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.
- 2802 13th Street West
- Rimrock Learning Center, Billings Public Schools
I start by using a limited set of target words that I choose with the family's help (usually 5-10 to start). I choose targets based on motor movement sequences that the child is more successful with to increase their level of success during sessions. These target words (in some case short phrases) are used in modified block practice with several repetitions of each word. As reinforcement is often needed with my preschool population I choose a quick reinforcer activity that does not require the child to look away from my face for a long period of time. I adjust my cues based on the child's success starting at simultaneous production with cues to look at my mouth, physical cues, modeling and verbal cues as needed. When the child achieves some success with relatively little cues I move to immediate repetition. I repeat the target with the child multiple times at various levels of gesture, touch and placement cues as needed and introduce varying prosody. As the child becomes more successful we move to delayed repetition and then spontaneous productions. If at any time the child experiences difficulty producing the target, I introduce more cues or reduce a level of repetition until the child again becomes successful. Therapy for a child with CAS needs to be successful and targeted at helping them make the most progress in the shortest time possible.
I am hoping our community will be able to participate in a Walk For Apraxia to not only help support Apraxia Kids but also for families of children with CAS to be able to meet and start relationships.
While parent involvement in the schools can be challenging I have found several ways to encourage parent participation. Before sessions I like to ask parents for specific words that they are hearing consistently at home to use as possible targets and create a target list with the parents. Weekly feedback is extremely helpful for both myself and parents to continue to work on learning targets and adjust as needed. I keep in contact with the private speech pathologist when they are involved to make sure we are addressing similar targets and objectives. Most of all I provide as much home friendly work as possible as the child will progress more quickly with regular practice.
I have students in the past who used core vocabulary boards so they were able to point to their request/need and be understood by the listener. Some students have utilized the Picture Exchange Communication System to be able to use phrases to make requests and comment, others have used a variation to communicate with pictures. A few of my students have used high tech options such as Proloquo2go or similar communication apps to communicate at school and at home.