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- 32 Waldo Road
- Suzanne Calligan-Courtien
I initially work to establish rapport and learn a child's interests. During initial sessions I am also informally assessing vowel and consonant repertoire, syllable patterns, and response to cueing. Using the information I gather I will select 5 "power" words ( words that will be meaningful but based on what is in the child's repertoire should be achievable.) I will then work on getting multiple trials of those targets in a session and as they are achieved at different levels of cueing, look to get child to produce in different randomized contexts to promote generalization. I will be probing for new potential targets to add in and other phrases/contexts in which to continue to build upon. Caregiver involvement is key to promote carryover and generalization.
I have attended training, applied to Apraxia Kids Intensive Training Program (Boot Camp) for this summer (and plan to reapply in future), and attended the walk in my area in 2019.
While apraxia is treatable, it is only successfully done as a team. Given the amount of repetitions required to master targets it is critical that caregivers play an important role in helping their child succeed. Suggestions to improve communication ( both verbal and non-verbal) as well as practice/carryover of specific targets are provided.
I have used low or high tech AAC to help my students communicate to decrease frustration for them and their communicative partners. Determination for the need/type of AAC is based on a variety of factors.