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- 77 Ramsdell Lane
- SAU 74; Barrington School District
It's important to choose targets that are immediately functional to the child in school and at home. The overall goal is to produce accurate movement gestures. We begin with simple syllable shapes and sounds that are easier for the child to produce along with some more challenging sounds. Depending on the child's level of ability to imitate the words/phrases, I may begin with eliciting the target through having them produce the utterance simultaneously with me, then fading this to an imitation of the word/utterance, and then imitation with increasing delays between the model and imitation. I follow the principles of motor learning that include a lot of practice of one target at one time at the start to more random practice of a few targets after there is success with productions. All practice is paired with engaging activities that allow for many productions of a target in a short time. If targets are particularly challenging to elicit, I will use strategies such as backward chaining in where the target is elicited beginning at the last part of the utterance and gradually adding the beginning parts until the entire word/utterance is produced with accurate movement gestures. If the child is able to produce approximations of the target, we work to shape the approximations into accurate productions through multi-sensory feedback (verbal, visual, touch).
I have participated in the Walk for Apraxia in the distant past. I also promote CAS each year in my building with coloring contests and information to teachers.
I maintain email correspondence with parents (with meetings/phone calls as needed). I provide practice phrases that have been mastered in therapy, including verbal cues I use. Also explain that it's important to only practice correct productions.