{"id":479,"date":"2014-01-31T20:41:46","date_gmt":"2014-02-01T03:41:46","guid":{"rendered":"http:\/\/speechchick.com\/?p=479"},"modified":"2014-01-31T20:41:46","modified_gmt":"2014-02-01T03:41:46","slug":"479","status":"publish","type":"post","link":"https:\/\/speechchick.com\/?p=479","title":{"rendered":""},"content":{"rendered":"

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

 <\/p>\n

I have a very simple and concise form to help determine therapy targets when working with children who have Apraxia of speech. This form is incredibly useful to me. \u00a0It helps me track my clients’ progress as well as guides me through choosing therapy targets during each session. \u00a0If you have read some of my other posts<\/a> about Apraxia you will know that I like to focus therapy on specific movement patterns (two pure speech sounds with the movement in-between). \u00a0It is my theory that once a child can produce all possible movement patterns – they will be an intelligible communicator!!!<\/p>\n

This form is simply a combination of ALL of the possible movement patterns in the English language. So based on my theory – once a child can produce every target on this sheet – they will be an intelligible communicator.<\/p>\n

This form allows you to easily view where each child is (in terms of their progress) and how much further they have to go. \u00a0It gives you a starting and ending point – which is helpful to keep you from feeling overwhelmed and motivated to push forward.<\/p>\n

Total Movement Pattern List<\/a><\/p>\n

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

\n

This form will take you through the entire scope of therapy targets for children who have Apraxia in a few simple steps.<\/p>\n

Informal Assessment:<\/strong><\/span><\/p>\n

1. \u00a0Informally assess the child’s ability to form each pure speech sound in isolation by producing each sound listed across the top of the document. \u00a0Model each sound for the child and circle the sound if the child is able to imitate the sound correctly.<\/p>\n

2. \u00a0Informally assess the child’s ability to produce Vowel-Vowel movement patterns by completing the yellow portion of the form. \u00a0Model each movement pattern highlighted in yellow and circle the movement pattern if the child is able to imitate it correctly.<\/p>\n

3. \u00a0Repeat step #2 for each section in the form: \u00a0Consonant-Vowel (green), Vowel-Consonant (blue), Consonant-Consonant (purple). \u00a0Make sure to circle each movement pattern the child is able to imitate correctly.<\/p>\n

Choosing Therapy Targets:<\/strong><\/span><\/p>\n

Once you have informally assessed the child’s overall abilities you will have a good idea of where to start in therapy.<\/p>\n

1. \u00a0At the beginning of each session have the child quickly drill through each pure speech sound and movement pattern they were previously successful with (i.e. drill through each circled target at the beginning of each session).<\/p>\n

2. \u00a0Target a combination of known movement patterns next. \u00a0For example: if your client can produce \/ui\/ and \/it\/ – try targeting them together to make \/uit\/ (or “wheat”). \u00a0Or another example would be – if your client can produce \/m\u0254\/ and \/mi\/ – try targeting them together to make \/m\u0254mi\/ (or “mommy”).<\/p>\n

3. \u00a0Target a new pure speech sound. \u00a0This is the tricky part – getting the child to produce a sound they have not been able to produce before. \u00a0Use other similar sounds (sounds in similar groupings- manner, place, voicing, etc,) that the child can produce to help mold\/shape\/form them into the new pure speech sound you are teaching.<\/p>\n

4. \u00a0Target new movement patterns. \u00a0If you know the child can produce two pure sounds in isolation – but hasn’t been able to produce them together in a movement pattern – that is where you should start. \u00a0This part of therapy just consists of slowing down the movement from one speech sound to another (see my other Apraxia posts<\/a> for more help on how to do this) and allowing the child to practice and memorize the movement between the two sounds.<\/p>\n

Overall:<\/strong><\/span><\/p>\n

The overall goal of this form is simple. \u00a0You can easily keep track of what the child can do and what they have not been able to do yet. \u00a0Start each session reviewing those targets they have been able to do in the past – and follow a slow progression of introducing new targets. \u00a0Work on combining known targets together to make more complex targets.<\/p>\n

Good luck, and like always let me know if you have any questions.<\/p>\n

Alissa<\/p>\n

\n

\n

\n","protected":false},"excerpt":{"rendered":"

  I have a very simple and concise form to help determine therapy targets when working with children who have Apraxia of speech. This form is incredibly useful to me. \u00a0It helps me track my clients’ progress as well as guides me through choosing therapy targets during each session. \u00a0If you have read some of […]<\/p>\n","protected":false},"author":1,"featured_media":480,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-479","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"jetpack_featured_media_url":"https:\/\/i1.wp.com\/speechchick.com\/wp\/wp-content\/uploads\/2014\/01\/choosing-therapy-targets.png?fit=1277%2C989&ssl=1","_links":{"self":[{"href":"https:\/\/speechchick.com\/index.php?rest_route=\/wp\/v2\/posts\/479","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=479"}],"version-history":[{"count":2,"href":"https:\/\/speechchick.com\/index.php?rest_route=\/wp\/v2\/posts\/479\/revisions"}],"predecessor-version":[{"id":484,"href":"https:\/\/speechchick.com\/index.php?rest_route=\/wp\/v2\/posts\/479\/revisions\/484"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/speechchick.com\/index.php?rest_route=\/wp\/v2\/media\/480"}],"wp:attachment":[{"href":"https:\/\/speechchick.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=479"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/speechchick.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=479"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/speechchick.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=479"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}