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- 6927 Old Seward Highway, Suite 100
- All For Kids Pediatric Therapy
I choose 1-3 targets per 45 minute session. Targets are chosen according to client's ability and meaningfulness. I work closely with parents and any other therapists treating the child to determine these. In general, I work on new syllable shapes using mastered sounds and new sounds using mastered syllable shapes. I may make an exception if the child shows particular motivation and enthusiasm for saying a certain word (e.g. Minnie Mouse). I utilize a structured reinforcement system to elicit a maximal number of trials for each target. My goal is at least 50 trials per target. I share with the child what their target number is, and I give lots of praise as well as motivating rewards via treats or fun toys for meeting the targeted number of trials in a session. I pay particular attention to prosody and directly teach co-articulation with my kids with CAS. Prompts include integral stimulation (look at me, do as I do) and simultaneous speaking, as well as various touch cues.
I participated in CAS walks throughout college. I recently volunteered at a camp for children with CAS run by a private practice owner in Texas.
Parents are key to the effectiveness of speech/language therapy. In all cases, I work with parents to determine which target words/phrases would be appropriate and meaningful for their home and school environment. Parent feedback is essential to judging the true effectiveness of therapy. I rely on my child's parents to let me know if words I'm sending home to practice are relevant and successful within their home environment. I love to problem solve and provide suggestions for parents when practicing speech and prompting their child.
I have used Dynavox and apps on an iPad, such as LAMP or Proloquo2togo, with children who have severe CAS in order to give them a way to communicate their wants and needs to others. I work on using both the device and verbal speech within a session. The device is typically used to make requests and comments that they are not currently able to say in between speech exercises that focus on increasing their speech sound and syllable repertoire. I find that the device is particularly helpful for a child to have within a school environment, where the expectations for communication is greater and the amount of unfamiliar communication partners is increased compared to home.