No Records Found
Sorry, no records were found. Please adjust your search criteria and try again.
Google Map Not Loaded
Sorry, unable to load Google Maps API.
- 3878 Ruffin Road Suite B
I follow the PROMPT technique for treatment intervention for children with CAS. I will evaluate first what the child is able to do within their speech sound repertoire, then will use dynamic assessment to see where the child demonstrates difficulties, what they are able to imitate and what is able to be PROMPTed. I then establish what syllable level I will be targeting and a range of words (within play activities) that I will target within a therapy session. My therapy sessions are primarily naturalistic and child directed. On rare occasions my therapy sessions will be clinician directed when beneficial for the child (i.e. low attention, impulsivity, etc). I prefer to target words and items that are used within the child's various settings (home, school, community) to promote practice and generalization as well as help the child communicate his/her wants and needs within their everyday life! My treatment can change depending on the child and their needs. I have also used the Kaufman cards to target words with children who benefit from some structure. I also am a big proponent of pairing AAC with verbal language, as I have seen wonderful benefits of these two interventions paid together. I find when the child's frustration is lowered through communication using their AAC device, I am able to PROMPT more frequently and the child is much more likely to participate within therapy as well as produce more spontaneous verbal speech to request and comment.
I have been participating within the Walk for Apraxia in San Diego California the past 4 years. A parent of a child I work with organizes and puts on the walk each year so I try to help and be as involved as I can to support both her and her child who I treat.
Parents are highly involved in my therapy process. I prefer parents to be in the therapy room participating (especially with very early intervention) in order to see what is targeted as well as promote generalization of therapy techniques (e.g. communication temptations, waiting, expanding, etc.). Once children are able to produce words more consistently within imitation I will begin sending home practice sheets, practice play activities, or practice routines to target specific words that are functional for the child at home. I will teach parents how to elicit targeted words and how to help their child if their child demonstrates difficulty. I rely heavily on parent input to decide which words to target within therapy that will help the child communicate within their home, school and community environments. I also rely on parent support to build an appropriate AAC program for their child. I will teach parents how to program and use the child's AAC, as well as give ideas on how to use the child's AAC within different environments. My main goal is for each parent to feel empowered within their child's therapy, they are the ones who will promote the most change!
I find AAC to be extremely beneficial for children with CAS. I will often implement AAC early on in therapy through my personal device using TouchChat, then will build a board appropriate to the child's level of communication. After dynamic assessment I will refer the parent to either their school district or insurance to obtain a personal AAC device for the child. I find that the more the child uses their AAC device within therapy, the child will become more verbal and attempt to communicate more frequently due to lowering his/her frustration level. There are quite a few low tech AAC apps and communication boards I have used in the past, however, I find that most children are more motivated by a speech output device that puts the control in their hands. Therefore, I tend to use AAC within therapy to help the child request an activity, request cessation, comment and greet others. I pair AAC productions with verbal productions and will PROMPT words through surface mapping on the child's face within a play therapy setting.