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- 5825 Glenridge Dr. Building 1, Suite 133
- A to Z Pediatric Therapy
To build a foundation, I believe a strong rapport with a child is essential for a child’s success and overall progress in therapy. It is the trust and rapport between the clinician and child that allows a hard task for a child to remain fun, engaging, and enjoyable. I would describe my treatment approach to children with CAS as comprehensive and inclusive. I utilize a combination of language-based therapy, evidence-based therapy approaches for CAS based on the principles of motor learning, and emphasize intonation/prosody early on in the therapy process. I have training and experience with several motor-based approaches used to treat CAS including Dynamic Temporal and Tactile Cueing (DTTC), the Kaufman Speech to Language Protocol (K-SPT), and David Hammer’s multi-sensory approach, as well as training in introduction to PROMPT. Each child presents with a unique set of strengths and weaknesses; therefore, I individualize each of my treatment plans to meet the needs of that particular child, at that particular time. Even the same child may require, or respond best to, a different approach or a combination of several approaches, at various times during his or her therapy journey. I always incorporate prosody and intonation as early as possible and incorporate AAC when appropriate to continue developing expressive and pragmatic language skills despite deficits in verbal speech.
I have attended and/or participated in 76 hours of continuing education related specifically to childhood apraxia of speech (CAS). I attended both the 2018 and 2019 National Apraxia Conferences and I attended the Greater Atlanta Apraxia Walk 2016.
Parent involvement is key to the overall therapy process. Parent input regarding a child is invaluable and is essential not only during the evaluation, but also for the duration of the child’s therapy needs. Parents are invited to observe sessions directly or via an observation room whenever possible. This provides an opportunity for parents to observe and understand current targets, familiarize themselves with cueing needed to be successful, and observe how current targets can be incorporated into a variety of activities at home.
I have introduced both low-tech and high-tech AAC for several of my clients diagnosed with CAS and subsequent expressive language disorders. I use AAC to facilitate age-appropriate expressive and pragmatic language skills even in the presence of limited verbal speech. The use of AAC often decreases overall frustration, improves functional communication, and increases overall communicative intent. Low-tech, and especially high-tech AAC allows therapists, caregivers, teachers, etc. to model appropriate syntax, model varied pragmatic functions such as asking questions, and increase overall MLU. When appropriate, I refer to an AAC specialist.