Childhood Apraxia Of Speech Analysis

This literature review is focused on the characteristics, prevention, assessment, and intervention of TCS. An assortment of different sources were utilized in the collection of information regarding these areas, including journal articles, texts, and websites. Though, texts and web information were both used in a limited capacity. The literature review specifically focuses on the effect the syndrome has on the speech and language of affected individuals.

The participants consisted of 43 preschoolers with verbalization and sound disorders between the ages of four and five. The participants were selected through clinical recommendations in upstate New York from May 2007 to April 2008. Children were primarily from middle

Auditory Processing Disorder (APD), also known as central auditory processing disorder (CAPD), is a neurological defect that affects how the brain processes spoken language. It affects about 5% of school-aged children making it difficult for the child to process verbal instructions or to cancel out background noise in the classroom. A child who has Auditory Processing Disorder may have the same kind of behavioral problems as a child who has ADD, and also might be confused with Autism, Asperger’s, Language processing disorder, and Dyslexia. For children who suffer from APD, the understanding of meanings, sound combination, and the categorical order of words are mistaken.

Iliadou et al. (2015) analyzed three cases of Pediatric Speech Sound Disorder (SSD) to determine if a hearing loss or auditory processing deficit played a part in the delayed progress that was being made in speech therapy. Each child completed an otoscopy, pure-tone air conduction evaluation, tympanometry, otoacoustic emissions (OAEs), auditory brainstem responses (ABR), and a variety of word recognition assessments (e.g. dichotic listening, sequencing, other central auditory processing disorder assessments). Case one was an 8-year-old boy who had a diagnosis of SSD and presented little to no progress in therapy (Iliadou et al., 2015). The mother of the child had no concerns regarding her child’s hearing, although several scenarios began

Sample population: The diagnosis for this study was looking at children that had CAS, which was determined through a 2-hour assessment. The eligibility criteria were a CAS diagnosis, between the ages of 4 and 12 years old, good receptive language skills based on CELF-4 or CELF-P2, normal hearing and vision, one parent and the child had to be native Australian English speakers, and no other disorders could be noted. The sample was gathered by contacting SLP’s throughout Australia by mail and email. It appears that they used a convenience sampling technique. The key demographics showed that there were 18 boys and eight girls. Also, there were no key differences between the two groups for “any baseline variables, primary and secondary outcome measures, and CAS severity” (p. 673). There was no n listed in this article.

Elizabeth Carrow-Woolfolk developed the Comprehensive Assessment of Spoken Language (CASL), which was published in 1999. The purpose of this test is to assess oral language knowledge in individuals aged 3 to 21 years. The CASL is composed of 15 subtests, which measure the individual’s auditory comprehension, oral expression and word retrieval skills. The subtests measure these skills in four different language categories: lexical/semantic, syntactic, supralinguistic and pragmatic. Testing time varies with the age band of the individual and the number of subtests used. On average, administration time for children aged 3 through 5 takes about 30 minutes, and about 45 minutes for older individuals.

However, the frequency of these features can depend on the age of the child and the severity of the disorder. Overall, CAS is characterized by difficulty with planning and programming gestures of speech.

According to the American Speech-Language-Hearing Association a “communication disorder is an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems”. Communication disorders can be divided into two major categories speech and language disorders. The speech disorders are impairment of sound or voice on the other hand language disorders is impaired understanding of spoken, written, and symbols systems. Phonological disorder is a prime example of speech disorders. MedlinePlus (2014) explained children with phonological disorder do not use some or all of the speech sounds expected for their age group. It is characterized by many errors in diction of speech sounds, resulting

The organization that created and outlined this informational source was The Child Apraxia of Speech Association of North America (CASANA). CASANA is a nonprofit, publicly funded charity. Their mission is to encourage and expand the knowledge of the support systems of the children whose lives have been affected by childhood apraxia of speech (CAS). The organization hopes to give opportunities for the families of these children, so they can be given the best chances to improve speech and communication. Having had major growth from when the organization began as an online discussion group, in 2000, CASANA can now proudly flaunts their evolution to being considered a reliable national public charity. Being a reference for many families, CASANA

Acquired apraxia of speech can affect anyone at any age. However, it occurs mostly in adults due to a lot of diseases, head injuries, tumors, strokes, etc. Acquired apraxia of speech may occur along with dysarthria and aphasia. Dysarthria means muscle weakness which affects speech production, not capable enough to express oneself. Aphasia means a language difficulty that is caused by the damage in the nervous system. Acquired apraxia of speech is a result of focal brain damage. Damage in the focal brain, cerebral part of the brain, impairs the processes of planning speech movements while maintaining normal strength, speed, and coordination of the speech musculature (Duffy, 1995). Developmental apraxia of speech was first described by Yoss and Darley (1974). Developmental apraxia of speech (DAS) is hereditary. It also appears to affect more boys than girls. The causes of DAS are unknown. Some assume that it is related to a one’s general language development. Others say that it is a neurological disorder which affects the brain’s ability to send the correct signals to move the muscles involved in speech (Kent, 2000). However, it is also possible that almost children with DAS have a history of communication disorders or learning disabilities in their families. There may be genetic factors playing a role in this

The purpose of this article is to indicate the important tasks of a clinician and the challenges that continue in depicting a language disorder compared to a language due to linguistic factors that exist in a speaker of African American English. One of the biggest issues is differentiating this deficit. One of the most significant strengths identified in this article is on how many clinicians are skilled in that they identify language delays or language in children. However, it continues to be incomprehensible the language differences as compared to the language pathology in children who do speak AAE. As strength, research says that there has been an increase of AAE features with ages 3 and 5 years old. One of the weaknesses is how clinicians

To conduct a thorough assessment, Peña-Brooks and Hedge (2015, pp. 311-313) suggest that the clinician test both imitative and non-imitative speech production skills and intelligibility of speech. Peña-Brooks and Hedge also recommend that the clinician assess for prosody, resonance and fluency problems, as these errors are common with CAS.

To start out I would like you to get to know a student in my class. His name is Antonio and he has an IEP for speech. For the purpose of this paper, all names will be changed for the privacy of the individuals. Antonio’s mother, Caroline, noticed at a very young age that he was not producing language and he was taken to the pediatric neurologist for speech delay before he was in school. According to Health system, university of Michigan, they state “Language delay is when a child’s language is developing in the right sequence, but at a slower rate. Speech and language disorder describes abnormal language development. Delayed speech or language development is the most common developmental problem. It affects five to ten percent of preschool kids.” Other than this, Caroline stated in the IEP that he was a very healthy child and did not have any other health concerns, and was not allergic to any medications that

The CASL or Comprehensive Assessment of spoken and language was administered by two student clinicians. The Test consists of 15 sub tests in the domains of comprehension, expression, and retrieval in the 4 categories of semantics, syntax, supra-linguistics, and pragmatics.. These sub tests are then divided into core or supplementary categories. Core tests are meant to determine basic language components where as supplementary test are meant to convey further information for a diagnosis. Depending on the client’s age, the test can take between thirty minutes to an hour and a half to administer, but overall is not a difficult test and yields useful results.

When I was three years old, I learned that I had apraxia of speech. It is a speech impairment and it causes issues with fine and gross motor skills. I was