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- Suzanne
- Sylvester
- No
- 500 Southborough Drive, Suite 301
South Portland
Maine
04106
United States - Scarborough NeuroDevelopment Center
South Portland
Maine
04106
United States
Treatment for CAS follows the principles of motor learning (i.e., with regard to practice and feedback) following the steps of Dynamic Temporal and Tactile Cueing (DTTC) (i.e., "watch me, listen to me, do what I do" with fading cueing hierarchy). A functional, core vocabulary is established through collaboration with the family. Then, the steps of DTTC are followed the help the child achieve production of the word. Integrated Phonological Awareness intervention is used if the child has concomitant phonological awareness issues. Rapid Syllable Transition therapy is used for children with prosodic abnormalities. Throughout the process, AAC is used where needed to supplement the child's growing language.
Parents are closely involved from the beginning starting with the evaluation process. Parents are essential for providing case history information and voicing their primary concerns. This information allows for collaboration with parents to help develop goals for their child. Parents develop the core vocabulary list by selecting words that they deem to be most important for their child to say. Some parents choose to observe and participate in the therapy session. These parents can see how high frequency of practice with feedback can assist their child in achieving the desired target. Other parents are educated following the treatment session, and are provided with suggestions for how to continue practicing the core vocabulary at home. Parents are involved as the child progresses and meets short term goals, and new goals need to be created.
I have used low tech AAC (ASL, picture boards) and high tech AAC (GoTalk Now, LAMP Words for Life, and Proloquo2Go) to encourage a child to expressively communicate with others. From there, I pair verbal communication with the sign or symbol. The child and family are encouraged to use AAC outside of the therapy session (at home, school, etc) as a means of expressive communication as we work on a functional, core vocabulary set during treatment sessions. We continue using a combination of both to express the idea until the child can independently and effectively use verbal communication to express his/her wants and needs at a level of intelligibility and comprehensibility that can be understood by unfamiliar listeners (at least 80%).
