17 Feb Lyndsay Bourdeau
Posted at 09:51h in Uncategorized
Credentials: MSc, R.SLP, SLP (C)
Hours of Operation: Flexible
Treatment locations: Office/Clinic|Home
St. Albert, T8N 4P9
Overall Treatment Approach:
I currently use the program "Let's Start Talking (LST)" TM created by Dr. Megan Hodge at the University of Alberta in my treatment for children whom I suspect have speech motor learning as a part of their speech disorder. I use this approach as the Let's Start Talking program employs principles of motor learning to build functional communication skills for a child. Treatment focuses on developing a child's "script for learning" to increase their ability to watch and listen to a speech model, the use of the Dynamic Temporal Cuing Hierarchy to gradually introduce spontaneous productions and variability in productions to encourage retention of speech motor movements, and the use of the adapted Motor Speech Treatment Hierarchy to guide target selection. Furthermore, the emphasis placed on parent involvement and training is fundamental to the success of these children. When a family is not able to commit to this programming, I modify programming to employ the same principles but in a manner that suits that particular family.
Percent of CAS cases: 50
Parents are heavily involved in my therapy process. Parents are required to participate in the Let's Stat Talking program sessions. In order to run this program, parent and/or caregiver participation is required for all aspects. Outside of this program, I also require parents to participate in therapy both within the session and to complete homework outside session time. I view my treatment sessions as parent training sessions so that a parent can build confidence and potentially continue on with selecting treatment targets when a treatment block is completed.
I explain CAS to parents as a disorder that effects the movements underlying speech sound production which results in inaccurate productions of speech sounds or at times, very little speech, making children very difficult to understand at times. I further describe the planning required to produce precise motor movements required for accurate speech and then relate the disorder to this system of movements. I often use an analogy using a gross motor movement such as picking up a glass to take a drink of water and how we plan these movements to make sure the glass reaches our mouth to take a sip, but if we didn't plan accurately, we may miss our mouth or spill etc. Then relate this back to the speech mechanism.
I am currently involved in a pilot project with a local school board in implementing intensive services for young children who are suspected of having motor learning involvement as a contributor to their severe speech delays/disorders. I am also active in a working group of S-LPs. Together we aim to provide education for families and administrative teams, and promote advocacy for our clients with suspected or confirmed speech motor learning disorders.
Professional consultation/collaboration: Yes
Min Age Treated: 2.5
Insurance Accepted: Yes