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- 1936 Lake Avenue
- Ms. Paula, SLP
Initially, I base targets on the present level of the child. I also consider what high frequency, functional words we would expect this child to use. Words might be selected in home language, if other than English.
I like to start each session with a gross/fine-motor activity. I bring a mirror and cue cards to most sessions. I used toys that are engaging and motivating for the child to facilitate repeated practice. I like to map out tactile PROMPTs before attempting to say targets.
I use and train parents to use their fingers to track successful productions, counting up to 0 to 5 correct productions. I adjust my level of support based on the child's success, providing simultaneous/immediate/delayed/voiceless models and fading prompts (physical) or cues (visual, cognitive) as quickly as possible. Once the child has mastered several single words I try to elicit word combinations.
When a child is unable to hear their errors, I often turn to auditory discrimination tasks in which they do not have to produce anything but rather listen for sounds in my speech.
You may always call/email me for more details about my process.
No past involvement. I am a member of a local parent support group and look forward to participating in community activities.
For children ages 2-5, I expect parents to be actively involved in most sessions so that they can observe, ask questions, and assist as needed. For kids older 6+, I like to check-in and update parents regarding progress, challenges, and celebrations.
I have incorporated signs/gestures, visuals, and dedicated devices into therapy over the years. I enjoy training parents on how to program and use (model) on high-tech devices.