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- 7025 E Michigan Avenue
- MetroEHS Pediatric Therapy
Once a child has been diagnosed with childhood apraxia of speech, I recommend speech therapy 3-5x per week for 30 minute sessions each to start. Practice targets are chosen based on what the child is able to produce, and new words are added to their repertoire from that target. For example, if the child is able to produce "no" consistently, we might target "mo, bo" or "neigh, ni", etc. Through play, I provide ample opportunities for children to practice their target words during each session. I employ tactile cues (like putting fingers to mouth) and visual cues of having them watch my mouth and themselves in a mirror. As the children continue experiencing success, these cues are faded and they are encouraged to produce the words independently. Using the targets "neigh" and "ni", we might have a horse that is going to sleep and we tell him "ni", and he wakes up and says "neigh!". For "mo" and "bo", we might have Minnie Mouse wearing her "bow" and I would have the child ask for "more" or 'mo'.
The difficulty of targets continues to increase throughout the course of treatment as new words are added to the children's repertoire. I provide targets that have been mastered to parents to continue practice at home and support generalization.
I have signed up for the Apraxia walk but was unable to attend. I plan to attend in the near future with my company. I have read and watched seminars so that I can best treat the children on my caseload who have apraxia.
Parents are always invited and encouraged to attend speech therapy sessions and observe. A home program is always established early in therapy so parents can be integral partners in improving their child's communication. This home program looks like providing word targets for home in the form of picture cards, teaching parents how to provide tactile cues and encouraging them to have their kids look at their face, and to honor the young child's attempts at communication.
I have incorporated AAC by printing out pictures in a certain task so the child can give me the picture that they would like, as well as modeling with a low-tech core board. I have also submitted funding requests and received a high-tech device (iPad outfitted with ProLoQuo2Go) and provided therapy for 2 children who have CAS who required the use of a talker. We continue to work on verbal communication while targeting the SGD.