Childhood Apraxia of Speech Treatment
Transcript of Childhood Apraxia of Speech Treatment
CHILDHOOD APRAXIA OF SPEECH FOCUS ON TREATMENT
ISHA ANNUAL CONFERENCE
February 13, 2009
Presented by: Margaret Fish, M.S., CCC‐SLP
DEFINITION OF CAS
“… a neurological childhood (pediatric) speech sound disorder in which the precision and consistency of
movements underlying speech are impaired in the absence of neuromuscular deficits (e.g., abnormal reflexes, abnormal tone). CAS may occur as a result of known neurological impairment, in association with complex neurobehavioral disorders of known or unknown origin, or as an idiopathic neurogenic speech sound disorder. The core impairment in planning and/or programming spatiotemporal parameters of movement sequences results in errors in speech sound production and prosody.” ASHA Ad Hoc Committee on Apraxia of Speech in Children
CHARACTERISTICS HAVING GREATEST PROMISE FOR SENSITIVITY AND SPECIFICITY FOR IDENTIFICATION OF CAS
Sensitivity – Characteristic is observed in most kids with CAS Specificity – Characteristic is not observed in most kids without CAS
Inconsistent errors in production of consonants and vowels with repeated productions of syllables and words;
Lengthened and disrupted coarticulatory transitions between sounds and syllables;
Inappropriate prosody, especially in the realization of lexical or phrasal stress.
ASHA Ad Hoc Committee on Apraxia of Speech in Children
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 2
ADDITIONAL CHARACTERISTICS OF CAS
Presence of vowel distortions Limited consonant and vowel repertoire Use of simple syllable shapes Greater difficulty as word length or phrase length increase Connected speech more unintelligible than single‐word articulation test might suggest Poor diadochokinesis Limited production of complex word shapes Slow development of Speech‐Language Pathology Services limited speech intelligibility Limited babbling during infancy Groping, struggling to speak Possible soft palate involvement Receptive language (typically) exceeds receptive language Regression or loss of sounds or words
EVALUATION
ESSENTIAL ELEMENTS OF A MOTOR SPEECH EXAM
Produce words imitatively and spontaneously Produce words with increasingly complex syllable shapes Repeat test items more than once Execute non‐vocal oral movement Produce phrases and sentences Produce challenging words with the benefit of cueing (visual/auditory/tactile/proprioceptive)
Note the following:
Weakly produced phonemes
Groping
Resonance differences
Prosody differences (intonation, stress)
Rate and volume
FORMAL ASSESSMENT INSTRUMENTS
KSPT ‐ Kaufman Speech Praxis Test for Children (Kaufman)
VMPAC – Verbal Motor Production Assessment for Children (Hayden and Square)
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 3
TREATMENT FOR CHILDHOOD APRAXIA OF SPEECH
TREATMENT CONSIDERATIONS
Principles of Motor Learning
Shorter, More Frequent Sessions
Focus on Phoneme Sequencing – Not Just Sounds
Encourage Repeated Practice to Build Muscle Memory
Provide Optimal Reinforcement
Other Treatment Considerations
Facilitate Speech Praxis Using Multimodal Cues
Focus on Vowels
Facilitate Word Approximation as Necessary
Move Quickly to Phrases and Sentences
Choose Vocabulary Carefully
Enhance Motivation
Address Speech Prosody
Consider Purpose of Oral Motor Activities
Consider Relative Contribution of Motor Speech
Address Current and “Future” Literacy Needs
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 4
1. NUMBER OF SESSIONS PER WEEK AND LENGTH OF SESSIONS
Motor Learning Research indicates:
• Motor skills are acquired more quickly (in terms of total hours spent within practice sessions) when shorter, frequent sessions are used.
• Motor skill accuracy is better when shorter, frequent practice sessions are implemented.
• Retention of motor skills is higher for individuals receiving shorter, frequent practice sessions.
Therefore…
When possible, incorporate a treatment schedule of shorter, frequent sessions for kids with CAS.
Ex: Rather than 2, 45 min. sessions/week, schedule 3 or 4‐ 30 minute sessions
2. FOCUS ON PHONEME SEQUENCING, NOT JUST SOUNDS
Motor Learning Research indicates:
Whole practice is more effective for teaching movement patterns when the component parts of the movement are highly related
Parts practice is more effective in teaching a movement pattern in which the component parts are less related
Therefore…
•Since speech movements are highly related to one another and phoneme production is highly dependent on the phonemes surrounding it (due to coarticulation), whole practice is preferable to parts practice.
