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Apraxia Research Subjects Needed

This page includes a list of research projects that are recruiting children with apraxia and/or their families for various research projects.

Apraxia Research CASANA has made it a policy to share information through its Apraxia-KIDSSM resources for legitimate research projects that are currently recruiting subjects. In order to be accepted, the projects must be related to apraxia or related research and must meet certain requirements established by CASANA’s Professional Advisory Board. The most important requirement is that all projects shared through Apraxia-KIDSSM resources must provide evidence of approval from an Institutional Review Board or Human Subjects Oversight Board. These entities assure that research projects are ethical and are safe. **We share this as information only.  Parents and families must use their best judgement regarding participating in research projects.

 February 2014

Language and Motor Learning in Children with Typical and Atypical Speech Development Lisa Goffman, Ph.D., CCC-SLP and Doctoral Student Janet Vuolo, M.A., CCC-SLP, Purdue University

May 2014

Comparing speech sound development from birth to 24 months in children with childhood apraxia of speech, children with phonological speech delay, and typically developing children
Megan Overby, PhD, CCC-SLP; Co-Investigator Sue Caspari, MA, CCC-SLP; Co-investigator, Yang Chen, PhD

November 2014

Ultrasound Visual Feedback for Children with Speech Disorders Jonathan Preston, Ph.D., Syracuse University

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June 2015

Genes, the Brain, and Childhood Apraxia of Speech
Beate Peter, Ph.D., CCC-SLP, Assistant Professor in the Department of Speech and Hearing Science at Arizona State University

Family Speech and Reading Study
Barbara Lewis, Ph.D., Professor, Case Western Reserve University

August 2015

Randomised Control Trial for Childhood Apraxia of Speech
Tricia McCabe, Ph.D, University of Sydney, Sydney, Australia

March 2016

Optimizing Treatment for Apraxia
Edwin Maas, Ph.D., Temple University, Philadelphia, PA

 


Language and Motor Learning in Children with Typical and Atypical Speech Development

Lisa Goffman, Ph.D., CCC-SLP and Doctoral Student Janet Vuolo, M.A., CCC-SLP, Purdue University, West Lafayette, IN

Contact Name, Email for More Information: contact Janet Vuolo at jvuolo@purdue.edu  or call (765) 494-1669

Subject Recruitment: Study on language and motor learning in children with childhood apraxia of speech Wanted:  Children ages 5-8 with childhood apraxia of speech to participate in a research project on language and motor development conducted by Dr. Lisa Goffman in the Department of Speech, Language, and Hearing Sciences at Purdue University, West Lafayette, IN.  Children will be asked to attend 1-6 sessions, each lasting approximately one hour.  Children will receive a toy and parents will be paid $10.00 for each session.  Children will also receive a free speech, language, and hearing evaluation.  For more information, please contact Janet Vuolo at (765) 494-1669 or e-mail jvuolo@purdue.edu .

Recruitment Flyer Purdue University Study

IRB Approval and Contact Information: Study # #1311014202; Phone: 765-494-5942; Email: irb@purdue.edu

 

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Comparing speech sound development from birth to 24 months in children with childhood apraxia of speech, children with phonological speech delay, and typically developing children

Megan Overby, PhD, CCC-SLP; Co-Investigator Sue Caspari, MA, CCC-SLP; Co-investigator, Yang Chen, PhD

Contact:   overbym@duq.edu412-396-2524

Study Description Many causes of speech sound disorders are probably genetic, suggesting that difficulty with speaking should be identifiable very early in life. However, there is almost no research describing how speech skills develop when a child is first learning his/her native language (birth – 24 months). Information about how speech sound disorders, particularly childhood apraxia of speech (CAS) and phonological speech delays, present in these first two years could assist parents and speech-language pathologists in identifying the disorder early. Early identification could possibly lessen the severity of the disorder and its long-term impact. The purpose of this investigation is to compare the speech sound development between birth and 24 months for three groups: children with CAS; children with phonological disorders but no CAS; and children with typical speech sound development.

  1. Contact the principal investigator (Megan Overby, PhD, CCC-SLP, overbym@duq.edu, 412-396-2524) for an initial screening over the phone.
  2.  Complete a 1-page questionnaire about your child’s developmental history.
  3. Agree to an evaluation of the child’s speech-language skills using common evaluations tasks and procedures. The evaluation should take approximately 2 ½ hours, with breaks included. The evaluation will be conducted in Pittsburgh, Philadelphia, or at a location convenient to your home. Your child will be paid $5 as compensation for his/her participation.
  4. Provide videotapes or digital recordings of your child between birth and 24 months. We ask for at least 2 hours of recording if possible. We will download or copy the recordings and keep them for analysis. You keep your originals.

