CAS*** Flashcards
- CAS is also called _____________ apraxia of speech (DAS)
- motor _____________ disorder of ____________ origin
- affects artic. and ___________ parameters of speech production
- ch. has great difficulty with fine, rapid, ____________ movements of speech
- by ______________, most ch. with CAS are intelligible
- often has persistent language processing problems.
- may have disorders of ___________ and ___________
- CAS is also called developmental apraxia of speech (DAS)
- motor programming disorder of neurogenic origin
- affects artic. and prosodic parameters of speech production
- ch. has great difficulty with fine, rapid, voluntary movements of speech
- by adolescence, most ch. with CAS are intelligible
- often has persistent language processing problems.
- may have disorders of reading and spelling
Tx structure: sequential organization; simple to complex speech tasks
We can progress from CV or VC combinations ► CVC ► CCVC ► ___________ shapes ► __________ ► phrases ► _____________ ► conversational speech
Tx structure: sequential organization; simple to complex speech tasks
We can progress from CV or VC combinations ► CVC ► CCVC ► syllable shapes ► words ► phrases ► sentences ► conversational speech
GENERAL PRINCIPLES OF TREATMENT
ch may have experienced failure; need initial success in tx
don’t focus on _____________ sound productions; focus on movement ____________ and syllables
tx more frequently occuring sounds
tx may start with ___________ errors if these are dominant
initial tx targets: stimulable, early-developing, _____________ sounds
tx sounds in order of increasing phonetic difficulty (begin w/__________, end w/____________)
start w/voiceless sounds, progress to voiced sounds
GENERAL PRINCIPLES OF TREATMENT
ch may have experienced failure; need initial success in tx
don’t focus on individual sound productions; focus on movement patterns and syllables
tx more frequently occuring sounds
tx may start with vowel errors if these are dominant
initial tx targets: stimulable, early-developing, visible sounds
tx sounds in order of increasing phonetic difficulty (begin w/vowels, end w/affricates)
start w/voiceless sounds, progress to voiced sounds
GENERAL PRINCIPLES OF Tx CONT.
tx sounds in word __________ position
have short breaks, these kids get tired
do repeated trials to program __________ __________
select a core vocab of meaningful words for initial treatments
make sure ch. speaks ___________
use a variety of carrier phrases (“Here is ______” I want _______”)
GENERAL PRINCIPLES OF Tx CONT.
tx sounds in word initial position
have short breaks, these kids get tired
do repeated trials to program muscle memory
select a core vocab of meaningful words for initial treatments
make sure ch. speaks slowly
use a variety of carrier phrases (“Here is ______” I want _______”)
SPECIFIC TREATMENT APPROACHES
use a ___________ approach
for ch. with severe CAS, may need sign language or ___________ comm.
SPECIFIC TREATMENT APPROACHES
use a multimodality approach
for ch. with severe CAS, may need sign language or augmentive comm.
B. Phonetic Placement Techniques to Elicit Sound Production
detailed descriptions of “how to”
diagrams, pictures
get in there and get ____________. use tongue depressors, cotton swabs, mirrors.
B. Phonetic Placement Techniques to Elicit Sound Production
detailed descriptions of “how to”
diagrams, pictures
get in there and get physical. use tongue depressors, cotton swabs, mirrors.
C. PROMPT
Prompts for ____________ Oral _____________ Phonetic _____________
uses kinisthetic, touch, pressure, and proprioceptive cues (proprioception - sense of how our __________ are positioned)
SLP puts her fingers on ch’s face and neck to prompt place and manner of production
these movements may be used in ____________ and eventually to chain sounds together into words
Deborah Hayden
used in various countries around the world
offers training and certification workshops
esp. effective for severely involved ch (CAS, cerebral palsy, dysarthria, TBI)
C. PROMPT
Prompts for Restructing Oral Musculature Phonetic Targets
uses kinisthetic, touch, pressure, and proprioceptive cues (proprioception - sense of how our bodies are positioned)
SLP puts her fingers on ch’s face and neck to prompt place and manner of production
these movements may be used in isolation and eventually to chain sounds together into words
Deborah Hayden
used in various countries around the world
offers training and certification workshops
esp. effective for severely involved ch (CAS, cerebral palsy, dysarthria, TBI)
D. Shaping/Progressive Assimilation
to get a ch to produce a sound, use non-_________ gestures or _________ that are not affected
for example, if ch. cannot produce /v/, she may be asked to bite her lower lip, turn on her voice, and breathe out
D. Shaping/Progressive Assimilation
to get a ch to produce a sound, use non-speech gestures or sounds that are not affected
for example, if ch. cannot produce /v/, she may be asked to bite her lower lip, turn on her voice, and breathe out
E. Contrastive Stress Drills**
Works especially well to teach _________ and __________ of spoken language as well as promote better _____________
Example for /k/:
SLP: Is your name Ben?
Child: No, my name is Ken.
SLP: Is his name Ken?
Child: No, my name is Ken.
E. Contrastive Stress Drills**
Works especially well to teach stress and rhythm of spoken language as well as promote better articulation
Example for /k/:
SLP: Is your name Ben?
Child: No, my name is Ken.
SLP: Is his name Ken?
Child: No, my name is Ken.
Remember, CAS Tx takes _________
ch. quickly loses gains if not constantly _______________
Remember, CAS Tx takes years
ch. quickly loses gains if not constantly reinforced
