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- 1849 Cross Green Way
- Max Potential Therapy, LLC
Collaboration with the child's family is necessary to determine what target sounds/words/phrases are the most functional for the child to practice in therapy and in daily routines. The targets should take into account the child's current production of consonant and vowels, syllable shapes, and ability to produce new sounds or syllable shapes with cues. When planning and preparing for therapy, I ask about the child's interests beforehand and incorporate those in the form of toys, books, music, dance/body movement, art and crafts and other activities in order to engage the child and improve participation in treatment. I include other forms of communication into our session such as the use of signs and gestures, visual schedules, communication boards with picture symbols, or speech output communication devices for those children with limited verbal production. This allows the child to express wants/needs, ask/answer questions and make requests or protest while working on the verbal aspect of communication. Strategies used in therapy may include: direct modeling of the target, oral motor facilitation, visual placement, tactile and auditory cues, repeated practice/drills, and target specific feedback. I explain the importance of repetition and home carryover. The family is expected to practice these targets during their everyday routines, keep me informed on progress, and contribute ideas for new goals as the child makes progress.
I have been involved in apraxia social media groups for professionals. I have more recently joined parent social media groups since my own child received an apraxia diagnosis from a speech-language pathologist. I raise awareness about childhood apraxia of speech on my business social media platforms and have informational links on my business website. My goal is to participate in my local 2021 Walk for Apraxia to further spread awareness not only my child, but for all other children diagnosed with apraxia.
Parents are actively involved in the treatment process. Parents help me write the child's treatment goals by providing me with a list of functional sounds/words/phrases that they would like the child to say (e.g., words for every day routines, favorite toys/activities, names of family members/pets, etc,). Since treatment is provided in the child's natural environments, parents are involved in the treatment session to learn and use new techniques and strategies. They are encouraged to ask questions and then continue home practice. Parents are encouraged to keep me informed on progress at home, and contribute ideas for new goals as the child makes progress.
Over the years I have used low tech communication boards and visual schedules with board maker picture symbols. I've helped parents create their own picture symbols and schedules at home to aid communication. In addition, I helped a child receive a speech output generating device and then taught the child and his grandparents how to use the device in everyday routines.