The investigators will transcribe and analyze your child’s speech-language development as seen on the videotapes/recordings you provide. We then compare the speech-language development across the three groups of children, looking for significant differences which could help parents and speech-language pathologists identify the disorder early in life.

Eligibility Requirements:

1. Between 3 and 9 years old

2. No history of significant, chronic, or permanent hearing loss

3. No history of developmental delay, receptive language delay, or structural deficits (cleft palate, etc.)

4. No suspicion of speech problems for neurological impairment (dysarthria)

5. English speaking only

6. Child is either typically developing, has a history/current diagnosis of CAS, or has history/current diagnosis of phonological delay with no CAS

7. Videotapes/digital recordings of child birth -24 months. (Recordings need not be regular intervals)

Recruitment Flyer

 IRB Approval Information: # Protocol 13-179, Duquesne University

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Using Ultrasound Visual Feedback Lessons for Childhood Articulation Problems

Principal Investigator: Jonathan Preston, Ph.D., Syracuse University

Overview: Children with articulation problems on the /r/ sound are now being recruited for a study examining treatment using visual feedback through ultrasound.  This includes both children who have a history of Childhood Apraxia of Speech, as well as children with articulation problems on /r/ who do not have Childhood Apraxia of Speech.

Inclusion Criteria:

  • Ages 10 – 14
  • Diagnosis of Childhood Apraxia of Speech or Articulation disorder

Exclusions:

  • Children with articulation problems as a result of hearing loss, cleft palate, autism, cognitive delay, or other developmental disorders.

What Will Happen

Children will be screened during a 1.5 hour visit at 621 Skytop, Syracuse University. During this session, several speech and language tests will be administered. If the child is eligible, he/she may be invited to participate in follow-up visits and to attend up to 14 sessions involving speech lessons with ultrasound used to provide a visual display of the tongue. Finally, three follow-up sessions will be conducted after the speech lessons.

Speech lessons involve using ultrasound to provide a video image of the tongue as the child talks. The child places the ultrasound beneath the chin. This generates a “real-time movie” of the tongue which can be used to help the child understand what is happening in the mouth when producing speech sounds. These images are used to cue the child to move the tongue to different positions and to make different tongue shapes to achieve a correct /r/.

Download Recruitment Flyer from Researcher

This project has been approved by the Institutional Review Board at Syracuse University, 315-443-3013

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Genes, the Brain, and Childhood Apraxia of Speech
Principal Investigator: Beate Peter, Ph.D., CCC-SLP, Arizona State University.  Dr. Peter is Assistant Professor in the Department of Speech and Hearing Science at Arizona State University, Adjunct Assistant Professor at Saint Louis University, and Affiliate Assistant Professor at the University of Washington.

Contact email: Beate.Peter@asu.edu
Contact phone number: 206-713-5839

Overview: Childhood apraxia of can run in families and we think that it has a genetic cause. Even in cases where no one else in the family has childhood apraxia of speech, the cause can be genetic. We want to find out which gene changes cause childhood apraxia of speech and how these changes affect how the brain works.

Inclusion Criteria:
• Families with at least one child diagnosed with childhood apraxia of speech and two other relatives who also have some kind of speech disorder. Everyone in the immediate and extended family is invited to participate, including grandparents, aunts, uncles, and cousins, regardless of whether they were diagnosed with a speech disorder or not. All ages are welcome.
• Families with a child with CAS where no one else in the family has any kind of speech disorder. Here, the child and both biological parents are invited to participate. Siblings are welcome, too.

What Will Happen
Children and adults in the families who choose to participate in the study will fill out some questionnaires and come to the Speech/Language Genetics Lab at Arizona State University to complete some speech, language, and computer tasks. This takes approximately 1.5 hours. Next, they will have an electroencephalogram (EEG), which means they will wear a net on their head that measures the tiny amounts of electric current created by the brain during activities such as listening to tones and looking at words. This part also takes approximately 1.5 hours. A few carefully selected participants will be invited to come to Saint Joseph’s Hospital in Phoenix, where they will have an MRI scan. This means she or he will be placed on a soft padded table and moved into an MRI tube where pictures of the brain are being taken while the person looks at pictures or words. This part also takes approximately 1.5 hours. Everyone will be asked for a DNA sample so that we can study the genetic cause of childhood apraxia of speech. All procedures are completely safe.

Families who would like to participate in this study but are unable to come to Arizona State University can still participate by doing a telephone interview and by sending their questionnaires and DNA samples. In some cases, the research team can travel to meet with family members at a convenient location and conduct part of the testing there.

