CAS

Question 1

3 symptoms of CAS

Answer 1

-inconsistent errors on consonants and vowels in repeated productions of syllables or words
-lengthened and disrupted coarticulatory transitions between sounds and syllables
-inappropriate prosody, especially in the realization of lexical or phrasal stress

Question 2

other characteristics of CAS

Answer 2

-groping
-consonant distortions
-difficulty with smooth, accurate movement transitions from one sound to the next
-increasing difficulty with longer or more complex syllable and word shapes
-schwa additions/insertions
-slower than typical rate of speech
-syllable segregation
-voicing errors
-vowel errors

Question 3

co-occuring characteristics

Answer 3

-risk for problems with expressive language and literacy
-delayed language development
-problems with pragmatics

Question 4

steps for assessment

Answer 4

-detailed case history
-informal assessments
-formal assessments
-differentiate
-arrive at final diagnosis

Question 5

formal tests for cas

Answer 5

-verbal motor production assessment for children (VMPAC)
-dynamic evaluation of motor speech skill (DEMSS)
-orofacial praxis test
-kaufman speech praxis test for children (KSPT)
-most evaluate voiced praxis, orofacil movements, sequences of movements, simple phonemes, complex phonemes and syllables, spontaneous speech, articulation accuracy, prosody, and error consistency

Question 6

VMPAC

Answer 6

assess motor functions of speech and oral structures and aims to assess children aged 3-12 years.

Question 7

demss

Answer 7

assess, from imitation, the word and vowel articulation accuracy, prosody and consistency of utterance with 9 subtests, totaling 66 items. Intended for children 3-6 years old

Question 8

orofacial praxis test

Answer 8

evaluation of the difficulties in execution of movements (blowing) and sequencing of movements (opening and closing the mouth) using orofacial muscles.

Question 9

kspt

Answer 9

helps to identify and treat CAS.

Question 10

informal assessment

Answer 10

look for the 3 characteristics of CAS

Question 11

motor-based approaches

Answer 11

-PROMPT
-ReST
-DTTC
-traditional artic drills

Question 12

PROMPT

Answer 12

-tactile-kinesthetic-proprioceptive (TKP) based treatment
-determination of communication focus for treatment
-develop an interactive focus for oral communication; to map in cognitive-linguistic concepts; or to develop, balance
-development of goals and objectives that embody the communication focus and work toward motor, language, cogntive, and social function
-ensuring within each session a high degree of mass practice using prompts for accuracy of production for generalization

Question 13

rest

Answer 13

-high intensity practice of randomly presented pseudo words with varying phonetic strucutre and lexical stress
-using psuedo words allows practice of motor planning and programming of word-like forms without interference from previously incorrectly learned plans
-during practice, only delayed low-frequency knowledge of results feedback is provided to combine active learning through self-evaluation
-uses principal of motor learning
-4 sessions per week for 3 weeks

Question 14

dttc

Answer 14

-integral stimulation (listen to me, watch me, do what i do) starting with short, phonetically simple utterances and gradually progressing to more phonetically difficult stimuli
-uses cueing hierarchy (auditory, visual and tactile) and decreases supports as the child achieves success at each level of the cueing hierarchy
-begins with imitation
-simultaneous production with prolonged vowels
-reduction of vowel length
-gradual increase to normal rate
-reduction of therapist’s vocal loudness, evetually miming
-direct imitation
-introduction of a 1 or 2 second S-R delay
-spontaneous production with prolonged vowels

Question 15

NDP3 (nuffield dyspracia programme - 3)

Answer 15

-bottom-up approach builds from single sounds to syllables and syllable sequences
-motor learning principles that facilitate performance, such as frequent feedback and block practice, are emphasized
-words as associated with pictorial images and through frequent practice and repetitive sequencing exercises

Question 16

linguistic approaches

Answer 16

emphasize lingustic and phonological components of speech as well as flexible, functional communication
-target speech sounds and groups of sounds with similar patterns of error in an effort to help the child internalize phonological rules

Question 17

integrated phonological awareness

Answer 17

designed to simultaneously facilitate phonological awareness, letter-sound knowledge, and speech production in preschool and young school-age children with speech and language impairments

Question 18

cycles approach

Answer 18

-designed for children whose speech is highly unintelligible and who have extensive omissions, some substitutions, and restricted use of consonants
-treatment is scheduled in cycles ranging from 5 to 16 weeks
-after each cycle is completed another cycle begins that targets one or more different phonological patterns

Question 19

rate and/or rhythm approaches

Answer 19

metronome, pacing board, hand/finger tapping, and other intersystemic gestural rate control strategies may be helpful

Question 20

metrical pacing therapy

Answer 20

-patients are asked to synchronize production of an utterance with a rhythmic tone sequence representing the onset of syllables in a target utterance so that the number of tones in a sequence correspond to the syllable number of the target utterance

Question 21

melodic intonation therapy

Answer 21

relies on variants of singing in which intone utterances are based on the melody, rhythm, and patterns of stress in a spoken model provided to the patient. it does not target sound accuracy explicitly