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.
- 4441 Long Prairie Road, Suite 100
- Flower Mound Speech & Therapy Center
Treatment always begins at the level the child is currently able to participate. If child is able to produce Consonant-Vowel (C-V) and Vowel-Consonant (V-C) syllables, I begin by creating a functional word list for the child to gain easy access to communication and achieve early success. Simultaneously, we begin to add in sounds the child may not have mastered, but is close to mastering, and make words in the CV/VC shapes with those sounds. Treatment includes mass amount of practice on these few targets. The child is cued visually, with a card and/or hand gesture and in a tactile method (for example, PROMPT as appropriate). I also use the approach of simultaneously producing the speech target with the child, using my voice at decreasing volumes to give the child simultaneous auditory feedback.
I am relatively new to the Apraxia community. I began working with my first child with CAS in 2013. This child absolutely changed my life and my career trajectory. I began studying and learning everything that I could about CAS in order to help this child. We achieve monumental success with him with extensive therapy and the hard work of his family. I began sharing with my work community that this was my passion and began seeing referrals for more and more children with motor speech disorders. In 2015 I decided that I wanted solely specialize in motor speech disorders and I began working to open my own speech therapy practice. I now have my own therapy clinic where I am able to specialize in motor speech and provide training to children and families as well as provide coaching to other therapists.
Parents are invited to participate in the evaluation and treatment planning process. Parent education is a heavy component in planning the appropriate method of treatment and goals. Parents are provided with home practice in the form of written communication and video modeling. Parents are also invited to participate in the treatment session, if deemed appropriate, and demonstrations of techniques and feedback are provided as needed.
I incorporate AAC silmutaneously with speech work. I typically teach a child and family how to use a device, and it is used when there are communicative breakdowns in therapy. We tend to have the device ready and placed to the side during speech practice time in therapy. The goal of the speech sessions is to produce as much speech as possible, so we tend to focus less on the device once the child knows how to use it. If extensive work is needed with the device, I may refer out to another SLP to specifically work on device training.