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- 411 North Hastings Ave
- Hastings RiteCare Speech-Language-Literacy Clinic
During treatment, I encourage students to "watch me" to help them with imitation of motor movements. I use movement sequences rather than isolated phonemes (e.g., "me," "my," vs. "mm"). I attempt to elicit the sound multiple times in a session with a goal of at least 100 attempts per session (e.g., 20 reps of 5 targets). I try to target utterances that are meaningful to the child early on (e.g., "hi," "bye," "no," "my," "mine," "mom").
I have worked with children with diagnoses of Apraxia since graduating from my Master's program in 2000. I have referred parents to the apraxia-kids.org website for information and for a community of support. I have continued to expand my practice by reading articles on the Apraxia Kids website and attending trainings in my geographical area. I collaborate with my colleagues at UNMC and at other RiteCare Clinics.
Parents are encouraged to observe therapy sessions (in the clinic room or observation area) to see how I cue and how I get multiple productions of a motor plan. They are encouraged to work on building attention and teaching their child to watch their mouths. They are given target words/sounds to work on with picture cues when possible (e.g., owie, boo hoo, boo boo, me).
I have used AAC to support the speech and language development for children with CAS. I have used voice-output AAC devices, especially TouchChat on an iPad, to provide consistent models for words during therapy sessions. I have demonstrated the use of these programs for parents as well.
I use picture cards (low/no tech AAC) to help students as they develop their sounds and words. I use them to help with making choices and with commenting during activities.