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- 8583 Pathfinder Road
I primarily work with the early intervention population in their natural setting so I begin by selecting targets that are motivating for the child (with the help of the family) and are in their sound inventory/syllable patterns. If the child is unable to produce a target in imitation (despite given cues), I will teach the family how to use simultaneous productions where the parent/child produce the target at the same time. In addition, we will utilize chaining techniques to help establish the motor plan for a target (for ex: "open". I will teach "pen, pen, pen, ohpen"). I also use the principles of motor learning to structure my sessions (depending on the comprehension level of the child) by teaching parents the Rule of 3 so they are able to elicit at least 3 repetitions of a target (rehearsal). I usually select 1-2 targets during a session to maximize opportunities for rehearsal. Next, I coach the family on how to provide specific and varied feedback so the child is able to understand the movement, how a target was correct, and what needs to be corrected for next time. Lastly, I utilize a multi-sensory cueing hierarchy that includes: verbal cues (ex: push your lips out), tactile cues (touching the throat to show it's a deep sound such as k/g), visual cues (hand prompts "tapping my nose for /n/ sound", picture cards, mirror), and direct modeling. I will teach parents how to provide the least amount of support needed and then fade those cues as quickly as possible so that the child can become independent with the goal of generalizing into conversational speech.
I have attended and volunteered at the Walk for Apraxia for the last 2 years. I also have a son who has a diagnosis of CAS and have connections with other families of children with CAS in the lehigh valley. I am also a part of a few apraxia facebook groups that have excellent discussions about diagnosis and treatment. I would like to become more involved in the planning process with the Walk for Apraxia.
I work with families in their home settings. We discuss targets that are important to them and the child. We go through their routines and discuss ways to add targets into how they go about their days. I teach them hand cues and different curing supports and will even have them record me using the cues so they have a visual.
I primarily use low tech AAC such as PECS or simple picture cards with my minimally verbal kids to help reduce frustration and give them a means of communication while we work on verbal communication.