My approach is individualized, eclectic and focused on determining appropriate targets based on the principles of motor planning. Once targets are selected I determine: 1) what time of multi sensory input in needed for correct production of the targets; 2) how to systematically fade the cueing so the child's motor system can take over; 3) parent training to understand the why and how of what we are doing; 4) I frequently use the LiPS program, too, as part of my treatment to: provide specific input on which articulators are moving in order to produce specific sounds, to provide a label and visual for each sound, and to correspond with a cueing system that moves from most to least. Simultaneously prosody is addressed as needed along with ongoing assessment of myself, child's progress and parent involvement and understanding of how to work with the child at home and within functional situations.
2014 Apraxia Kids Apraxia Intensive Training Institute "Boot Camp" graduate2015 and 2016 attendee National Conference on Childhood Apraxia of Speech2016 co-presenter National Conference on Childhood Apraxia of SpeechApraxia Walk Coordinator for the state of Nevada
Parents are involved in my therapy sessions via direct observation, participation or recorded sessions. Each child has an interactive speech book. This allows both the parent and myself to input information as needed. At times high frequency words are addressed even when they are not part of the specific target goal at that moment in time. For example, I had one child who was repeatedly trying to say "adorable". I stopped the session and wrote the word "a'. drew a door and then a bull. Both the parent and I practiced this in session and at home. Within two weeks the motor plan was solidified and we were able to move away from working on that word. Parent involvement is crucial, I train parents on how we are cueing, what to say if the cueing is not successful and how to move on to the next step. At the end of each session I ask if the parents have questions and really listen to provide appropriate and useful feedback.
I have used simple signs, low tech boards, Ipad Apps and well as dedicated speech generating devices when working with children with CAS.