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- 430-B University Center Building
- Portland State University Speech and Language Clinic
My first priority is communicative effectiveness. For many young children, this may include a priority on alternative modalities of communication, such as use of signs. As children increase their expressive skills, more focus is placed on the motor aspects of speech production. Because I am a supervisor in a University clinic, most of the direct therapy is provided by graduate students under my supervision. Students receive training in principles of motor learning as described by Edwin Maas and colleagues (2008), and in treatment protocols such as Dynamic Tactile and Temporal Cueing (DTTC) and basic multi-sensory cues including those used in PROMPT as needed for an individual client.
I am a graduate of the 2016 Apraxia BootCamp in Pittsburgh. I also presented at the 2017 Apraxia Kids conference in San Diego. Finally, I teach at Portland State University, where I have been teaching the graduate course on Speech Sound Disorders since 2012. I make it a point to provide extensive training in the identification and treatment planning for children with CAS
Parent involvement varies depending on the needs of individual families. In many cases, parents are in the clinic room for some or all sessions. We also have a video observation system with a dedicated viewing room. Some parents observe sessions remotely through this system. In any case, our goal is to review each session with family members and to provide plans for carryover activities that can be implemented at home.