SLP Category: Recognized by Apraxia Kids for Advanced Training and Expertise in Childhood Apraxia of Speech and Apraxia Kids Speech-language Pathologist Directory MemberSLP Tags: Recognized by Apraxia Kids for Advanced Training and Expertise in Childhood Apraxia of Speech
I primarily use Dynamic Temporal and Tactile Cueing because I tend to work with kids at the early stages of treatment. I choose targets based on the sound and syllable shape inventory developed from the assessment. New sounds are first practiced in established syllable shapes, and new syllable shapes are practiced with mastered sounds. I incorporate the principles of motor learning into treatment, by moving from blocked, mass practice to more randomized stimuli. My feedback changes as children progress, moving from movement specific to accuracy specific. I am trained in PROMPT, however I have only had a few clients who will tolerate this approach. As clients age and improve, I often move to more traditional phonological approaches if the child no longer demonstrates the 3 key features of CAS.
I attended the Apraxia Kids Intensive Training Apraxia Bootcamp in 2011 and presented a workshop at the 2012 National Convention. I remain connected with other Bootcamp graduates via our Yahoo Group page. I have also attended Fun Runs which raised funds for Apraxia Kids programs.
For clients that I see at home, parents are present for the entire session. During natural teaching opportunities, I explain to parents what I'm doing and why. When appropriate, I give them 'directions' about some skills to carryover during specific activities.
For clients I see at the public school where I work, I communicate weekly via email to inform them about what we're doing at school and why. I will invite parents to observe sessions so that they can see the strategies their children are using at school and how they can work on these skills at home.
I have used dedicated Dynavox devices as well as iPad apps (ProLoQuo2Go + Touch Chat) with clients with CAS. Each child functioned at a different language level, so software was chosen and customized based on his or her skills.
I have used sign language (signed English, not ASL) with some clients; however I find that a child's fine motor skills can often be limiting with this mode. I have used modified versions of PECS as well as picture boards.
When working with parents and teachers, I help set up home or classroom communication boards which can be used in functional situations to help a child express basic needs and wants.