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.
- 1025 Ocean Avenue #106
- Communicate and Connect Speech Therapy
My treatment approaches when working with children with CAS are created using methodology and strategies from my training in PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets)and DTTC (Dynamic Temporal and Tactile Cueing). When working with children with CAS I have three main goals that I begin with during treatment. These include determining the child's skill level/needs, collaborating with the family to choose at least 4-5 functional target words, and developing an alternative augmentative communication system (as appropriate). Upon determining the child's repertoire of syllable shapes, vowel repertoire, and consonant repertoire, I identify the 'level' at which we will begin speech practice. I determine the 'level' in part by using the 'Motor Speech Hierarchy' from the PROMPT Institute. Each level represents a different speech motor plan ranging from simple to increasingly complex. Once two 'levels' are chosen, I work closely with the family to determine functional target words that are close to the targeted syllable shapes. For example, If the child was working at the 'Mandibular Control' level we may choose words including VC, CV, and CVC shapes such as 'Up,' 'Pa,' and 'Mom.' Based on the individual child, we will target nonsense words and functional words, or functional words only to begin treatment. We begin with blocked practice by practicing speech targets with high frequency and intensity. Generally, we begin with simultaneous productions, followed by direct imitation, production after a time delay, and spontaneous production. Random practice is implemented as child achieves success and moves into spontaneous productions and production after time delay. The timeline of movement from blocked to random practice is tailored individually to each child. Multi-sensory cues are provided at each level and faded with success at each level. It is important that cues are faded appropriately. Parent practice of chosen speech targets at home is strongly encouraged to ensure carryover and generalization of target words. Parents are trained to practice with the child as appropriate during speech sessions to learn facilitation methods. Homework programs are individualized and provided to each child and family. Alternative Augmentative Communication programs (high and low tech) are created with families and implemented early on in treatment in conjunction with speech program.
My current involvement in the Apraxia community is through the work with my clients and families. I also have begun furthering my education and knowledge via online webinars on apraxiakids.org. I would love to be further involved in advocacy and community events within the Apraxia community.
Parents are involved in many aspects of the therapy process. They are involved in selecting functional target words for their child as well as in choosing an Alternative augmentative communication system (as appropriate). Parents are invited to observe sessions and when the child is ready, the SLP provides coaching to parents to assist the parent in practicing speech targets with their child. In my practice, I make parent implementation of speech and AAC strategies an imperative part of the therapeutic process.
I have extensive experience in using AAC both high and low tech for children with CAS. I am familiar with a variety of low tech and high tech systems. With new clients with CAS who haven't yet been exposed to AAC, I always begin implementation of an AAC system in conjunction with speech practice. In the beginning, I start by exposing the child to a few systems (i.e., low tech PECS, low-tech core word page, high tech including LAMP, Proloquo 2 go, GoTalk, Touch Chat) to determine what the child gravitates towards and has success in operating with assistance. I include the family in the selection of the AAC system. Once a system has been finalized, I invite parents to observe how the system is implemented and teach parents strategies to implement the system into their home environment. I provide coaching and feedback to assist the parent/family in learning techniques. I collaborate with families to when programming the device and/or creating the low-tech AAC system.