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- 82 Amelia Avenue
- Stepping Stones to Communication, LLC
I keep an inventory of the phonemes and sound combinations that are present or stimulable and begin to establish words and sound patterns that the child can be successful with and then vary them. I use a variety of methods of cuing, including verbal descriptions of the motor movement pattern, visual cues and having the child watch my productions and produce simultaneously, and use physical/touch cues in the form of prompts as instructed by the PROMPT program. I will also utilize sign language and hand gestures to stimulate the motor programming of the whole body. I begin to develop functional words that the child needs to say and work with the child on being able to produce a word approximation of these very important, functional words. I utilize repetitive practice, principals of reinforcement, and play to make the sessions enjoyable for the child.
I have attended Apraxia Walks and have provided evaluations for my school district for legal cases.
Parents attend sessions and participate in sessions when possible. Speech notebooks containing sound patterns that the child has been successful with are provided to parents to practice at home. Parents are instructed on the hierarchy of speech motor complexity and the level that the child can produce so that varied phonetic targets can be practiced at home. Parents are encouraged to promote the child's linguistic and language so that they can utilize alternative communication methods to assist with communication breakdowns. Parents are taught a variety of word retrieval techniques to assist with automaticity of language targets, e.g. singing songs, carrier phrases, and books with repetition.
I use basic sign language for functional communication, PECS, and IPad apps for children with moderate to severe CAS. I teach the child to use all modes of communication continuously and reinforce and praise child when they are able to successfully show communication when breakdowns occur by praising their ability to use words to describe, and to use gestures, etc.