No Records Found
Sorry, no records were found. Please adjust your search criteria and try again.
Google Map Not Loaded
Sorry, unable to load Google Maps API.
- Ann Margaret
- 7867 McKern Rd.
- Ann Margaret Bouska
My overall treatment approach to CAS varies with every child and is highly dependent on a variety of factors such as the severity of the child's CAS, the child's ability to attend to the rigorous demands of the structured therapy sessions, and parental involvement. Initial therapy sessions are spent building a trusting relationship with the child and family, establishing my expectations of the child during therapy sessions (maintaining attention to task, assessing the child's ability to imitate different movement and facial postures, and developing an inventory of the child's consonants and vowels). Once, these have been established, therapy will continue to elicit as many trials as possible during each session while making it fun for the child as well. I know that this therapy is very difficult for the child and I encourage all attempts at producing sounds (correct or incorrect) to establish a safe environment for them to work in. When incorrect attempts are made, I gently redirect, encourage more focused attention of the movement patterns, provide more cueing support through unison imitation of the movement patterns with me, and helping the child learn how to "feel" and describe what movements are being made by the their mouth. Therapy is very dynamic in the sense that it is completely driven by what the child can and cannot do. Therapy will start out with a small amount of sound and movement patterns and will continue to grow and change as the child's ability changes.
I have been involved with motor planning therapy and therapy techniques for over 20 years. I live in a rural community and have been very vocal about educating the local physicians, preschool teams, teachers, and parents about CAS and its treatment. I am a member of ASHA but I am not a part of a specific Apraxia group. This is my first time being affiliated with Apraxia Kids.
It is much easier to involve the parents in my private practice as I typically go to the child's home to provide therapy. I thoroughly explain the disorder and each technique that is used to help the parent understand the "why" of therapy techniques. I also spend the last few minutes of each therapy session having the parents perform the therapy trials so they and their child will feel comfortable practicing in between therapy sessions. I also keep the parents updated on the progress at each level of therapy, and explain each increase in stimulus and decrease in cueing. I truly feel that the more the parents and/or child (if age appropriate) understands about the treatment process the more successful and efficient therapy will be. It is much more challenging to involve the parents with my students at school. I make a point to call the parents and explain the therapy process, I meet with them at "Back to School Night" and parent-teacher conferences, and offer to have them come in an observe a therapy session or two so that I can model the techniques and teach them what they can do to help. I also write quarterly progress notes that are sent home to the parents, explaining their child's therapy progress.
I have been very involved with AAC for a number of years. I have been trained in PECS and use basic sign language with a majority of my preschool kids (low tech) and have received training on different speech generating devices(SGD's) (high-tech). I view every case individually with regards to AAC recommendations. I use a lot of gestures/signs and have also obtained SGD's for some of the children on my caseload with CAS. I typically base my AAC involvement on the child's ability, the parent's wishes, and progress in therapy. I firmly believe that a child's ability to communicate is of the utmost importance.