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- 12319 Highland Road, Suite 501
- Children's Center for Growth and Development
Initial targets selected for therapy are based on a child's current speech sound inventory, and what syllable shapes they are able to accurately sequence. This information, gathered during the initial evaluation, is considered in conjunction with that individual child's most important vocabulary when selecting target words for therapy. Activities are designed to elicit the highest number of repetitions, in the MOST motivating way, again individualized to that child's interests. Within my therapy sessions, I love using repetitive books and songs, games, and creating projects that can be taken home for ongoing practice. Prompting, or cues, that help a child to be successful in learning a new motor planning skill are implemented from the first session. These could include hand cues to help them understand the movement between sounds and words, verbal descriptions of how they need to move, or even producing the same target simultaneously with the child. I believe strongly in the power of parent training and participation, giving parents strategies and recommendations for home carryover activities between sessions.
I am passionate about serving this population, and have done so in the school-based and now private practice setting. I subscribe to Apraxia Kids publications and participate in webinar events found in email distributions and linked social media groups. If listed in the directory, I will be more accessible to families in SE Michigan seeking clinicians with expertise in CAS.
Parents' input is integral to initial goal setting and target selection (i.e. family/pet names, preferred toys/characters, frequently requested items, etc.). I encourage parents to participate in our sessions, providing explanation and training in multi-modal cueing. This ensures the most effective, consistent home carryover for motor learning. The following session begins with a check-in for input about progress/difficulties at home. Sessions for preschool-aged clients are highly play-based and parents are included in our activities to maximize fun and generalization!
For very young children who do not yet have functional communication systems, I implement choice boards and coreboards immediately to support language development and reduce frustration. For older children whose intelligibility is not functional, I have utilized a variety of high tech AAC devices in therapy, to continue to develop vocabulary, syntax, and morphology in addition to functional communication. I have helped many families navigate acquisition of AAC devices and funding sources after completing trials and evaluation in the clinic.