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- 7600 Leesburg Pike
- Rehabilitation Associates
Treatment starts where the evaluation left off. I do follow the DTTC model while using the Principles of Motor Learning. I start with identifying 10-20 targets for treatment and daily practice that are based on the inventory of sounds and word shapes already in the child’s inventory and consideration of the parent’s wish list. I like to use the picture stimuli from becoming Verbal and Intelligible. Each family has their own laminated copy of targets for daily practice. Once I get some approximations of sounds and words, we move to phrases quickly. Each treatment session is based on what that individual child needs to elicit an accurate production. I am PROMPT trained and use PROMPT techniques but I do not follow it to the letter. I use other tactile, visual and auditory cues/prompts. We use movement, tapping, clapping, poking, banging, and singing. A variety of activities bubbles and puzzles to work on phrases. I like to incorporate books into each session.
I am a graduate of the Apraxia Intensive Training (Boot Camp) experience. In 2008 I founded, along with 2 other parents, The Childhood Apraxia of Speech Network- Hampton Roads (CASN-HR) support group. CASN-HR provided support, education, and advocacy for parents, families, friends, speech language pathologists, teachers, and other professionals who are touched by Childhood Apraxia of Speech (CAS). We held monthly meetings until I moved out of the area in 2014. Over the years I have provided numerous in-services to our staff members across the state, to the speech language pathologist serving Louisa County Public schools, to early intervention service coordinators and educators for the programs with which we contract, guest lecturer on CAS at East Tennessee State University and guest speaker for NSSLA at Old Dominion University. I have mentored therapists within the company I am employed as well as those employed by other agencies.
My families are involved in every aspect of their child’s intervention process. Parents/caregivers are in the room for all therapy sessions and if there is the very rare occasion that the parent feels they are a distraction, sessions are videotaped and shared. The goal is to get the caregivers in the room for direct observation and participation as quickly as possible. Caregivers are asked to reflect on what they saw and what they heard (did they catch the vowel distortion or the token to token variability). They are taught strategies based on the principles of motor learning and the DTTC model to implement while working on their daily home program (hold initial consonant longer, when and what types of feedback to give etc.). Caregivers are asked to give feedback at the beginning of each session about what worked and what didn’t work. Parents are asked to identify activities and routines that their child enjoys so target words and phrases can be generalized over to frequently occurring activities. I believe that I cannot do this alone and that the success of all my patients has been a direct result of parent/caregiver involvement inside and outside the therapy room.