Apraxia of Speech

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by avimills
Last updated 4 years ago

Discipline:
Language Arts
Subject:
Oral Communication
Grade:
4,5,6,7,8,9,10,11

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Apraxia of Speech

Childhood Apraxia of Speech

SPEECH DISORDERS: APRAXIA

http://www.asha.org/public/speech/disorders/ChildhoodApraxia.htm

A Very Young Child- First words are late, and they may be missing sounds- Only a few different consonant and vowel sounds- Problems combining sounds; may show long pauses between soundsAn Older Child- Makes inconsistent sound errors that are not the result of immaturity- Can understand language much better than he or she can talk- Has more difficulty saying longer words or phrases clearly than shorter ones- Appears to have more difficulty when he or she is anxious- Sounds choppy, monotonous, or stresses the wrong syllable or word

A child with apraxia needs to practice speech more than anything. Research shows the children with CAS have more success when they receive frequent (3-5 times per week) and intensive treatment (The American Speech-Language-Hearing Association (ASHA), 2015). The classroom should be set up so that activities, free time, and lessons are language rich and prompt the usage of speech.

Childhood apraxia of speech (CAS) is a complex disorder involving a core impairment in the planning and/or programming of speech movements (Grigos, M. I., Moss, A., & Ying, L., 2015). It is a Speech Articulation Disorder. Speech articulation deals with the tongue, teeth, lips, and mouth to create sounds. Articulation disorders occur when sounds are added, omitted, substituted, or distorted (Piper, T., 2012).

Children that have this disorder know what it is they would like to say, but they have trouble getting those thoughts to translate in the brain into mouth movements. The result in young children is sometimes a failure to coo or babble, and in older children, leaving out sounds and greatly oversimplifying pronunciation (Piper, T., 2012). There are three features that are consistent with deficits in speech motor control: inconsistent errors on repeated syllable or word productions, impaired co-articulation patterns, and prosodic errors (Grigos, M. I., Moss, A., & Ying, L., 2015).

Classroom Support

What does it look like?

What does it look like?

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Families of children with apraxia should be kept well informed about their child’s progress and should be provided with as much information as possible about ways to promote speech at home. Open lines of communication are the key to supporting the child’s family and continued success.

Family Support


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