Suggestions:
•Begin at least at the syllable level (CV or VC);
•Move to phrase level as quickly as possible;
•Make the words meaningful;
•If CV or VC is too challenging try:
‐ adjusting the temporal aspects of the word
‐ adding multimodal cues
‐ using isolated phonemes that denote meaning – many of which are fun, silly or emotionally charged.
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 5
PHONEME SEQUENCE HIERARCHY
C (m, s, z, sh, ch)**
CV (boy, hi, no, go, moo)
VC (up, on, in, off, out, ape)
CV‐CV with reduplication (mama, baba, wawa, moo‐moo, boo‐boo)
CV‐CV with same C but varied V (mommy, daddy, puppy, cookie, turtle)
CV‐CV with varied C and V (bunny, dino, potty, hippo, table)
CVC with assimilation (pop, pup, mom, cake, mop, five)
CVC without assimilation (cup, pin, bake, fish)
CV‐CV‐CV (banana, tomato, potato, bicycle)
CV‐CVC (button, chicken, magic, finish)
CVC‐CVC (popcorn, cupcake, basket, picnic, football)
Blends (spoon, jump, splash, jumps)
Multisyllables (motorcycle, alligator, refrigerator, Cinderella, hippopotamus)
3. ENCOURAGE REPETITION TO BUILD MUSCLE MEMORY
Motor Learning Research indicates:
Mass practice (practicing fewer things many times) leads to better accuracy during initial learning of motor skill BUT inhibits carryover
Distributed practice (practicing numerous things fewer times) leads to better carryover/habituation BUT increases time to develop a new skill
Therefore …
•When teaching new movement patterns, mass practice is recommended
•When trying to habituate skills, distributed practice is recommended
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 6
Materials and Activities to Promote Repeated Practice
•Echo microphone
•Puzzles
•Sound puzzles
•String beads/pop beads
•Farm toy
•Cash register toy
•Cars, trucks and ramps
•Train track and trains
•Mr. Potato Head/Mr. Potato Head Pals
•Colored blocks
•Large blocks
•Markers/crayons/paper
•Dot Articulation (Super duper, Inc)
•Stickers/stamps
•Familiar characters and accessories
•Dollhouse and family characters
•Big truck, airplane
•Tool toys
Games for Repetitive Practice (Purchased) – Games should be:
Quick Fun Used either as:
o Reinforcer o Selected vocabulary
Sample games:
Pop‐Up Pirate
Cariboo
Crocodile Dentist
Don’t Spill the Beans
Silly Six Pins
Lego Creator
Mousetrap
Animal Buddies
Barnyard Bingo
Lucky Ducks
Milk and Cookies
Silly Faces
Colorforms
Memory Games
Lotto Games
Holiday& Seasonal Gameboards for Speech and Language (Super Duper, Inc.)
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 7
Quick and Simple Games:
Bowling/Soccer bowling
Basketball
Long jump
Picture hop
Animal walk
Treasure hunt
Mailman
Block designs
Tall tower
Dominoes
Stickers & Stamps
Progressive drawing
Earn it now – make it later
Large number dice
Large number spinner
Magnet chips
Double dice roll
100
Go Fish
Memory
Simon Says
Letter Path
Louder/softer/other variations
Hidden puzzle pieces
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 8
4. PROVIDE OPTIMAL REINFORCEMENT
Types of Feedback:
Extrinsic Feedback – Sensory information provided by an outside source. Motor Learning Research indicates Extrinsic Feedback is necessary to acquire NEW skills
o Knowledge of Performance o Knowledge of Results
Intrinsic Feedback – Sensory information within the learner. Motor Learning Research indicates Intrinsic Feedback is necessary for CARRYOVER of skills
o Auditory o Proprioceptive o Tactile
Principles of Reinforcement When Teaching a New Motor Skill
Provide frequent feedback Provide immediate feedback Provide KNOWLEDGE OF PERFORMANCE
o Tell what was not correct about the movement o Tell what should be done differently
Limit the amount of information provided Don’t overload
Principles for Development of Intrinsic Feedback
Fade extrinsic feedback progressively Begin to use intermittent reinforcement Move to providing KNOWLEDGE OF RESULTS Begin to delay feedback
