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- 46200 Port Street
- Building Bridges Therapy Center
Children with CAS need a lot of practice improving the efficiency of motor movements needed for speech sound production, so I do a lot of drill or “blocked practice” during the first portion of my therapy sessions. I provide short, frequent breaks for the child during this time. This enables me to get a lot of repetitions and the child is motivated for a break or whatever reinforcer they have chosen. The second part of my therapy sessions typically consists of more random practice. After analyzing the child’s consonant and vowel repertoire, I create a list of functional words or word approximations to target during therapy activities. Throughout therapy sessions I am providing specific feedback about motor performance.
My company supports our local Apraxia walk every year.
The last few minutes of each therapy session are spent talking to parents and going over what we did that day and why we did it. Activities and suggestions to facilitate carryover of skills learned in therapy to the home environment are provided. For example, if a child is able to produce bilabials and we have worked on the word “more,” I might suggest to parents that they contrive opportunities to have the child request "More eat", "More bubble", etc. at home.
I use AAC with my clients who have severe CAS as it gives them a way to communicate their wants and needs effectively. Typically, I start off with teaching them Core Words and how to request desired objects and activities. Depending on the child’s age and language levels, I have also used AAC to help teach children with severe CAS sentence formulation, as well as asking and answering questions. I always make sure that my clients have their AAC devices near them during our therapy sessions as this is essentially their “voice.”