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- Paulina
- Ocampo
- Teletherapy in New York
New York
New York
10018
United States - Private Practice
New York
New York
10018
United States
Setting expectations, so children know what they’ll be working on and what they’re aiming to achieve during the session. Establishing clear expectations at the start helps everyone involved feel more comfortable and reduces anxiety. To ensure understanding, we use tools like pictures, tokens, timers, and verbal explanations.
Next, we spend about 5 minutes quickly reviewing the words we’ve been practicing. After that, we focus on our targeted words for around 25 minutes. To keep the children engaged, we incorporate fun manipulatives like pop-up pirate toys, mini figures, or a cookie jar to maintain motivation while ensuring accurate word production. Target words may be presented in order or randomly, and the amount of practice each word gets depends on how well the child is producing it.
In the last 5-10 minutes, we reinforce the targeted words, observe language development, and focus on play skills through a game the child chooses.
Parents play an active and ongoing role in the therapy process. Before starting, we collaborate to understand the family’s goals and what they hope to achieve through therapy. Together, we choose words and communication goals that are meaningful to the child, such as names of family members, favorite toys, or common places they go. During therapy sessions, parents are welcome to stay and observe. We share feedback on the child’s progress, explain the specific cues or techniques being used, and help parents learn strategies they can implement at home. We ask parents to practice only the words their child has mastered to avoid frustration and to help reinforce those skills. Additionally, we provide ideas on how to encourage overall communication at home using different methods, such as augmentative communication systems (AAC), signs, or sounds.
AAC (Augmentative and Alternative Communication) is always available in the sessions to support communication. We use both low-tech (like picture boards) and high-tech devices, which are programmed early on to help children express their wants, needs, feelings, and make requests or comments. AAC is also valuable in building grammar and expanding vocabulary when the child isn’t yet ready to produce longer speech sounds. We work closely with families to choose key words and phrases, teach them how to use the device, and model its use for the child to reinforce learning.
