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- 2580 East Joyce Boulevard, Suite 12
- Northwest Pediatric Therapy
My treatment approach to kids with CAS focuses on motor planning by utilizing the principles of motor learning. I use the Dynamic Temporal and Tactile Cueing (DTTC) treatment approach while keeping in mind the principles of motor learning, and this allows the child to make faster progress. I work with the child's parents and/or teachers to choose functional and meaningful targets for the child. We target these words at high frequency during the session using a variety of fun and engaging activities. I also frequently use visual cues (such as picture cue cards) or hand cues to help the child gain a better understanding of what sound we are working towards. For my kids that are just starting or who need additional support, I introduce pictures/PECS at home to help the child better communicate.
The Apraxia community is small where I live; however, I try to educate as many people as I can about CAS and its characteristics. We provide handouts that give information regarding CAS, and how it is diagnosed and treated, to any parent who is interested, or for parents of children with suspected CAS (not yet definitively diagnosed). I also try to help educate local school teachers and therapists through conversations regarding CAS, its prevalence, and its characteristics.
I have most parents in the therapy session, participating and learning techniques such as hand cues or prompting. If the parent is not in the session, the last 5-10 minutes of my session is spent talking to parents about the therapy and how to facilitate the child's speech at home. For the few children with CAS I see at daycare, I leave a notebook where I write notes detailing session and what to work on at home. I will also periodically talk with them via phone or a meeting at the daycare.
I frequently use AAC for my children with CAS, particularly if there is none or very few functional words that others can understand. For example, right now, one of my children's families using PECS pages in each room that I have made where the child can go and point to the object/action they want, and then the parent has been provided breakdowns of the word to work on (ex: for "outside" picture, they work on "ou - ai" for now. I have also used some higher tech AAC including an app called Sounding Board on our therapy iPad where is set up similar to a Proloquo2Go format. The child pushes the button, it says the word, and then I help the child achieve a production of the word that is approximated but close enough where others can understand. I have also utilized some beginning sign language in my sessions for children with CAS if there is no other motor delay present.