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- 3190 S Vaughn Way, #550
- A Mile High Speech Therapy
Usually children come to me pre-verbal or with limited verbal output, in which case I start with a very small set of target words and use practice schedules that involve principles of motor learning, including mass and blocked practice. I use visual cues which I have adapted to my personal style, occasionally using PROMPT cues. I also introduce verbal cues and provide specific feedback after child imitations. I frequently use principles associated with Dynamic Temporal and Tactile Cueing, including simultaneous productions, moving to direct imitation and then delayed imitation. As children improve, I increase the length of the movement gestures and add additional targets. In most cases, I have parents in therapy with me to carryover targets and maintain the consistency of the cues across environments. Every effort is made to coordinate services with other SLP's that may be involved in the child's life.
Author of Overcoming Apraxia. Spread Awareness via social media channels under the handle SLP Mommy of Apraxia. Speaker. Denver Apraxia Walk Coordinator from 2015 to 2019.
Parents are integral. Most of my client's parents are in the sessions with me and are encouraged to be in the sessions with me. They receive my treatment notes after the session as well. They are coached to use the visual and verbal cues used within the sessions, and know what the treatment targets are so they can carry them over at home.
Always use some sort of sign cues. Use a visual schedule when needed. Target vocab list usually initially involves pictures. Refer to a trusted colleague who specializes in AAC for high tech evals. Carryover high tech AAC when child gains more independence from work with other SLP