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- 19100 S. Crescent Drive, Suite 101
- Kids Can Do, Inc.
My treatment is tailored to each child’s need. I focus on repetitive practice and establishing movement patterns to establish functional words for increased communication, while using the child’s interests to keep them engaged during practice. Dependent on the child's level, treatment goals include production of functional words by establishing a core vocabulary, targeting new syllable and word shapes to increase variety of movement patterns, and generalization of words/phrases beginning with structured tasks, moving to structured play and toward functional communication. Within therapy sessions, I begin targeting syllables/words within a structured setting such as identifying pictures or objects. The goal is to produce a high number of correct productions to establish new motor plans. Next, established approximations/words are practiced in play with toys and functional use of the words. Multisensory cues and feedback are provided and faded to help the child achieve success. Motivating toys and rewards are used within tasks to keep the child’s attention and encourage a fun, playful atmosphere. By working closely with occupational therapists specializing in sensory integration, I incorporate movement and sensory input when needed to help the child organize and attend to our therapy tasks.
I have used the Apraxia Kids (CASANA) website for many years as a resource for myself, as well as recommending it to parents. I recently became a member of the Apraxia Kids and Apraxia Kids Illinois Facebook groups. My company sponsored and participated in the Chicago Apraxia Kids Walk this fall.
Parents play a vital role in their child’s progress. I encourage parents to observe/listen to treatment sessions. Following each session, parents are given feedback about the session and strategies to use at home. Home programming includes practicing targets that their child was successful with during the therapy session, as well has suggestions on how to incorporate practice and functional communication at home.
I have implemented both low and high tech AAC systems for children with CAS. I’ve used low tech systems, such as PECS, for those with autism, those who need a system quickly, or those whose parents are not ready to try high tech systems. When high tech systems are desired, I often refer to a local SLP who specializes in AAC in order to complete a full AAC evaluation to determine the best fit for the child. I’ve also supported parents in the purchase and implementation of AAC apps for the iPad, such as TouchChat.