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.
- 7265 Portage St NW Suite B
- Stark Speech Services, LLC
First I recommend multiple sessions per week in order to provide the intensity needed to learn motor patterns. The parents/caregivers are very involved in the treatment session. They sit in and observe as well as interact with the child so that they know how to promote carryover and practice at home. I also like to talk with them about encouraging their child's attempts at communication. I truly feel that much of treatment for children with CAS involves counseling and educating the parents on Apraxia. Establishing functional communication is the primary goal. That may involve using low or high tech AAC depending on the child's ability level. Initially I choose my treatment targets based on the child's sound inventory as well as any present syllable shapes. Then I look at what words with those sounds and/or syllable shapes may be meaningful to that child. I try to start at the more complex syllable shape (e.g. CVC vs CV) that is present. These words become our initial targets. The child is placed face to face with the clinician so they can attend to their mouth. I use verbal, visual and tactile cues for accuracy. During initial trials blocked practice is utilized with feedback on their performance. They are constantly cues to watch the clinician's mouth or their own mouth (mirror) for the feedback. As treatment progresses, trials become more randomized and feedback on results is utilized. This is dynamic and varies with the child's productions and mastery. Stimulability for new targets is measured by trailing new syllable shapes or new sounds within those shapes. As the child's speech changes, treatment will also change. For example, if after years of treatment a child's speech errors are more phonological in nature than motoric a linguistic treatment approach may be utilized instead of a motor planning approach.
I have not been as involved as I want to be. I read articles and updates. I check the Apraxia Kids website.
Parents are involved from the beginning. They provide crucial information before and during the evaluation on their child's speech and language history. Parents attend the speech session to observe clinician working as well as interact with their child so the SLP can provide feedback to them on how to best cue their child. Homework is given to practice during the time that child is not in speech. Parents are highly encouraged to ask questions. I educate the parents on what CAS is and provide resources for them to utilize.
I have made communication books using pictures for children. These include words in their inventory as well as motivating pictures to communicate their wants and needs. If the child asks for something using a picture (for example Paw Patrol) I encourage the parents to have the child watch while they (parents) model and say the word. Then I have the child try to say it. It may be a simplified version (ex Paw or aw) but encouraging them to use language to communicate their wants needs. Depending on age I would have them build sentences (I want Paw Patrol). The same principle would apply for high tech.