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 9
5. FACILITATE SPEECH PRAXIS USING MULTIMODAL CUES
Specific Cueing Techniques (Visual, Auditory, Tactile/Proprioceptive)
PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets)
DTTC – Dynamic Temporal and Tactile Cueing (Edythe Strand and colleagues)
Variation of rate
Choral Speaking (simultaneous production)
Hand motions/positions
Tapping/clapping out phonemes and syllables
Blocks or paper/felt squares to denote number of syllables or words
Written letters and words
Sound names
Verbal descriptions and specific feedback (knowledge of performance)
Mouth Pictures
Visual – looking at self in mirror or looking at therapists face
Pictures to denote syllables or phonemes
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 10
MULTISENSORY CUEING TECHNIQUES Cueing Technique Visual Auditory Tactile
Dynamic Temporal and Tactile Cueing X X X
Rate Variations X
Choral Speaking/Simultaneous Production
X X
Direct Imitation (I say it; you say it) X X
Watching Clinician X X
Mime X
Mirror X
Hand Motions/Gestures X
Written Letters/Words X
Tapping/Clapping Out Syllables X X
Blocks/Paper Squares to Denote # of Sounds/Syllables/Words
X
Sound Names X
Verbal Descriptions of How to Produce Sounds
X
Pictures to Denote Separate Syllables X
Mouth Pictures X
PROMPT® X X X
Touch Cues X
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 11
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 12
**Adapted from Clinical Management of Motor Speech Disorders in Children. Caruso, A and Strand E.
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 13
6. VOWELS VOWEL DIAGRAM
TONGUE POSITION Front Central Back
MANDIBLE H
EIGHT
High M
id
Low
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 14
7. PROGRESSIVE APPROXIMATIONS
Sample Approximation Sequence
For the Word “Dinosaur”
• “dah no”
• “di no”
• “di no so”
• “di no saur”
Practice Approximations
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 15
8. PHRASES AND SENTENCES Sample Carrier Phrase Corresponding Language Activity
It’s a ___________ “Feely box” – place hand inside box, feel what’s inside and tell what it is
_________ in/on/up Animal characters going on a school bus.
TV toy characters climb up mountain.
I got a ___________ Go Fish game or Memory game – tell what you got when you turn over a pictures
I found a _____________ I Spy – using a flashlight, find “hidden” toys
Big/little ___________ Jack‐o‐lantern picture
(color word) ___________ Potato head
I have (a) _________
You have (a) __________
Describe clothing or physical characteristics of self and other person
I want (a) _________
I want (a) _______ _______
Tell what piece you need to complete a sticker picture, block structure, or craft project
(number word) ________ Counting books
_________ go Animals, characters or toy people going down slide or moving in vehicle
More ____________ Bubbles
Do you have a _________? Go Fish game
Bye‐bye ___________ Putting toys away
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 16
9. CONSIDERATIONS WHEN CHOOSING VOCABULARY
When choosing target words, take into consideration:
Phoneme repertoire
Syllable shapes
Planes of movement
Child’s interests
Family routines
School routines
CASE EXAMPLES
CHILD A
Age 3 years, 6 months
Consonants /b, m, d, n/
Vowels /o, oo, ah, uh/
Syllable shapes – CV, CVCV reduplicated
Interests – vehicle toys, balls, farm animals
Consistency – “bah”, “mah” are consistent. Other combinations achieved using multisensory cues
CHILD B
Age 7 years, 10 months
Consonants /p, b, m, w, t, d, n, h, f, s/
Vowels /all, though diphthongs can be difficult at rapid rate
Syllable Shapes – all except blends, thou inconsistent
Interests – action heroes, soccer, basketball
Consistency ‐ difficulty with multisyllabic words. Omits medial consonants (even at CV‐CVC) unless rate is significantly reduced.
