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- 9414 NE Fourth Plain Blvd.
- Innovative Services NW
After establishing a relationship with my client and baseline for their skills, I begin targeting functional phrases through use Dynamic Tactile and Temporal Cuing (DTTC). This allows my clients to quickly obtain words and phrases that are useful for them in their everyday life. This approach moves children through various levels of cueing until they are independent with their target phrases. Clients with CAS can often be at risk for later language disorders, so I always implement aspects of language and literacy into my sessions.
I design activities based on the child's personal interests that allow for multiple repetitions of target phrases in both blocked and random practice throughout our treatment sessions. I provide my clients with clear feedback regarding both accurate and inaccurate productions, allowing the client to understand what he/she is doing well, in addition to which phrases require another attempt. I provide my clients with visual, verbal, and tactile cues when necessary.
I had the unique opportunity to participate in an intensive summer camp program for children with Childhood Apraxia of Speech. Additionally, I look forward to opportunities in the future to further enhance my knowledge and treatment approaches for CAS as new research becomes available,
Parents are instrumental in the determination of target phrases for my clients with CAS. I believe in the importance of targeting words and phrases that are unique to each child, including their names, family names, and activities that the child and family frequently discuss, as well as carrier phrases to assist the child in getting their wants and needs met. When my clients progress to the most advanced level of the cuing hierarchy, I often request the help of parents to encourage the child to use their phrases outside of the therapy room. The parents are only advised to do this when given proper training regarding the cueing hierarchy.
I use both high and low tech AAC for children with CAS to allow for an additional way for the child to communicate their needs, wants, feelings, and thoughts when I or another professional is unable to understand them verbally. Usually, I select some type of AAC support that can be sent home with the family and used outside of our session during communication breakdowns in other settings.