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- 1024 E Monroe St
- Ashley Kreyling
I utilize the PROMPT approach to determine a specific course of treatment for each child. Depending on the area of difficulty the child is experiencing according to the PROMPT hierarchy (i.e. mandibular, phonatory, lingual, etc,) three areas of improvement are prioritized and target phonemes and chosen within each of these areas. A total of 10-11 phonemes max are chosen as targets. Words and phrases are chosen utilizing these phonemes. Therapeutic acfivities are selected that can easily be manipulated to target these words and phrases for repetition. Massed practice of target words is introduced at the beginning of each session, followed by random practice during the activity. PROMPT tactile dues are utilized during word productions to map out oral motor movements and to improve incorrect productions. Additionally, words that are highly important to the child or family may be selected as target words (such as a child's name). The family is consulted to determine which words would be appropriate. Data is collected during each session to monitor progress.
In the last seven years, I have treated approximately a dozen children with moderate-severe CAS. During that time, I have conducted in-depth assessments and created my own informalized assessment that specifically looks for red-flag signs for CAS. I have directed many families to the Apraxia Kids website as a parent-friendly, reliable resource. I have educated many parents and teachers on the warning signs for apraxia, as well as treatment options. I have worked to help implement alternative modes of communication for students whose CAS severely impacted their intelligibility. I have participated in PROMPT level 1 training and intend to complete PROMPT certification when it is available in my area.
I work in early intervention and early childhood, so family input is an extremely important aspect in what I do. Parents are interviewed during the assessment process to understand the child's level of functioning at a deeper level. Parents are consulted regarding therapy targets. In-depth discussions are held regarding possible diagnosis and prognosis, as well as intensity and frequency of therapy. Parents are welcomed and encouraged to attend therapy sessions to learn more about the process. Words or phonemes to practice at home are provided, as well as general language-enrichment methods that can be utilized in any environment. Parent feedback and participation is always welcomed!
I am formally trained in the use of PECS and have utilized this with almost all my preschool age children with CAS. I have not yet utilized a high-tech system for children with CAS; however, I have utilized various AAC iPad apps with other language impaired children and am familiar with appropriate methods of implanting this mode of communication.