinforced the importance of using objective data to demonstrate treatment effectiveness and to support clinical reasoning throughout intervention.

3. The critical role of caregiver involvement and carryover support
   I learned that effective CAS intervention extends beyond the therapy session. Providing caregiver education, structured home practice, and clear expectations significantly supported generalization. Collaborating with other providers helped ensure consistency across environments. This reinforced meaningful progress with supported practice in everyday contexts.

Apraxia Kids: How did the boot camp experience change or expand your network of colleagues/friends?

Shamim: The boot camp experience significantly expanded both my professional network and my sense of community within the field of motor speech disorders. Prior to this training, much of my learning and clinical decision making felt fairly independent. Through boot camp, I connected with other SLPs who share a deep interest in CAS and motor-based intervention, which helped me realize I was not working in isolation.

Collaborating with peers through case discussions, feedback, and shared problem-solving allowed me to see different clinical perspectives and approaches. Hearing how other clinicians approached assessment, target selection, data collection, and caregiver coaching broadened my thinking and strengthened my own clinical reasoning. It was especially valuable to connect with clinicians who were navigating similar challenges and asking similar questions in their practice.

Beyond professional growth, the experience fostered meaningful relationships. The shared intensity of the training created a supportive environment, where asking questions, reflecting honestly, and learning from mistakes felt encouraged. I am now connected to a network of clinicians I can reach out to for consultation, support, and continued learning.

Apraxia Kids: Describe how you have implemented the knowledge you gained at boot camp.

Shamim: Since completing boot camp, I have implemented the knowledge gained by making intentional changes to how I assess, plan, and deliver therapy for children with suspected or diagnosed CAS. I now approach assessment and treatment with a stronger motor-learning framework, using structured probes, baseline measures, and ongoing data collection to guide clinical decisions rather than relying primarily on informal observations alone.

In therapy, I have applied more principled target selection by prioritizing movement patterns, syllable shapes, and motor complexity. I intentionally manipulate task difficulty adjusting cueing, practice structure, and feedback to support motor learning and generalization. This has resulted in more focused sessions and clearer rationale for progressing or modifying targets.

I have also refined how I support caregiver involvement by providing more explicit education, modeling practice strategies, and setting clearer, more achievable home practice expectations. I coach caregivers so practice is purposeful, manageable, and aligned with therapy goals. Additionally, I collaborate more intentionally with other providers to support consistency across environments.

Overall, boot camp has strengthened my ability to deliver deliberate, data-driven, and motor-based intervention, improving both my clinical confidence and the quality of care I provide.

Apraxia Kids: What is an example of how you have been able to (or plan to) use your expertise as a local resource/support for other professionals and/or families since attending the intensive training?

Shamim: Since attending the intensive training, I have used my expertise to serve as a local resource for both families and other professionals within my community. As a sole practitioner, I often provide consultation and guidance to other SLPs who are seeking support with assessment, target selection, and treatment planning for children with suspected or diagnosed CAS.

One specific example is a presentation I delivered after completing boot camp at a local practice, where I shared key principles of motor-based CAS intervention with a group of practitioners. During this presentation, I discussed assessment considerations, principled target selection, the use of probes and data to guide treatment decisions, and strategies for supporting generalization. The presentation also allowed for discussions, where clinicians asked questions and applied the concepts to children on their current caseloads.

With families, I use my training to provide clearer education about CAS and motor learning principles, helping caregivers understand the rationale behind therapy targets and practice strategies. I model effective practice techniques and support families in implementing meaningful, manageable home practice aligned with treatment goals.

Overall, boot camp validated and strengthened my confidence in sharing evidence-informed practices.

Apraxia Kids: What would you say to someone considering applying to boot camp next round?

Shamim: If you are considering applying to boot camp, I would strongly encourage you to do it. I came into the experience with over 30 years of clinical experience and believed I had a solid foundation in CAS intervention. Even with that background, boot camp challenged and refined my thinking in meaningful ways.