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 17
LESSON PLAN WORKSHEET – Child A
Name____________________ Date________
Syllable Shape(s)
Phoneme(s)
C and V
Vocabulary;
Phrase Structures
Activities;
Materials
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 18
LESSON PLAN WORKSHEET – Child B
Name____________________ Date________
Syllable Shape(s)
Phoneme(s)
C and V
Vocabulary;
Phrase Structures
Activities;
Materials
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 19
RESOURCES FOR PICTURES
• Moving Across Syllables
• Kaufman Speech Praxis Treatment Kits
• Word Flips™
• Picture Express
• Becoming Verbal and Intelligible
• Boardmaker™
• Google™ Images
10. ENHANCING MOTIVATION
MOTIVATION DEVELOPS WHEN CHILDREN:
• Know they are successful
o Use clear and concrete reinforcement
o Use powerful and pragmatic vocabulary
o When choosing targets, taking into account
Phoneme repertoire
Syllable shapes
Planes of movement
o Utilize progressive approximations when necessary
• Understand the power of language
• Understand how the motor system will affect their ability to communicate
• Are having fun
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 20
11. STRESS AND INTONATION Children with CAS frequently demonstrate inappropriate stress patterns ‐ excessive equal stress is common
• Teach exclamations using over exaggeration
• Count and stop
• Emphasize key words expressing high levels of emotional content
• Questions vs. declaratives
• Statement‐Question‐Response
• Changing meaning of sentence based on which word is stressed
• Syllable stress
12. CONSIDERATIONS FOR ORAL MOTOR ACTIVITIES IN CAS
1. Time
2. Purpose
3. Research
13. RELATIVE CONTRIBUTIONS 1. Language – comprehension, narrative language, grammar, vocabulary, pragmatics, MLU
2. Social – reciprocity, Interaction, emotional regulation, play
3. Dysarthria – speaking rate, muscle weakness, articulatory precision
4. Phonology – phonological processes
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 21
14. LITERACY CONSIDERATIONS Within the context of treatment, help children to:
Recognize that words begin or end with the same sounds
Segment words into individual sounds
Blend individual syllables or sounds
Recognize rhyme patterns
Do this by:
Using written letters as sound cues
Writing target words on practice cards
Highlighting specific sounds, syllables, words
o Make the sound/syllable/word larger
o Use different color
o Underline
Focus attention to the # of sounds/syllables/words
Sort target words by
o Beginning sounds
o Ending sounds
o Number of syllables
o Ending syllables
o Vowels
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 22
TREATMENT CONSIDERATIONS FOR CHILDREN WITH
LITTLE OR NO LANGUAGE
Cast a wide net
Reinforce vocalizations
Give meaning to vocalizations
Get imitation going
Choose toys that reinforce early sound effects and simple exclamations
Imitate Child’s movements/sounds
Emphasize key words
Use small vocabulary set
Choose activities with vocabulary containing
Model slow, exaggerated articulation
Use amplification tools
Use motion
Use music
Use repetitive books and counting books
Describe what child is doing with the speech motor system from the start
Use consistent terminology
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 23
Simple books to establish use of sound effects, single words and twoword phrases
•Moo, Baa, La La La – Sandra Boynton
•Blue Hat Green Hat – Sandra Boynton
•Spot Books – Eric Hill
•Old Macdonald Had a Farm – various authors
•Who Says That – Arnold L. Shapiro
•Brown Bear Brown Bear What Do You See – Bill Martin
•Open The Barn Door – Christopher Santoro
•Baby Bop’s Toys – Kimberly Kearns and Marie O’Brien
•Mommy and Me – Neil Ricklen
•Kiss the Boo‐Boo – Sue Tarsky
•Five Little Ducks – Raffi
•Here Are My Hands ‐ Bill Martin Jr. and John Archambault
•Five Little Monkeys Jumping on the Bed – Eileen Christelow
•Five Little Monkeys Sitting in a Tree – Eileen Christelow
•Freight Train – Donald Crews
•Are You My Mother? – P.D. Eastman
•Who’s Hat – Margaret Miller
•Who’s Shoe – Margaret Miller
•Mary Wore Her Red Dress and Henry Wore His Green Sneakers – Merle Peek
