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- 605 Academy Drive
- Cawn-Krantz and Associates
Treatment takes place in the context of child-directed play. I work with parents to create a meaningful core vocabulary and then empower children to use words with therapy techniques all while playing in a sensory-motor gym because research shows learning occurs when a child is engaged and having fun. I work closely with school SLPs to choose the same stimuli and we communicate via google doc of what's working/not working for the child across our sessions. Parent education and coaching is a very important part of my philosophy for generalization and motor learning.
I attended an advanced training workshop with Edythe Strand in order to become a leader within the community regarding educating other SLPs on assessment, differential diagnosis, and treatment for children with CAS. I look forward to sharing my knowledge with other providers in the Chicago-area.
Parents are first consulted in words that are important to a child. This means that I always sit down with parents to ask about siblings or pet names, favorite toys or foods, or anything else that a parent can give me to create a core vocabulary for their child that is motivating. Parents are better experts on their child than clinicians, even if we have more knowledge about CAS. Parents are welcome to join for therapy sessions, especially to discuss facilitating rich language exposure at home so that all efforts in speech intervention can be put into speech movement accuracy practice. Parents are then given words that have met criteria based on probe testing to practice at home for generalization.
As a private provider, I often focus on verbal speech movement accuracy as my goals in my sessions. However, I believe it is important for a child to develop a way to communicate their wants and needs, especially as they go to preschool at 3 years old. I work collaboratively with early childhood providers to allow a child access to either low or high tech AAC in my sessions if there is something that can't be communicated through gestures and/or word approximations. It is important to me not to take away a child's words if an AAC device is a method they are comfortable with. My job is to facilitate the use of speech attempts in combination with an AAC device to empower a child.