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- 5104 Pegasus Court, Suite B
- Basal Therapies
Following the evaluation, I will write up the report and hold a parent conference to discuss the report with the parent. During this time we discuss words that are important to the child/family that will have the most impact on day to day life. I share with the parent that some of these words may be good targets to start with and some may be too challenging depending on what they choose. If the word is too challenging to start with, sometimes we will think of an approximation that we can attempt instead of the exact word that was provided. I typically start with a target list of 4-8 words depending on the child's needs. These will be words that are functional but also realistic targets based on the evaluation information. During therapy sessions I provide highly motivating activities that make it possible for us to get as many trials of the target words in as possible. Repetition and frequent practice of these motor movements are what support progress. During therapy sessions I utilize a combination of visual, verbal, tactile and kinesthetic cues to help the child obtain correct movement sequences for the targets. Based on the child's progress within the session I will either increase or decrease these cues as needed to support accuracy and progress towards independence.
From the beginning of my career, I have had a strong interest in apraxia. I have taken multiple courses to further my knowledge and am always interested in learning more. I have considered attending the Apraxia Boot Camp and would love an opportunity to attend in the future. If I am listed in the directory, I hope that I will be able to help more families and children. From what I have researched on the Apraxia Kids site it appears as though there is not a support group in Maryland. I would be interested in helping start a support group in my area as well as any other outreach opportunities.
I include parents in the process from the very beginning. They help determine target words that are functional for everyday use. Depending on the family/child some parents sit in on each session. If they prefer to sit in the waiting room then before the end of the session, I invite them in to demonstrate what targets we worked on. I am in frequent contact with parents to obtain progress information from home, and to update targets as needed.
I have used low tech picture boards/books to support functional communication skills for children that are minimally verbal. They will use pictures to make requests and comment throughout sessions, during their school day and at home. Once they become comfortable using the vocabulary in their books, we start formulating sentences with their vocabulary. I have also utilized ipad communication apps to support communication. For the children that are relying on the ipad to make requests and communicate throughout their day we customize each system so that it is personalized for the child and family. The older children I’ve worked with have learned to use the ipad to help with communication repair strategies. The older children that I have worked with rely primarily on their verbal communication skills but if they are struggling to get an idea across, they will utilize their ipad to help their listener understand them. In my experience introducing these alternative ways to communicate have also supported an increase in verbal communication and intelligibility.