Offered for 1 undergraduate or graduate credit.
Linda R. Schreiber, M.S., CCC-SLP, BCS-CL
Provide current information on childhood apraxia of speech (CAS).
Purpose of Course and Professional Standards
It is the position of the American Speech-Language-Hearing Association that apraxia of speech exists as a distinct diagnostic type of childhood (pediatric) speech sound disorder that warrants research and clinical services. In addition, ASHA acknowledges there is a critical need for programmatic research and clinician training in CAS and that speech-language pathologists need specialized training to diagnose and treat CAS. This course will address this need in part.
By the end of this course, you will be able to:
- Define childhood apraxia of speech (CAS), delineate the signs and symptoms including the emerging unique features of CAS, and state the current prevalence of CAS.
- Take the American Speech-Language-Hearing Association's current position on definition and diagnosis of childhood apraxia of speech
- List five current issues in diagnosis and treatment of CAS.
- Identify at least three fundamental intervention principles for childhood apraxia of speech.
- Explain how to apply intervention principles to children with CAS at different ages and different severity levels. After this course, participants will be able to describe what is meant by CAS as outlined in the ASHA position statement.
- List co-existing conditions that may complicate the diagnosis of CAS.
- List several conditions of practice and feedback and describe the effects on motor learning.
- Describe potential differential diagnostic characteristics of CAS as they are manifest in children 0-3.
- List assessment steps that will lead to a differential diagnosis.
- List 2-3 contemporary recommendations for therapeutic intervention.
- Describe how cuing hierarchies can be used to facilitate improved speech sound accuracy and prosody.
- State how phonological awareness training can be implemented with school-age children with CAS.
- Differentiate treatment for phonological disorder versus motor speech disorder.
- Describe a framework for treatment of apraxia in preschoolers.
- Identify considerations in choosing stimuli for treatment of apraxia in preschoolers.
- List activities appropriate for treating preschoolers with apraxia.
If you have registered for this course for spring semester, you must complete all coursework by May 1st to receive credit for spring semester. If you have registered for this course for fall semester, you must complete all coursework by December 1 to receive credit for fall semester.
Description of Required Resources
This course will be delivered online. To access course materials, you must register with
www.SpeechPathology.com if you are not already a member of their library. There is a one-time $99 fee for viewing programs related to this course; this fee allows you access to the Speech.Pathology.com library and any live events for up to a year. Programs are provided in a variety of ways including via podcasts, mobile device, or text-based articles.
During the week of March 4-11 five experts in the area of CAS gave live, virtual webcast presentations in their areas of expertise. You must view the presentations of these expert speakers via the recorded courses. These events comprise 5 hours of the course.
Childhood Apraxia of Speech (CAS): Defining the Territory
Presenter: Peter Flipsen, Ph.D., CCC-SLP
Principles of Motor Learning in Childhood Apraxia of Speech
Presenter: Edwin Maas, Ph.D.
Therapy for Children Birth-to-3 Who May Receive a Diagnosis of CAS
Presenter: Barbara Davis, Ph.D.
Therapy for School-Age Children with CAS
Presenter: Jonathan Preston, Ph.D., CCC-SLP
Intervention for Preschool Children with CAS
Presenter: Ruth Stoeckel, M.S., CCC-SLP
In addition, you must choose 10 hours of additional programs from the following to complete 15 hours as required for 1 university credit.
|Greg Lof, Ph.D., CCC-SLP||Updating Evidence against Nonspeech Oral Motor Exercises for Speech Sound Production||1 hour|
|Erin Redle||The Application of Motor Learning Theories to Everyday Treatment for Childhood Apraxia of Speech
*Search in the Student Union
|Amy Skinder-Meredith, Ph.D., CCC-SLP
||Incorporating Principles of Motor Learning in Speech Therapy with Clients with Childhood Apraxia of Speech||1 hour|
|Margaret A. Fish, M.S., CCC-SLP||Childhood Apraxia of Speech: Considerations for Selecting Target Utterances for Treatment *Search in the Student Union||1 hour|
|Margaret A. Fish, M.S., CCC-SLP||Intervention for Young Children with Suspected Childhood Apraxia of Speech||1 hour|
|Margaret A. Fish, M.S., CCC-SLP||Assessing Young Children with Suspected Childhood Apraxia of Speech||1 hour
||Childhood Apraxia of Speech: Dx and Treatment
|Christina Gildersleeve-Neumann||Evidence-based Treatment Strategies for Childhood Apraxia of Speech||1 hour|
|Barbara Hodson, Ph.D., CCC-SLP||Enhancing Phonological Skills of Children with Highly Unintelligible Speech *Search in the Student Union||2 hours|
|Margot E. Kelman, Ph.D., CCC-SLP||Expressive Phonological Impairment and the Development of Literacy (article) *Search in the Student Union||1 hour
*Search in the Student Union library for these courses. Under Search by topic, select Student Events.
If you have a documented need for special assistance with this course, or if you would like to be referred for determining the presence of a special need, contact Linda Schreiber immediately. (Contact information is at the top of this page.)
Take and pass the multiple-choice exam for each course. The exams are provided to you at www.speechpathology.com except where indicated. SpeechPathology.com records course completion and exam scores in a transcript and provides the transcript as a PDF file. At the completion of all courses/exams, email the PDF transcript to me (you are given the option to export your transcript as a PDF file at the transcript page at www.speechpathology.com).
In addition, you must complete a three-page reflection on what you knew before the course, what you wanted to know on the topic of CAS, and what you have learned from the course. Use double spacing and 12-point font. Include at least three citations in APA format in your paper. (Refer to the grading rubric.)
Take and pass the multiple-choice exam for each course. The exams are provided to you at
www.speechpathology.com except where indicated. SpeechPathology.com records course completion and exam scores in a transcript and provides the transcript as a PDF file. At the completion of all courses/exams, email the PDF transcript to me (you are given the option to export your transcript as a PDF file at the transcript page at
Complete a three-page reflection on what you knew before the course, what you wanted to know on the topic of CAS, what you have learned from the course, and specifically how you will apply the new knowledge to your work setting (or potential work setting). Use double spacing and 12-point font. Include at least three citations in APA format in your paper.
Write a response to each of three questions specific to issues in CAS. Include citations (in APA format) in your responses to each question. Your responses should total 3 pages in all (12-point font double spaced; approximately 1 page per response). Choose three questions from the following:
- Parents of a three-year-old nonverbal child with autism tell you their child was diagnosed with apraxia. Based on what you have learned in this course, is this possible? Why or why not?
- What is the relationship of apraxia to literacy and success in learning to read?
- Several approaches to intervention and treatment have been presented in this course. Describe the intervention principles you will apply to your practice.
- A 6 year-old who was previously diagnosed with apraxia is referred to you. His intervention plan (written by his previous speech-language pathologist) includes daily oral-motor exercises such as tongue wagging, blowing, and chewing on soft toys. Will you continue this program with him? Why or why not?
- What principles of motor learning will you apply to your practice?
- Describe the identifying characteristics of childhood apraxia of speech. How can you distinguish CAS from other speech sound disorders? Would your assessment plan differ (for suspected CAS versus a severe speech sound disorder)? If so, how?
- Describe a framework for treatment of apraxia in preschoolers. Describe several activities appropriate for preschoolers with CAS.