{"id":301,"date":"2013-07-30T16:39:31","date_gmt":"2013-07-30T22:39:31","guid":{"rendered":"http:\/\/speechchick.com\/?p=301"},"modified":"2013-08-14T16:40:01","modified_gmt":"2013-08-14T22:40:01","slug":"a-systematic-approach-to-viewing-and-treating-apraxia-of-speech-part-four","status":"publish","type":"post","link":"https:\/\/speechchick.com\/?p=301","title":{"rendered":"A Systematic Approach to Viewing and Treating Apraxia of Speech: Part Four – The Sustained Phonatory Modeling Technique"},"content":{"rendered":"

Part Four: The Sustained Phonatory Modeling Technique<\/span><\/b><\/p>\n

So based on the theory I have presented (The Movement Pattern Generalization Theory) we may only need to focus therapy on a movement pattern basis (2 pure speech sounds with the movement in-between).\u00a0 This theory is great \u2013 but I am sure all of the therapists out there (as well as parents) are wondering how this theory translates into the actual therapy process.\u00a0 Well, that is where the Sustained Phonatory Modeling Technique comes in to play.<\/p>\n

If we know that the issue with Apraxia of speech is a movement issue \u2013 then we need to be targeting the movement in therapy \u2013 right?\u00a0 But how???\u00a0 Well, over the last five years or so I have been perfecting the way I deliver therapy to my clients with Apraxia.\u00a0 I have studied and used techniques such as the Kaufman Praxis program<\/strong> and the PROMPT<\/strong> therapy program.\u00a0 Both of these programs\/techniques are exceptional and helped me gain a feel for treating children with Apraxia.\u00a0 However, I always felt that the beginning stages of therapy were difficult as I tried to narrow down which targets I was going to focus on first \u2013 which techniques would be the most effective \u2013 and so forth.\u00a0 Through trial and error I have been able to use the things I have been trained to use in conjunction with my own problem solving skills to create a systematic treatment approach for children with Apraxia.<\/p>\n

This model consists of you (the therapist or parent) producing a pure consonant or vowel and sustaining it.\u00a0 While sustaining your sound – use visual and tactile modeling to help the child imitate the sound.\u00a0 As soon as the child has begun imitating the first sustained sound \u2013 you (the therapist or parent) move on to the next sound and sustain it.\u00a0 While sustaining the second sound \u2013 use visual and tactile modeling to help the child imitate the second sound.\u00a0 Do not move on to the second sound until the child has produced the first sound and sustained it.\u00a0 Move slowly from the first sound to the second sound so that the child can gain as much information as possible about the movement (auditory and visual information).\u00a0\u00a0 But begin practicing the movement faster and faster each time in order to teach the child the natural (vs. exaggerated) way to say the target.\u00a0 As the child begins following your movement pattern from the first sound into the second sound – help enforce the correct movement with tactile\/touch support.\u00a0\u00a0 Provide as much support as possible in the beginning stages to help the child learn the movement pattern with as little error as possible.\u00a0 Fade the support as soon as possible to help allow the child to become independent at the movement pattern.\u00a0 This technique is great because it allows the child to hear the target, see the target, and feel the target in a systematic fashion.<\/p>\n

\"apraxia<\/a><\/p>\n

The most important factor in this technique is the sustained phonation of sounds.\u00a0 This is because Apraxia is a MOVEMENT disorder.\u00a0 If you present a sound (without sustaining it) and then try to help the child imitate the sound, and then move on to the next sound \u2013 you actually end up working on the sounds almost in isolation (all by themselves) and you miss the movement between the sounds.\u00a0 The movement between the sounds is the most important part of therapy when working with individuals with Apraxia.\u00a0 Remember in my previous posts how I mentioned the difference between artic\/phonological kiddos and kiddos with Apraxia??\u00a0 For \u201ctypical\u201d speech kids (artic\/phonological) we teach them how to produce Point A (\/b\/) and Point B (\/eI\/) \u2013 and they fill in the dots between the two to make a word (\/beI\/ or \u201cbay\u201d).\u00a0 But for kids with apraxia we have to teach not only Point A and Point B \u2013 but we also (and most importantly)<\/i><\/b> have to teach them how to produce the dots in between the two points.\u00a0 We are literally teaching the MOVEMENT.\u00a0 It is almost impossible to teach the movement in between the two sounds without sustaining your phonation during your model.<\/p>\n

**To learn more about my systematic approach to viewing and treating apraxia of speech remember to FOLLOW ME on my 7 post journey. \u00a0And please remember to provide comments and feedback so that together we can conquer apraxia of speech!!!<\/p>\n","protected":false},"excerpt":{"rendered":"

Part Four: The Sustained Phonatory Modeling Technique So based on the theory I have presented (The Movement Pattern Generalization Theory) we may only need to focus therapy on a movement pattern basis (2 pure speech sounds with the movement in-between).\u00a0 This theory is great \u2013 but I am sure all of the therapists out there […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[54,34,58],"class_list":["post-301","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-apraxia-of-speech","tag-speech-therapy","tag-sustained-phonatory-modeling-technique"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/speechchick.com\/index.php?rest_route=\/wp\/v2\/posts\/301","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/speechchick.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/speechchick.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/speechchick.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/speechchick.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=301"}],"version-history":[{"count":3,"href":"https:\/\/speechchick.com\/index.php?rest_route=\/wp\/v2\/posts\/301\/revisions"}],"predecessor-version":[{"id":342,"href":"https:\/\/speechchick.com\/index.php?rest_route=\/wp\/v2\/posts\/301\/revisions\/342"}],"wp:attachment":[{"href":"https:\/\/speechchick.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=301"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/speechchick.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=301"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/speechchick.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=301"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}