•City Sounds – Craig Brown
•Animal Sounds – Aureleuo Battaglia
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 24
Books to promote increased sentence length, morphological markers, and specific phonemes
•The Three Bears – Byron Barton
•The Little Red Hen – various authors
•The Three Little Pigs – various authors
•Mr. Gumpy’s Motor Car – John Burningham
•Mr. Gumpy’s Outing – John Burningham
•Andrew’s Bath – David McPhail
•The Very Hungry Caterpillar – Eric Carle
•The Very Busy Spider – Eric Carle
•The Mitten – Jan Brett
•Owl Babies – Martin Waddell
•Dear Zoo – Rod Campbell
•The Three Little Pigs – James Marshall (and other authors)
•It Looked Like Spilt Milk – Charles Shaw
•Who’s Toes Are Those – Joyce Elias and Cathy Strum
•King Bidgood’s in the Bathtub – Audrey Wood
•A Pile of Pigs – Judith Zoss Enderle and Stephanie Gordan Tessler
•Guess Where You’re Going, Guess What You’ll Do? – A.F. Bauman
•I Wish I Could Fly – Ron Maris
•Here Comes a Bus – Harriet Ziefert
•I Went Walking – Sue Williams
•A Giraffe and a Half – Shel Silverstein
•Four Fur Feet – Margaret Wise Brown
•“Slowly, Slowly, Slowly,” said the Sloth – Eric Carle
•When Sheep Sleep – Laura Numeroff
•Here Comes a Bus – Harriet Ziefert
•A Pile of Pigs – Judith Zoss Enderle and Stephanie Gordan Tessler
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 25
Songs to promote speech for children with Apraxia
•Apples and Bananas – vowel variety
•Baby Bumblebee – animal sounds, simple word production
•Down by the Bay – rhyming, simple word production, vowel variety
•Five Little Ducks – counting, simple word production through sentence completion
•Five Little Monkeys Jumping on the Bed – counting, simple word production through sentence completion
•Head, Shoulders, Knees and Toes – simple word production, vowel variety
•I Caught a Fish Alive – counting, simple word production through sentence completion
•If You’re Happy and You Know It – vocal and non‐vocal imitation
•John Jacob Jingleheimer Schmidt – complex word production
London Bridge is Falling Down j‐ simple word production through sentence completion
•Old Macdonald had a Farm – animal sounds and vowel variety
•One, Two, Buckle My Shoe – simple word production, counting
•Pat‐a‐Cake – simple word production (esp. bilabials)
•Pop goes the Weasel – simple word production, non‐vocal imitation
•Ring Around the Rosy – simple word production
•Row, Row, Row, Your Boat – simple word production, early developing vowels /o, i/
•The Alphabet Song – vowel variety, production of CV and VC combinations
•The Wheels on the Bus – simple word production
•The Itsy Bitsy Spider – simple word production through sentence completion
•This is the Way We . . . – vocal and non‐vocal imitation, simple word production
•Twinkle, Twinkle Little Star – simple word production
• Wibbely Wobbely Woo – complex word production
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 26
CHILDHOOD APRAXIA BIBLIOGRAPHY
Professional Books, Articles, Videos and Websites: American Speech‐Language‐Hearing Association. (2007). Childhood Apraxia of Speech [Technical Report]. Available from www.asha.org/policy Apraxia Kids Retrieved September 8 , 2007, World Wide Web: http://www.apraxia‐kids.org Caruso, A. and Strand, E. Clinical Management of Motor Speech Disorders in Children. New York, NY: Thieme, (1999) Dynamic Remediation Strategies for Children with DVA, Video and Handbook. Rockville, Maryland: ASHA (1998) Gildersleeve‐Neumann, C. Treatment for Childhood Apraxia of Speech: A Description of Integral Stimulation and Motor Learning, The ASHA Leader, November 6, 2007 Hall, P., A Letter to the Parent(s) of a Child with Developmental Apraxia of Speech, Language Speech, and Hearing Services in the Schools, Vol. 31, 169‐172, (April 2000) Kilmas, N., Differential Diagnosis of Articulatory Impairment. Advance for SpeechLanguage Pathologists and Audiologists, Vol. 11, (June, 2001) Lewis, B and Ekelman, B., Literacy Problems Associated with Childhood Apraxia of Speech. Perspectives on Language, Learning and Education, Vol. 14, 10‐17 (October, 2007) Magill, R. A., Motor Learning and