Dynamic Temporal and Tactile Cueing is an integral stimulation approach, created by Dr. Edith Strand, to treat Childhood Apraxia of Speech. DTTC addresses speech motor deficits by establishing accurate movement gestures through dynamic, hierarchical cueing.

PROMPT stands for Prompts for Restructuring Oral Muscular Phonemic Targets and is a multidimensional approach, treating communication as a blend of social-emotional, cognitive-linguistic, and physical-sensory domains. It is a highly recognized and evidenced-based treatment method for those aged 6 months and older with disorders such as Autism, Apraxia, Dysarthria, Cerebral Palsy, Speech Sound Disorders and other Motor Speech Disorders. With PROMPT therapy, an SLP manually guides a client’s articulators using tactile cues to the lips, jaw, vocal cords, tongue to shape movements properly from the phoneme level, syllable level, word level and multi-word level, gradually reducing the tactile cues to promote independence.

A course designed by Alexandria Zachos (SLP) to educate SLPs about Gestalt Language Processing. There are two ways of learning language: Analytic Language Development which is the “standard” method of developing language, children learn by processing single words. Gestalt Language Development is another way of learning and processing language, children learn in whole chunks versus single words. Echolalia is an essential part of Gestalt Language Development. Children with ASD are often Gestalt Language Processors.

Language Acquisition through Motor Planning (LAMP) is a therapeutic approach using motor learning principles paired with a voice output AAC device to give pre-verbal individuals with disabilities that limit their verbal language, a method to communicate independently and efficiently while they continue to develop their verbal language skills. I teach children (and their parents as this is a family effort) how to utilize and implement LAMP so they can use words and build sentences to communicate their wants, needs and ideas by activating buttons on an AAC device.

A sensory program geared towards parents and other professionals, created by Alisha Grogan, an Occupational Therapist that specializes in sensory integration.

I highly recommend parents take this self-paced course if their child is sensory seeking, sensory avoiding or struggling with sensory regulation and/or behaviors.

An intensive 12 week pediatric feeding course created by Hallie Bulkin, an SLP and Orofacial Myologist.

Follow “the untethered podcast” hosted by Hallie Bulkin for information and insights into orofacial myology, tongue and lip ties as well as pediatric feeding disorders!

A feeding approach by Krisi Brackett, using medical, motor, and therapeutic strategies in pediatric feeding.

“CAN = Comfort and Nutrition- gut comfort and proper nutrition and growth comes first. This includes medical and nutritional intervention for reflux, constipation, food intolerance, and hypersensitivity/pain issues, swallowing.

EAT =Establish Acceptanceof dry spoon or easy textures, then Therapy for oral motor skill development and improving volume and variety of intake.”

Many children, especially those with Autism struggle with concept imagery. The Visualizing and Verbalizing program was designed to help develop concept imagery—the ability to create an imagined or imaged gestalt from language—as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.

Story Grammar Marker is a therapeutic approach focusing on improving narrative development for children in grades two through six that are developing reading, writing and speaking skills vital for academic and social success. Some children struggle with retelling stories whether they’ve read the story themselves or someone has read the story to them. They may also struggle retelling a personal narrative or retelling an event that happened. Story Grammar Marker is an approach that encompasses manipulatives to help visualize stories and retell with appropriate story elements and order.

There are 44 phonemes in the English language and “R” can seem like the most complicated! The “R” sound is comprised of “prevocalic r”, “vocalic r” and “r blends”. In a way, it’s similar to learning 8 different sounds. I have a passion for treating children who struggle with the “R” sound and have had much success. I use the principles of motor learning and Sandra Holtzman’s approach to target “R”, teaching children how to produce all 8 types independently and correctly in conversational speech.