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.
- 13577 NW 2nd Lane, Suite 30
- Speech4Kids of Gainesville
I use a 3-prong approach for therapy, focusing on increasing speech sound inventory, increasing syllable shapes/movement patterns, and increasing expressive/functional language. For speech sound work, I usually begin teaching in broad classes of sounds, ie. if child has only alveolars I will stimulate use of bilabials or sounds using continuant airflow (/h/ or /s/ for example). I use tactile cueing liberally but also fade each cue as soon as the child is able. With syllable shapes/movement patterns, I use some of Kaufman's cards and some Moving Across Syllables stuff. In general, my goal is to help the child use the sounds he is able to produce consistently in more complex patterns. Expressively, at the early stages, my goal is functional words and phrases, followed by increasing vocabulary and use of multi-word utterances. Once the child is able to produce short phrases, I begin working with predictable sentences using cards as a visual cue (patterned after the FOKES). I generally follow a developmental morphological pattern, beginning with Who + is + verb (-ing). Sprinkled into all of this, we do singing and fingerplays to begin targeting prosody and phonological awareness.
There isn't a community of parents in my area. When I was at the university, we tried to gather some families but did not have much success. I have always observed National Apraxia Awareness Day at my office by giving out information to other families and other professional who work with me (OT and PT primarily).
Parents always attend therapy sessions with their child, and I encourage them to join with us in singing and playing. I take time at the beginning of therapy to explain the principles of motor planning and how this should affect their practice at home. I generally give them one thing to focus on specifically at one time (whether it's speech sounds, complexity, or increasing utterance length), and ways to encourage general communication with functional language and best production expectations.
I use sign a lot with children when we first start therapy. I have not had a lot of children who didn't progress to verbal speech, so there hasn't generally been a need for AAC. We have an AAC specialist in our department also, so we worked together with a few children, but those children eventually transitioned to the other SLP's caseload (he was wonderful!)