CAS Goals for Older Students

Course Abstract:

Many programs and kits for childhood apraxia of speech (CAS) target elicitation of early verbalization with young children. Once a child is talking in phrases or sentences, he/she may still be unintelligible, have poor prosody, be unable to say multisyllabic words, or still use immature language and grammar. There is very little information published on how to help older students whose speech still doesn’t sound like the speech of a typical speaker. Attendees of this session learned how to help the older student with lingering articulation and language issues by increasing verbal output, producing complex words and sentences, improving coarticulation, and using gestures and intonation that improves intelligibility. Academic issues and soliciting cooperation from others to help the child with his speech and language issues were also addressed.

 

Presented By: Kay Giesecke, MS, CCC-SLP

This course is offered for .20 ASHA CEU’s (Intermediate level, Professional area)

Learning Objectives

  • As a result of this presentation the participant will be able to identify three types of additional cueing used in therapy with older students with CAS compared to cueing in mainstream speech therapy.
  • As a result of this presentation the participant will be able to identify three steps to increase the students’ mean length of utterance.
  • As a result of this presentation the participant will be able to identify and give examples of three different types of coarticulation.

Timed Agenda

Minutes 1 – 20: Introduction, motor planning therapy features, and different types of cueing

Minutes 20 – 40: Treatment of language issues with older students with CAS

Minutes 40 – 60: Treatment of intelligibility issues with older students with CAS

Minutes 60 – 80: Treatment of normality of speech with older students with CAS

Minutes 80 – 100: Academic issues for older students with CAS

Minutes 100 – 120: Use of apps in teletherapy for CAS, advantages and disadvantages.

Course Abstract:

Many programs and kits for childhood apraxia of speech (CAS) target elicitation of early verbalization with young children. Once a child is talking in phrases or sentences, he/she may still be unintelligible, have poor prosody, be unable to say multisyllabic words, or still use immature language and grammar. There is very little information published on how to help older students whose speech still doesn’t sound like the speech of a typical speaker. Attendees of this session learned how to help the older student with lingering articulation and language issues by increasing verbal output, producing complex words and sentences, improving coarticulation, and using gestures and intonation that improves intelligibility. Academic issues and soliciting cooperation from others to help the child with his speech and language issues were also addressed.

 

Presented By: Kay Giesecke, MS, CCC-SLP

This course is offered for .20 ASHA CEU’s (Intermediate level, Professional area)

Learning Objectives

  • As a result of this presentation the participant will be able to identify three types of additional cueing used in therapy with older students with CAS compared to cueing in mainstream speech therapy.
  • As a result of this presentation the participant will be able to identify three steps to increase the students’ mean length of utterance.
  • As a result of this presentation the participant will be able to identify and give examples of three different types of coarticulation.

Timed Agenda

Minutes 1 – 20: Introduction, motor planning therapy features, and different types of cueing

Minutes 20 – 40: Treatment of language issues with older students with CAS

Minutes 40 – 60: Treatment of intelligibility issues with older students with CAS

Minutes 60 – 80: Treatment of normality of speech with older students with CAS

Minutes 80 – 100: Academic issues for older students with CAS

Minutes 100 – 120: Use of apps in teletherapy for CAS, advantages and disadvantages.



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