Keeping in mind that progress is greatly affected by the child's willingness to partcipate and that high production frequency is critical, I very quickly establish a stimulus- response rhythm. In order to do this I need to decide what motivates the child with regard to primary reinforcement (turning circles on a page into smiley faces, stickers, swiping iPad for next stimulus, high fives, etc.) as well as the energy level of my response. This is the foundation of the therapeautic relationship and is necessary for establishing the child's positive attitude toward speech therapy. Tools which I most typically use include variations of these treatment approaches: -Multi-Sensory Approach (sound names, placement manner cues) -Visual Touch Cues -DTTC -Kaufman Kit protocol
I attended the Intensive Training in Pittsburgh in 2014. I have attended Apraxia walks. Most importantly, I work with children with Apraxia on a daily basis. I have seen their communication develop from a single vowel sound at 3 years old to speaking in full, intelligible sentences at 5… and I believe that my expertise helped that process significantly.
Parent involvement can vary depending on the setting where services are being delivered. As I work in a school system, parents are not present at therapy times. It is therefore imperitave that I initiate and maintain conversations with parents regarding progress and next steps. This takes place over email, phone, written notes or when possible, face to face. When I am involved therapy within a private practice setting, I encourage parents to observe most or all of our sessions. The reasons for this are many. First of all, parents need to see their child's best productions so they are aware what they are shooting for at home. It is also important to see how we achieve those productions and cues at that point, can be made very parent-friendly