I have a variety of training in CAS and use a combined approach. The methods that I choose may be related to the child's age, motivation, interest, and or ability level. There is no “one size fits all” approach. I am trained in the Kaufman Approach and have taken Intro to PROMPT so in the past I have incorporated both the Kaufman Cards and Workout Book materials in drill form, and the Kaufman techniques through play, and have used PROMPT as a hands on touch cuing system. My recent training in Accelerating Phonological Change and Phonological Awareness and Pre-Reading Skills for Children with Childhood Apraxia of Speech has pointed me in the direction of working towards intelligibility by training children in phonemic awareness. Previous to this training, I was using the strategies from the Building Speech System and focusing on using a progression of phonetic complexity to develop therapy targets and focusing on the movement across syllables and using words with functional targets. As needed, we may practice syllables, words, and phrases up to 100 times or say words in unison speech drawing out the vowels. This slows down the rate of the change between phonemes before saying the word at a normal rate. If a child is very young and has not yet learned to imitate, we may start with establishing rapport, developing joint attention, and teaching the skills of imitation by moving though imitation of actions, imitations of actions paired with sounds, and imitation of sounds such as vowels or animal sounds. For an older child, we may work on fluency, intonation, volume, and stress patterns to improve speech fluency and reading fluency.
As an SLP with my own private practice, I share with parents and post on social media about Apraxia Kids as a resource for parents of children with apraxia of speech and to increase awareness of the disorder. I have not yet done the Apraxia Walk, but I would like to in the future.
Parents are an integral part of the diagnostic and therapy process. I communicate with them along the way about what I am seeing and what I suspect. I listen to their concerns and ask them questions about the child's history of speech and language development, and observe how the child interacts with the parent. I train the parent in how to interact and communicate with their child to facilitate communication. I educate them in what to expect in terms of progress and on what they can do at home to facilitate generalization of learned skills. I have the parent observe the therapy if possible and if appropriate with the child's behavior. While the SLP is the expert in their field, the parent is the expert on their child and is an invaluable resource to me. We learn from each other.
I have a student in the schools with suspected apraxia of speech who uses an Ipad with Proloquo 2 Go software. I train her in the use of the device to assist when others do not understand her and train the teacher in the use of the device. In the past, I have used sign language as a bridge to oral language for children with apraxia of speech.