I generally follow the guidelines of the Dynamic Temporal and Tactile Cueing treatment model and principles of motor learning. With most children, I chose a very small number of functional targets to work on initially. I use a multi-sensory treatment approach to help the child with movement sequences for those targets. I ALWAYS ensure the child watches my face before attempting to imitate a target. If the child is unsuccessful with imitation, I use simultaneous production to help them follow the movement sequence along with me. The targets are practiced with a high frequency throughout speech sessions and parents and caregivers are given specific words to work on throughout he week and the strategies and techniques that were effective. I also incorporate prosody activities early on, even with children with minimal language. We target pitch, loudness, lexical stress and syllable stress.
I have provided workshops and training throughout Alberta and British Columbia. I serve as a consultant within Calgary to SLPs who are challenged with a CAS child on their caseload and need some support to develop goals and strategies. I am involves with our local parent group (Calgary Apraxia Parent Exchange) and I have recently run an Apraxia summer camp.
Parents attend most, if not all, therapy sessions. Parents play a large role in identifying functional and meaningful target words for their child. In the event that the parent did not attend we discuss the goal and strategies following the session and they are given targets words and functional contexts within which to work on them at home (i.e., the word "in" when throwing toys in the bathtub). Throughout treatment sessions, parents are able to observe me using strategies to help support the child's production of target words and to ask questions, and try the strategies themselves. Once each month I videotape a session and send it to the parent to track progress and review for strategies and techniques.
I use AAC to assist the child with expressing themselves in cases where they cannot explain verbally. With children who have AAC devices, they always bring them to treatment. However, I generally encourage the child to verbalize the message to the best of their ability as well. I always reinforce verbal attempts and use the device as back up to decrase frustration.