Each person who participates in the study will receive $10 for each hour of her or his time. We also reimburse any parking fees.

This project has been approved by the University of Washington’s Human Subjects Division (#38237). You can reach that office by calling 206-543-0098.

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The Family Speech and Reading Study
Barbara Lewis, Ph.D., Professor, Case Western Reserve University

The Family Speech and Reading Study at Case Western Reserve University is seeking children, ages 4 to 8, both with and without speech sound disorders.

The aim of the study is to determine why some children’s speech problems resolve by school-age while other children’s speech problems persist.

For a child to be eligible to participate, the child must speak English as his or her primary language, and have no known neurological diagnosis, syndrome, or hearing impairment.

Children will receive speech and language tests similar to those encountered in school, and a saliva sample will be collected for genetic analysis. In addition, parents will complete a developmental and family history questionnaire.

All study participants will be compensated for their time, and parents will receive a report of their child’s results.

To learn more about the study, please contact Barbara Lewis, Ph.D (216-368-4674; email: bxl@case.edu) or Lisa Freebairn, M.A. (216-368-0239, email: lat2@case.edu).

Recruitment Flyer

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Randomised Control Trial for Childhood Apraxia of Speech
Tricia McCabe, Ph.D., University of Sydney, Australia

Do you have a child with Childhood Apraxia of Speech (CAS) / verbal dyspraxia?
Children with CAS have speech difficulties which can impact on their literacy, social and academic skills.

Recent research studies have shown that there are different ways a Speech Pathologist can treat Childhood Apraxia of Speech. We want to compare two treatments in order to better understand why they work. This study will compare the Rapid Syllable Transitions (ReST) treatment and Ultrasound Biofeedback treatment.

We are looking for children who:

  • Have dyspraxia or Childhood Apraxia of Speech
  • Are 7-16 years of age
  • Have normal or adjusted to normal hearing and vision
  • Australian English as first and primary language.
  • Have no other developmental diagnoses

What does the study involve?

  • Assessment of your child’s speech and language skills
  • Audio and video recording of your child’s speech and language
  •  12 x 1 hour free treatment sessions over 6 weeks
  • 3-4 follow up assessments after treatment
  • If your child meets these criteria and you would like to be involved, then we
    would like to hear from you.

Contact:
Pippa Evans
Speech Pathologist
pippa.evans@sydney.edu.au
9351 9713 (Mon, Wed, Fri)

Dr Tricia McCabe
Speech Pathologist
tricia.mccabe@sydney.edu.au
9351 9747


 

Optimizing Treatment for Apraxia of Speech
Temple University, Philadelphia, PA

We are researchers in the Department of Communication Sciences and Disorders at Temple University, and we are conducting a study on the effectiveness of speech treatment for childhood apraxia of speech (CAS). In particular, this research focuses on factors that may improve treatment for childhood apraxia of speech.

For this study, we are looking for children between 4 and 12 years old with a diagnosis of (suspected) childhood apraxia of speech. Children must have normal hearing and cognitive skills, and must be from homes in which English is the only or primary language. The study and all procedures have been approved by the Institutional Review Board of Temple University.
The study involves a total time commitment of up to 26 weeks, with two treatment phases of up to 5 weeks each and several non-treatment phases with periodic evaluation of speech skills.

Treatment phases will involve about 2 hours of treatment per week (2 sessions). During the non-treatment phases, there will be up to 3 test sessions per week. Two follow-up test sessions (5 weeks and 9 weeks after the last treatment session) will determine whether any changes resulting from treatment are maintained.

All sessions will be conducted in the Department of Communication Sciences and Disorders at Temple University (main campus). The treatment will be administered by a certified speechlanguage pathologist or by a trained research assistant under close supervision of a certified speech-language pathologist. The treatment procedures involve many repetitions of words or
phrases that are difficult for your child to say. The study looks at different factors, such as how often or when your child practices the words or phrases during treatment.

As part of this study, we will also test your child’s hearing, speech, language, and cognitive skills. We will provide you with a copy of the test results if you like. Your child will be audioand video-recorded to help us analyze the findings and understand your child’s speech and any changes after treatment. We will also ask you to fill out a questionnaire about your child’s
speech and language background and development, and we may seek your permission to obtain records about previous evaluations and treatment that your child has received.

There is no cost for participation in this study, and we will reimburse your for your local transportation costs. Free parking is available. The treatment will be provided at no charge to you. We cannot guarantee any benefits to your child. If you would like additional information, or if you are interested in having your child be part of this study, please contact:

Dr. Edwin Maas: (215) 204-1148 or via e-mail at emaas@temple.edu.

Download Study Flyer