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Find articles about education, learning and school-related needs of children with CAS. What to include in school programs...

  • Friendships and Our Children

    By
    David and Faye Wetherow

    Reflections on Friendship What steps can we take to invite and support real friendships for our sons and daughters who live with disabilities? We seem to see other children moving along in a sea of friendship, and we see our children struggling with isolation. The natural ebb and flow of play, enjoyment and affection seems […]

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  • Extended School Year: Do Children with Apraxia of Speech Qualify?

    By
    CASANA (Childhood Apraxia of Speech Association of North America)

    Each year your child’s IEP team should meet and decide if your child “qualifies” for “extended school year” (ESY) services. ESY is typically provided over the summer, when many schools have an extended break, but, it can also include smaller breaks, if the IEP team determines that it is necessary in order to provide a […]

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  • Emotions to Advocacy

    The Parent's Journey

    By
    Pamela Darr Wright, M.A., M.S.W.

    Worry. Sadness. Fear. Guilt. Helplessness. Anger. Confusion. Disappointment. More worry. Parenting has always encompassed difficult periods-times when parents feel concerned and confused-sleepless nights when they worry about how well they are fulfilling their responsibilities to their children. Raising a disabled child “ups the ante.” Meeting the complex needs of the child with a disability can […]

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  • Children with Apraxia and Reading, Writing, and Spelling Difficulties

    By
    Joy Stackhouse, Ph.D.

    It is not the case that all children with a history of speech and language difficulties have associated literacy problems. However, school-age children whose speech difficulties persist beyond 5 years of age are most at risk for associated difficulties in reading, spelling and sometimes maths. Let us first consider the nature of persisting speech difficulties […]

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  • A Parent’s Guide to Psychological Assessment of Apraxic Children

    By
    Tim Sass

    I am neither a psychologist, speech-language pathologist, or a lawyer. However, as a parent of an apraxic child I have had to make decisions about psychological testing and have had to deal with school officials seeking evaluations of my daughter. What I have learned about psychological testing and related legal issues has come from a […]

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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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  • 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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  • 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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  • Neuropsychology in Long-term Educational Planning for Children With Apraxia of Speech

    By
    Gerry Taylor, Ph.D.

    Clinical neuropsychology is the application of knowledge of brain-behavior relationships for assessment and treatment of a wide range of disorders. In children these disorders include outright neurological disease or injury, as well as conditions of presumed constitutional origin, such as learning disabilities, attention deficit hyperactivity disorder (ADHD), and speech and language impairment. Childhood apraxia of […]

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  • Key Factors in Appropriate Therapy Approach for Childhood Apraxia of Speech

    By
    Shelley Velleman, Ph.D., CCC-SLP

    Key factors to consider in therapy approaches for childhood apraxia of speech: It’s a dynamic disorder, and it’s far more a disorder of combining elements than of producing the elements themselves. In other words, the main problem is in putting elements together “on line”. The person may be able to make a certain consonant sound […]

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