My treatment approach involves intensive therapy centered around parents and family, or caregivers and teachers whenever possible. I utilize various programs or approaches that I have gained experience with over the years, and tailor it to what the child is able to do, or what the child needs. General therapy goals include increasing the child's phonetic inventory, syllable shapes, and use of functional language. An important component of speech therapy is to always challenge the child, but keep it within the child's range of success, increasing the level of complexity, while working within the limits of what the child is able to do. During sessions with the child, I use a multi sensory approach, providing feedback, and fading it when appropriate.
I was involved in an Apraxia walk in 2014, and spoke to a group of parents/participants at the walk to provide information on what CAS is, and what is involved in the therapy process. I have participated in Apraxia Kids workshops since 2013, and am a proud graduate of Apraxia Kids Intensive Training (Bootcamp) where I learned a great deal, and made connections with many SLPs from across the country and Canada. I also volunteered at "Camp Candoo" in Spokane Washington, in 2017, where I offered feedback and suggestions to student clinicians. I look forward to increasing my involvement and my contributions to the CAS community!
I try to involve parents in the therapy process from the very beginning, including having the parent assist with functional phrases, and ongoing observations or reporting between sessions. Parents are also encouraged to participate in the therapy sessions, and continue with practice of the therapy goals that were worked on during the sessions, with specific instructions regarding feedback. If parents are unable to attend the therapy sessions, I often text or email or call parents with the results of the therapy session, and provide information, strategies, or encouragement, as needed.
In the past, I have had minimal experience with the use of AAC for children with CAS, with the exception of teaching children and family various signs that can be used to communicate. I have used a picture communication system for a child, using small binders and velcro to help the child with basic requesting of items or activities. This is definitely an area where I need more training (and confidence)!