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- 361 Route 202
- Private Practice
Treatment is always individualized. I typically begin with capitalizing on any skill (verbal or non verbal) that the child has, so that we can achieve as much success with repetition as possible. This builds on previously established skills, establishes how therapy will proceed, builds the child's confidence, and allows for me to identify what the child is stimulable for. From there, I believe it is important to focus on the child's individual strengths and needs, without following "developmental norms". I like to develop a functional word list with parents, always trying to incorporate things into therapy that can be used in their every day routines.
I led a team for the Hampton Roads Walk for Childhood Apraxia of Speech in Virginia Beach, Virginia in 2015, because a parent of one of the children I work with really wanted to have a team but admittedly felt too new to Apraxia and "shy" at the time. Our team raised the most money that year. Additionally, I have organized and led free Parent Network groups, for parents of children with Apraxia and other developmental delays, to come together for support, receive a short presentation from a professional (me) and participate in group discussions. I have volunteered my time to join small groups at parents' request, specifically a group of moms who got together in their own small support group, to answer questions and provide information about Apraxia.
Parents are involved from the start, providing feedback on the family history and child's current abilities/difficulties. This helps to establish a foundation for therapy goals, which I also involve parents in developing. I then like to alter the involvement in therapy sessions depending on the child and their temperament. Some children attend and succeed with their parent being right in the therapy room and participating in the session itself. While other children benefit from having the parent out of the room so that they can attend and, as their clinician, I can achieve as many repetitions and success as possible, so that I can provide carry over. In this case, I often use video feedback (I will video tape different strategies for parents to have access to), written carry over, and allow the parent to listen in on the session (while the child cannot see them but the parent can still hear). Throughout the therapy process, I always ask parents if there are specific situations at home that they can use assistance with communication in, if the 'functional word list' has changed, and what times of the day do they feel they are best able to do carry over.