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- 62 Waller Avenue, Suite 102
- Elaine Dolgin-Lieberman, Speech Pathologists
My target words in therapy come from the sounds/syllable shapes identified in the evaluation and focus on the motor plans, while being mindful of prosody and blending sounds and syllables (to avoid segmentation).I closely adhere to and follow the Principles of Motor Learning, using Dynamic Temporal and Tactile Cueing. Less frequently, but when appropriate (e.g., children with co-morbid ASD), I may use Melodic Intonation Therapy (also based on integral stimulation)As often needed, I include a variety of multisensory cues, including: • Sound metaphors (David Hammer)• PROMPT to provide the proprioceptive/kinesthetic/tactile input many children require to place a sound into the motor plan, and, if the PKT input is not needed, then provide • Visual cues - Sounds-in-Motion (Fran Santore) or Speech EZ Cues (Lynn Carahaly). In addition, I use videotaping for the older children for the child to utilize their meta-cognitive skills to learn to identify whether the goals established in the PML pre-practice phase have been met (e.g., slower rate of speech, louder vocal intensity, producing three syllables in a three syllable word…). We keep a check-list of the identified goals for the child to rate their own performance on the therapy desk.
I have attended the Apraxia Kids National conferences in 2012, 2014, 2015 (Presentor), 2016 (Presentor), 2017 (Presented a lecture on Prosody), 2018, 2020 (presented a webinar on Home Strategies), and 2021 (Co-Facilitated a panel for Speech Pathologists working with school aged children with CAS). Since 2011, I have taught an annual 15-hour graduate class on CAS for 25 graduate students at the Mercy College Graduate Speech and Hearing Center. I participated in the Walk for Apraxia in 2019 and 2021. I am a member of the Apraxia Kids Professional Advisory Council.
Parents are integral to my therapy. Parents and, often grandparents or caregivers, are asked to stay and watch therapy, and leave with homework that consists of two or three target words /phrases that have been acquired in therapy, with the intention of transferring the targets to the natural setting in the home and school. I also encourage pre-literacy at home, watching you tube sound-letter association sounds (Phonics Song -2) and reading rhyming books. I also work closely with other speech pathologists who are treating the child through communication books that go back and forth and phone conversations. In addition, there are times when the whole team will conference in on a monthly basis to confer and problem-solve/trouble shoot. And finally, I work with the classroom teachers, particularly in preschool settings, and visit school programs to help the teachers.
I work on verbalizations along with sign language right from the beginning. Although I do not have the skill set to create or program AAC devices, when a child has an AAC device, I use the child's device in therapy to create my list of target words and work on speech production using DTTC.