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.
- Correne
- Fabanich
- 859 S Yellowstone Hwy, #1702
Rexburg
Idaho
83440
United States - Connections Therapy Centers
Rexburg
Idaho
83440
United States
When providing therapy for younger toddlers, I like to work with the child and parents for at least a few months to gather information that is not easily obtained in an initial assessment session. I am looking for what the child understands (receptive language) and sounds/syllables/words they can produce with and without support. Tasks include early sounds and syllable imitations, word approximations, and signs/gestures to support functional communication. Therapy may include simple and familiar play routines that involve movement, repetitive books, song, dance, and actions while including models and imitation of more early developing sounds/syllables. Therapy for older children who can attend for increased periods of time continues to focus on movement transitions between sounds, but with a more direct approach to improve accuracy and speech intelligibility. Sessions include repetitive practice and supportive feedback while working toward increased complexity and independence. Both younger and older children benefit from consistently attending a minimum of 3 weekly sessions to support progress while moving toward generalization.
I invite the parents to join our structured play while following the clinician’s lead and then provide high repetitions of targeted sounds/syllables themselves. I believe in educating the parent as to how they can support their child in simple and repetitive routines they already do in their daily lives. I teach them to be purposeful and meaningful in these valuable interactions which often helps to reduce stress or guilt parents may feel when trying to figure out how to add daily practice to their busy lives. It is also important for the parent to understand that CAS is a speech diagnosis and not a medical diagnosis and that their child will learn to communicate. Parents can assist the clinician in creating goals that extend beyond the therapy room to support increased confidence when completing school assignments, improve family and peer relationships, and increase participation in community activities.
My adopted motto is “everyone deserves a voice” which lends to a total communication approach in my therapy sessions. I honor all forms of communication which can include combinations of words, signs/gestures, pictures, symbols, or augmentative and alternative communication (AAC). Some low-tech options for AAC include picture/symbols and sign/gestures. I immediately introduce a combination of both with children who are non-verbal, have small sound/word inventories, or have difficulty talking. Children are encouraged to make choices and comment using those tools in addition to or in place of spoken words if they cannot or will not use words. AAC can temporarily support or permanently compensate communication. In addition to using low-tech options, I like to present a high-tech option that uses different Apps on a tablet to generate speech. I present this early, when appropriate, because it is another tool available to the child that supports natural speech development, expands language skills, and often bridges verbal communication. The device is a tool for the parents, as well. Together, we use high-tech AAC to prevent and reduce frustration, anxiety, and negative behaviors that often follow failed communication attempts. High-tech AAC provides more options and portability while allowing the child to communicate and explore language in a variety of environments and contexts. I encourage structured and unstructured exploration of the picture symbols because it not only increases their receptive vocabulary, but the spoken output provides auditory models. Parents are encouraged to use the device to give the child more autonomy in daily routines. Before the child gets too upset when unsuccessfully communicating their wants/needs, I ask parents to place the device in front of their child and model what they think their child is trying to express. Rather than guessing and asking, “do you want X,” parents can visually and verbally model appropriate communication while increasing the word options and messages the child can use immediately and in future opportunities. While the child’s vocabulary, language skills, and desire to communicate grow, therapy sessions continue to work towards increased accuracy in motor movement and speech intelligibility.
