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.
- 621 Skytop Road, Suite 1200
- Gebbie Speech & Language Clinic
My overall approach incorporates the principles of motor learning, taking into account when practice should me blocked versus random, with alterations in feedback depending on whether a client is in an acquisition-phase of learning a motor sequence or in the generalization-phase. Through class and clinic, our graduate students are exposed to various motor learning approaches such as: Speech Motor Chaining, ReST, and DTTC (Dynamic Temporal and Tactile Cueing). Depending on the client, we may incorporate biofeedback (e.g., ultrasound, real-time pitch to trace prosodic contours) to aid in acquisition.
As I have become more involved in Dr. Jonathan Preston's research, I have had more contact with the Apraxia community. My primary role is as a research assistant (Project Manager) for NIH-funded research, but I also carry over that role to our graduate program's on-site clinic where I supervise cases, some of which have a CAS diagnosis. I also coordinate our preschool evaluation team and evaluate toddlers with suspected CAS at the request of parents, other professionals, LEAs, and physicians.
Our clinic has a closed-circuit camera system that feeds into our parent observation room. Parents are invited to watch all of their child's session. Parents touch base with the child's graduate student clinician every session and with the clinical supervisor often. Parents are able to email the clinical supervisor and student with questions and feedback.
AAC is used to promote and maintain appropriate functional communication skills. Most often AAC is employed with younger children who aren't yet talking or who have a limited vocabulary. We are happy to incorporate any technology the child already uses; however, sometimes children are in the process of being evaluated for a device or do not yet have a device. In those cases, we use low-tech options like PECS or picture cards to give the child a way to maintain their communication attempts. Requests or comments made with AAC are considered to be "in the child's voice" however graduate student clinicians will still attempt to shape (using imitation) when they receive a picture request.