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.
- 310 Corporate Drive, Suite 101
- Sidekick Therapy Partners
Treatment will differ from typical articulation therapy in several ways. Below are some things I keep in mind during treatment.
• As coarticulation can greatly impact success for children with CAS, I focus on entire word production, verses focusing on a targeted sound. I am careful not to segment or stop in the middle of words. I focus on syllable shapes, verses specific sounds. I listen for accuracy across the entire word, instead of just one target sound. I also add an increased focus on vowel accuracy as this is greatly impacted during coarticulation. In general, I try to emphasize the moment and flow, as opposed to focusing on one specific sound.
• High repetitions of target words is crucial. I strive for 60+ productions during a session of blocked practice to enhance the mapping of that motor plan. I would rather have fewer target words with increased productions and accuracy than more targets with less accuracy/productions. We will then move to another game or activity, giving the child a break, and then get back to more practice. I do want to ensure that motivation and FUN are incorporated into every session, but the goal is to get as many correct productions as possible.
• I use gestures, visuals, and models to reinforce key aspects. I have used stickers on my face, wearing funny mustaches, etc to bring attention to my face. I am consistently reinforcing the idea that the child should be looking at my face to and focusing on my mouth, as this increases their understanding of what they should be imitating. I love using the Bjoreom speech cue cards to provide a visual cue to accompany sounds.
• I provide immediate feedback when I hear a good production. This links back to the “knowledge of performance” principle of motor learning. I am descriptive with them about successes and errors. I want them to know and feel the difference. I sometimes find that therapists focus on good productions but shy away from pointing out an error. For CAS clients, they NEED this feedback. I am kind and do not shame them for errors, but honesty about incorrect productions is important!
• I try to stop and interrupt as soon as they begin making an error, so that we aren’t reinforcing an incorrect motor pathway. This links back to the “principal of practice” for learning motor skills; correct and accurate practice is essential for learning.
• I will often hold out a vowel or specific sound while they are making an error until I hear them begin to imitate correctly, then we transition together to the end of the word in unison. I do use some of DTTC concepts in the hierarchy to guide my treatment. I provide the most support during simultaneous production of prolonged words, gradually increase the rate of speech, reduce my volume and eventually just mouth the words with no voicing, and work towards the child using spontaneous speech. If I hear an error, I go back to the first step of that hierarchy and start there again. Each child is different and success varies from word to word.
Providing parents with resources regarding diagnosis, collaborating and consulting with fellow therapists regarding CAS treatment protocols. Continued education for myself on CAS to enhance my ability to be a resource for parents and colleagues.
Parents provide information regarding the child's speech abilities across environments, are active in the selection of therapy targets, and are crucial in implementing home practice to foster carryover of skills.
Used in conjunction with verbal speech. AAC is a great tool to facilitate communication and enhance participation in a variety of settings.