Control: Concepts and Applications, Seventh Edition. New York, NY: McGraw‐Hill (2004) Marshalla, P., Becoming Verbal with Developmental Apraxia. Kirkland, WA, Marshalla Speech and Language (2001) McCauley, R. and Strand, E., A Review of Standardized Tests of Nonverbal Oral and Speech Motor Performance in Children. American Journal of SpeechLanguage Pathology, Vol. 17, 81‐91 (February 2008) Phonetics: The Sounds of English and Spanish – The University of Iowa Retrieved September 8 , 2007, World Wide Web: http://www.uiowa.edu/~acadtech/phonetics/about.html Robin, D., Developmental Apraxia of Speech: Just Another Motor Problem. American Journal of Speech Language Pathology, Vol. 1 (May, 1992) Schmidt, R.A. and Wrisberg, C.A., Motor Learning and Performance: A ProblemBased Learning Approach, Third Edition. Champaign, IL: Human Kinetics (2004) Shriberg, L., Aram, D., and Kwiatkowski, J., Developmental Apraxia of Speech: I. Descriptive and Theoretical Perspectives. Journal of Speech, Language, and Hearing Research, Vol. 40, (April, 1997) Shriberg, L., Aram, D., and Kwiatkowski, j., Developmental Apraxia of Speech: II. Toward a Diagnostic Marker. Journal of Speech, Language, and Hearing Research, Vol. 40 (April, 1997) Shriberg, L., Aram, D., and Kwiatkowski, J., Developmental Apraxia of Speech: III. A Subtype Marked by Inappropriate Stress. Journal of Speech, Language, and Hearing Research, Vol. 40 (April, 1997) Strand, E. and McCauley, R., Differential Diagnosis of Severe Speech Impairment in Young Children. The ASHA Leader, Vol 13(10), 10‐13 (2008)
2009 ISHA Annual Conference, February 1215, 2009 Childhood Apraxia of Speech: Focus on Treatment, Margaret Fish, M.S., CCC‐SLP . . . . . 27
Strand, E., Treatment of Motor Speech Disorders in Children. Seminars in Speech and Language, Vol. 16 (1995) Strand, E., Principles of Speech Motor Learning. Workshop presented at 2007 National Conference on Childhood Apraxia of Speech, Anaheim, CA, July 12‐14, 2007 The Prompt Institute Retrieved September 8, 2007, World Wide Web: http://promptinstitute.com Velleman, S., Childhood Apraxia of Speech: Resource Guide. Clifton Park, NY: Delmar Learning (2003) Tests, Workbooks and Other Therapy Materials Barty, N., and Bellamy D. Picture Express, Comox, BC, Canada: Picture Express Software (1998) Dauer, K., Irwin, S. and Schippits, S., Becoming Verbal and Intelligible: A Functional Motor Programming Approach for Children with Developmental Verbal Apraxia, Austin, TX: Pro‐Ed, (1996) Drake, M. Just for Kids ‐ Apraxia, East Moline, IL: LinguiSystems, Inc. (1999) Frimmer, B. Totally Terrific Arctic Tongue Twisters, Greenville, SC: Super Duper Publications Granger, R., Word Flips TM for Learning Intelligible Production of Speech, Greenville, SC: Super Duper Publications (2005) Hayden, D. and Square, P., Verbal Motor Production Assessment for Children, The Psychological Corporation, (1999) Kaufman, N. Kaufman Speech Praxis Test for Children, West Bloomfield, Michigan: Northern Speech Services, (1996) Kaufman, N. Kaufman Speech Praxis Treatment Kit for Children ‐ Basic Level and Kaufman Speech Praxis Treatment Kit for Children ‐ Advanced Level. West Bloomfield, MI: Northern Speech Services, (1998) Kaufman, N, The Kaufman Speech Praxis Workout Book. West Bloomfield, MI: Northern Speech Services, (2005) Kilpatrick, J., Stohr, P., and Kimbrough, D. Moving Across Syllables: Training Articulatory Sound Sequences San Antonio, TX: Communication Skill Builders, A division of Psychological Corp., (1990)
O’Bryan, B., Sound Reps Workout: A Total Fitness Program for Articulation Strengthening. Youngtown, AZ: ECL Publications (1996) Strode, R. and Chamberlain, C., The Source for childhood Apraxia of Speech. East Moline, IL: LinguiSystems, Inc., (2006) Strode, R. and Chamberlain, C. Easy Does It for Apraxia and Motor Planning, East Moline, IL: LinguiSystems, Inc., (1993) Strode, R. and Chamberlain, C. Easy Does It for Apraxia ‐ Preschool, East Moline, IL: LinguiSystems, Inc., (1994) Webber, M and Webber S., 168 Seasonal & Holiday Open‐Ended Artic Worksheets. Greenville, SC: Super Duper Publications (1998)