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- Kelli
- Pierce
- No
- 1001 Laurence Avenue, Suite E
Jackson
Michigan
49202
United States - Comprehensive Speech & Therapy Center
Jackson
Michigan
49202
United States
Initially, I focus on increasing intelligibility for functional communication - client's name, family names, favorites, core vocab/function words - to gain a functional communication base. I might also add AAC depending on the severity of the impairment. I find that this decreases client and family frustration, and often increases parents trust and likelihood that they will carryover some practice at home.
I typically select words/word groups that the client already has some success with. For example, if they are able to produce /b/, I might focus on bilabial CV and/or VC syllables or words. I find that when kids have success early, they are more apt to try harder words/sounds with less kick back. Instilling confidence in speech (no matter how small) is one of my first goals for children with CAS.
I discuss the nature of CAS with parents, and initially instruct them to not work on targets at home (unless the child is beginning treatment at an older/elementary school age). When the client has mastered sounds/words in the treatment room, I provide a list/pictures/sounds to work on at home - usually stating that they should only be worked on for short amounts of time at home. When working on specific sounds, I like to ask parents to work on these at certain times/locations - e.g., only correct child's productions at dinner or while in the car. I have found that parents are more likely to work at home when they can complete the tasks while doing something that needs to be done anyway (e.g., driving home from school).
On the low tech end, I have used pictures and gestures to aid in sound/word productions in phrases. The visual often aids in the multi sensory aspect of producing words/sounds appropriately.
On the high tech end, I have used dedicated AAC devices and apps on iPads, typically PRC's Words for Life, as it focuses on motor planning. The motor planning piece, auditory bombardment, and decreased frustration (because the child is able to communicate wants and needs) typically results in increased intelligible verbal output.
