No Records Found
Sorry, no records were found. Please adjust your search criteria and try again.
Google Map Not Loaded
Sorry, unable to load Google Maps API.
- 247 Summer Avenue
- North Shore Speech and Language Services
1. Move from BASIC to more COMPLEX speech movements.
2. Determine the consonant(s) and vowel(s) the child already has in their phonetic inventory to build meaningful communication.
3. Ask Parents to list important words in the child's life (eg.names of siblings, pets, favorite foods, Grandparent's special names, teachers...)
4. Build meaningful speech based upon the child's sounds he/she can already produce.
5. Use a variety of cueing techniques involving multi-sensory tactile cues (I do NOT subscribe to just one approach eg. Prompt cues)
6. Use parents as co-therapists to work at home on the movement sequences addressed in therapy.
7. Incorporate language goals into therapy program as the child's speech production abilities improve.
8. Monitor, address and incorporate pre-literacy skills (phonological awareness goals) as the child improves and approaches this developmental level.
I am in private practice (as you know), and very busy treating children with a variety of communication disorders, CAS, being a large part of my caseload. I take frequent courses on CAS through ASHA and also Apraxia Kids and read a great deal about CAS in a variety of publications. I am not specifically connected to any local CAS group at this time.
I see parents at the end of EVERY single therapy session for 5 minutes to incorporate home activities as a way of carrying over what was worked on in each session.
Very limited amount of AAC work in my practice. In my previous life (30 years ago), I worked strictly with non-speaking individuals and designed communication boards and some AAC devices