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In depth articles about diagnosis, speech therapy, and intervention for children with apraxia of speech...

  • Vowel Disorders and Children with CAS

    By
    Fiona Gibbon, Ph.D.

    Children with Childhood Apraxia of Speech (CAS) are highly likely to experience difficulties producing vowels. Indeed, vowel errors have been mentioned as a potential diagnostic marker for the disorder. Vowel errors are also significant because they have a direct impact on intelligibility and can have serious consequences for consonant production. For these reasons, it is […]

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  • Using Sign Language With Children Who Have Apraxia of Speech

    By
    Sharon Gretz, M.Ed.

    Often when someone raises the idea of using sign language for a child with apraxia, parents may experience confusion and even fear. After all, “The child can hear just fine! Why would we use sign language for a hearing child?” Or “But won’t using the sign mean my child won’t need to talk? Won’t it […]

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  • Truth or Misleading? “Children with Apraxia of Speech Make Very Slow Progress”

    By
    CASANA

    The Childhood Apraxia of Speech Association of North America (CASANA), along with members of its Professional Advisory Board, has engaged in discussion about the misleading impression that children with apraxia of speech make very slow progress in speech therapy. Some children are diagnosed with Childhood Apraxia of Speech (CAS) by speech-language pathologists who are using […]

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  • Treating Children with Motor Speech Disorders

    A Multi-focal Approach to Speech Therapy For Children with Apraxia of Speech

    By
    Michael Crary, Ph.D., CCC-SLP

    Many issues surround the decision as to how to treat a child with a motor speech disorder. Perhaps first and foremost is how the clinician views that disorder. My particular point of view is that the term apraxia of speech is a misnomer. My experience and research has indicated that there may in fact be […]

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  • The Relationship of Practice and Repetition to Motor Learning for Speech in Children with Apraxia

    By
    Edythe Strand, Ph.D., CCC-SLP, BC-NCD

    Clinicians and parents commonly observe that practice and repetition facilitate progress in therapy for childhood apraxia of speech. Why is this aspect of treatment more important in children who have apraxia, than for children who’s primary deficit is in language or phonology? The answer lies in the fact that children with apraxia of speech primarily […]

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  • Teaching and Talking Together

    Building A Treatment Team

    By
    David Hammer, M. A., CCC-SLP and Ruth Stoeckel, M.A., CCC-SLP

    This presentation was given in a general session at the 2001 American Speech-Language-Hearing Association Convention in New Orleans, Louisiana. DOWNLOAD POWERPOINT SHOW

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  • Speech Intelligibility

    How to Evaluate and Provide Treatment

    By
    Michelle Pascoe, Ph.D.

    Intelligibility refers to the ‘understandability’ of speech, the match between the intention of the speaker and the response of the listener, and the ability to use speech to communicate effectively in everyday situations. It is the most immediate criterion by which a child’s communicative attempts are judged. Clearly it is a very important concept, but […]

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  • Speech and Language Goals When Planning an IEP for a Child With Apraxia of Speech

    Part 1

    By
    Lori Hickman, M.S., CCC-SLP

    The easy answer to the question, “What type of speech and language goals should be considered when planning an IEP for a child with apraxia?” is that any area of communication deficit that the child with CAS exhibits should be addressed in his/her treatment program. What complicates the answer is that many areas of communication […]

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  • Some Ways to Elicit Multiple Repetitions from Children with Apraxia

    Always a challenge to try and get those multiple speech practice repetitions from children with apraxia, Becky Edge has put together her tips of how to do just that in that challenging preschool population.

    By
    Becky Edge, M.H.S., CCC-SLP

    I compiled a list of activities and toys that the children (0-5) I’ve work with have enjoyed and have allowed me to elicit multiple repetitions. A couple of thoughts first, though. Please don’t go out and buy all of these toys without thinking about the child’s interests. Not every toy is engaging to all children. […]

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