I am trained in Dynamic Temporal and Tactile Cueing and I utilize the strategies taught within that methodology. Initially, I elicit high repetitions of a few targets specifically targeting different syllable structures (CVCV reduplicated, CV, VC, VCV, CVCV with varying vowels, CVCV with varying vowels and consonants) sometimes utilizing the Kaufman Speech to Language Protocol. I use PROMPT cues if needed to elicit better targets and give tactile cues to the child. I also use gestural cues to elicit sounds. I add and fade cues based on the child's performance to aid in successful productions of the target sounds/words/prosody. As soon as the child is able, I will elicit short phrases using the previous targets to promote generalization and target prosody. Within my models, I will target simultaneous productions, imitated productions, delayed productions, and carryover into spontaneous productions.
I attended the Apraxia Kids 2017 Conference. It was amazing to meet so many different parents of children with CAS from all over the US. I will be presenting at the 2020 DCSHA conference discussing evaluation and treatment of CAS.
Parents are requested to be in the therapy room (child behaviors permitting). If the parent is unable to be in the therapy room, I request they participate in the last 5-minutes for parent training. Parents are given frequent feedback throughout the session on the targets that I am using and the types of cuing that I'm providing to get positive results. Target words are sent home each session. Parents are encouraged to share high frequency words and vocabulary words that are important in their child's home and activities so that they can be incorporated into therapy. Parents are encouraged to practice the target words daily. Once words/syllable shapes become mastered, parents are told to have their child use those words as often as possible (naturally) throughout the day.
With regards to high tech devices, I typically defer to other SLPs (at my hospital or the child's school SLP) for the evaluation and recommendation of AAC devices. If a child has an AAC device, I request the child to have access to his/her device throughout the session. The child is encouraged to use their device to tell me things that they are having trouble expressing. Once I know what they are trying to say, I will help them use sounds/words in their phonetic inventory/vocabulary to try and say what was said on their device. I will also provide positive feedback when they use their device, praising them for using their device to express what they were having difficulty orally saying.
If the child does not have an AAC device, I will use my hands/gestures to indicate choices the child can make or to help understand what they want. I will also use a paper and pen to draw pictures of different things the child may be trying to say and have them point to the picture that shows what they want.