Childhood Apraxia of Speech Flashcards
I. Childhood Apraxia of Speech
Childhood Apraxia of Speech (CAS) also called Developmental Apraxia of Speech (DAS)
It is a motor programming disorder of neurogenic diseases
It affects articulatory and prosodic parameters of speech production. Prosody is often monotone
Child has great difficulty with fine, rapid, voluntary movements of speech
By adolescence, most children with CAS are intelligible
Persistent language-processing problems. May have disorders of reading and spelling.
I. Childhood Apraxia of Speech
Childhood Apraxia of Speech (CAS) also called Developmental Apraxia of Speech (DAS)
It is a motor programming disorder of neurogenic diseases
It affects articulatory and prosodic parameters of speech production. Prosody is often monotone
Child has great difficulty with fine, rapid, voluntary movements of speech
By adolescence, most children with CAS are intelligible
Persistent language-processing problems. May have disorders of reading and spelling.
In General (I.)
Treatment (Tx): sequential organizations; simple to complex speech tasks
We can progress from CV to VC combinations —> CVC —> CCVC —> syllable shapes —-> words—-> phrases—-> sentences—> conversational speech
In General (I.)
Treatment (Tx): sequential organizations; simple to complex speech tasks
We can progress from CV to VC combinations —> CVC —> CCVC —> syllable shapes —-> words—-> phrases—-> sentences—> conversational speech
II. General Principles of Treatment
- Child may have experienced failure; need initial success in Tx
- Don’t focus on individual sound productions; focus on movement patterns and sequence of sounds (syllables)
- Tx more frequently occurring sounds
- Tx may start with vowels errors if these are dominants
- Initial Tx targets: stimulable, early developing, visible; early developing sounds /m/, /p/, /v/
II. General Principles of Treatment
- Child may have experienced failure; need initial success in Tx
- Don’t focus on individual sound productions; focus on movement patterns and sequence of sounds (syllables)
- Tx more frequently occurring sounds
- Tx may start with vowels errors if these are dominants
- Initial Tx targets: stimulable, early developing, visible; early developing sounds /m/, /p/, /v/
II. General Principles of Treatment (cont.)
6. Tx sounds in order of increasing phonetic difficulty
- Start with voiceless sounds, progress to voiced sounds
- Tx sounds first-in word-initial position.
- Have short breaks; these kids get tired
- Do repeated trials (program muscle memory)
- Select a core vocab of meaningful words for initial Tx
- Make sure child speaks slowly (MOOSE)
- Use a variety of carrier phrases
e. g. “Here is ______.” “I want _____.”
II. General Principles of Treatment (cont.)
6. Tx sounds in order of increasing phonetic difficulty
- Start with voiceless sounds, progress to voiced sounds
- Tx sounds first-in word-initial position.
- Have short breaks; these kids get tired
- Do repeated trials (program muscle memory)
- Select a core vocab of meaningful words for initial Tx
- Make sure child speaks slowly (MOOSE)
- Use a variety of carrier phrases
e. g. “Here is ______.” “I want _____.”
III. Specific Treatment Approaches
Multimodality approach. For children with severe CAS, may need sign language or augmentative communication.
Phonetic Placement techniques to elicit sound production includes:
Detailed descriptions of “how to”
Diagrams, pictures
Get in there and get physical! Use tongue depressors, cotton swabs, mirrors.
III. Specific Treatment Approaches
Multimodality approach. For children with severe CAS, may need sign language or augmentative communication.
Phonetic Placement techniques to elicit sound production includes:
Detailed descriptions of “how to”
Diagrams, pictures
Get in there and get physical! Use tongue depressors, cotton swabs, mirrors.
III. Specific Treatment Approaches
PROMPT stands for Prompts for Reconstructing Oral Musculature Phonetic Targets.
Uses kinesthetic, touch pressure, and proprioceptive cues.
SLP puts fingers on child’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 is the creator of PROMPT. It is used in various countries around the world.
It is especially effective for severely involved children.
III. Specific Treatment Approaches
PROMPT stands for Prompts for Reconstructing Oral Musculature Phonetic Targets.
Uses kinesthetic, touch pressure, and proprioceptive cues.
SLP puts fingers on child’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 is the creator of PROMPT. It is used in various countries around the world.
It is especially effective for severely involved children.
Shaping/Progressive Assimilation: (III.)
To get a child to produce a sound, use non-speech gestures or sounds that are not affected.
For example, if the child can’t produce /v/, they may be asked to bite their lower lip, turn on their voice, and breathe out.
Contrastive Stress Drills: (III.)
These work especially well to teach stress and rhythm of spoken language as well as promote better articulation.
Remember CAS treatment takes years.
Child quickly loses gains if not constantly reinforced.
Shaping/Progressive Assimilation: (III.)
To get a child to produce a sound, use non-speech gestures or sounds that are not affected.
For example, if the child can’t produce /v/, they may be asked to bite their lower lip, turn on their voice, and breathe out.
Contrastive Stress Drills: (III.)
These work especially well to teach stress and rhythm of spoken language as well as promote better articulation.
Remember CAS treatment takes years.
Child quickly loses gains if not constantly reinforced.
