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

  • 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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  • 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 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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  • 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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  • Shaping Verbal Language for Children on the Spectrum of Autism Who Also Exhibit Apraxia of Speech

    By
    Nancy Kaufman, M.A., CCC/SLP and Tamara S. Kasper, MS/CCC-SLP, BCBA

    Many children with autism spectrum disorders are vocal, yet non-verbal. They may produce consonants, vowels and syllables, but do not use words to communicate. Though it is difficult to judge whether or not these children exhibit apraxia of speech, a specialized approach of shaping successive word approximations, combined with sign language, may help non-verbal children […]

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  • Repetitive Books: An Effective Therapeutic Tool for Children Diagnosed with Apraxia of Speech

    By
    Michelle Soloman, M.A., CCC-SLP and Lavinia Pereira, M.A., CCC-SLP

    Books are an excellent tool in treatment for speech and language disorders due to the multi-sensory approach they provide for learning. All books encourage speech and language development (Chamberlain & Strode, 2004); however, which books provide the most beneficial treatment for children diagnosed with Childhood Apraxia of Speech (CAS)? In the treatment of CAS, it […]

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  • Prosody Activities For Children With Apraxia of Speech

    (reprinted with permission of the author)

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

    For Preschool Children Rhythm Drums, clapping, marching, etc. Use to beat out number of syllables per word or to keep time with songs, rhymes, etc. Provides rhythmic “frame” for word and syllable production. [BEWARE of “excess equal” stress! Do not encourage robotic production, with each syllable equally stressed.] Use big (loud, higher pitch) and small […]

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  • Practicing Speech Sounds, Syllables or Words Multiple Times with Preschoolers

    By
    Robin Strode, M.A., CCC-SLP

    We believe in making speech practice fun and play-like whenever possible. One way to do this is to think about what types of activities your child enjoys and how to incorporate speech practice into those activities. This encourages your child to be emotionally invested in the practice and more “in control”. You’ll get better cooperation […]

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