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Childhood Apraxia of Speech

Audience: SLP, Peds, Audiology
Course level: Intermediate.  Participants are expected to have some prior academic and/or clinical experience with children with severe speech disorders.
Date: March 10th, 2012
Check in time: 7:30-8:00 am
Class time: 8:00-3:15 PM
Location: Fairview Southdale Hospital: International Room A and B
6401 France avenue S, Edina, MN 55435
Course Fee: $195.00

Contact Hours: 6.0 Contact hours

Register for this course.

Speaker
Ruth Stoeckel, Ph.D., CCC-SLP
Dr. Stoeckel is a clinical speech-language pathologist at Mayo Clinic in Rochester, MN.  She has experience working as a clinician and independent consultant in schools, private practice, private rehabilitation agency, and clinical settings.  Dr. Stoeckel is on the professional advisory board of the Childhood Apraxia of Speech Association of North America (CASANA) and recently co-authored the curriculum for CASANA's intensive training institute on CAS.  Dr. Stoeckel is a nationally recognized expert on Childhood Apraxia of Speech and literacy and has presented at many invited presentations and workshops at ASHA conventions, universities, school districts, and state and international meetings.

Course description
Diagnosis of children with severe speech sound disorders can be challenging, and there continue to be inconsistencies in particular for diagnosis and treatment for Childhood Apraxia of Speech (CAS).  This course will provide information about clinical decision-making for diagnosis and treatment of CAS using best available evidence and considering co-occurring diagnosis.  A framework for assessment will be discussed, as well as a model that integrates ongoing assessment with treatment planning.  A significant portion of the course will focus on treatment techniques and considerations based on a child's needs and progress.  Treatment discussion will focus on treatment techniques and considerations based on child's needs and progress.  Treatment discussion will focus on application of motor learning principles to motor speech deficits as well as consideration of early literacy skills.  Case examples will be presented to assist in identification of characteristics of CAS, differential diagnosis, and treatment techniques. 

Learning Objectives
Identify possible characteristics of CAS
• Interpret responses during assessment to arrive at a differential diagnosis of speech disorder.
• Demonstrate knowledge of principles of motor learning and how these principles inform decision-making in treatment
• Plan treatment for children with CAS
• Develop methods for monitoring progress in treatment.

Agenda
7:30 - 8:00 AM       Check-in

8:00 - 9:00 AM       Definitions of Childhood Apraxia of Speech (consistent with the 2007 ASHA Technical Report);
                                 - CAS vs. severe phonologic disorder; CAS vs. dysarthria
                                 - Challenges in diagnosis
                                 - Overview of assessment techniques for differential diagnosis of phonologic 
                                    impairment, dysarthria  phonologic disorder  
                                 - Core features of CAS contributing to diagnosis; Contributing characteristics of CAS in 
                                    younger children;
                                   Contributing characteristics of CAS in older children

 9:00- 10:00 AM       - Differential Diagnosis; Developmental history ; Assessment of physical
                                    characteristics; 
                                    Assessment of language 
                                   - Considering the whole child in - Video 
                                   -Video Examples

10:00 - 10:15 AM    Break

10:15 - 12 Noon     Assessment to Intervention: 
                                 - Approaches that have been used for apraxia; 
                                 - Principles of motor learning, how these principles inform both assessment and treatment 
                                   (Conditions of practice, Structure of practice, Co-articulation and Prosody)
                   
12 PM - 1:00 PM      Lunch 

1:00 - 2:00 PM        A Treatment Framework: Dynamic Tactile and Temporal Cueing (DTTC)
                                  Research-based treatment approach
                                  Treatment planning: clinical decision-making so treatment fits the deficit
                                  Treatment Decisions (Planning, Number of sessions, Choosing stimuli, Integrating early
                                  literacy).
                                 
2:00 - 3:00 PM        Treatment: Related Issues (Considering Evidence-Based Practice, Involving caregivers, 
                                  Bilingualism/Multilingualism, Phonologic Awareness Skills: reading and Spelling, 
                                  Phonologic Processing, 
                                  Neurologic Issues, Sensory issues, Incorporating AAC, Genetic Vulnerability,
                                  Alternative treatments, NSOMEs); 
                                  Adapting treatment; Prognosis  

3:00-3:15 PM          Summary, Questions and Answers

This program is offered for 0.60 CEUs (professional area; intermediate level. 

                 

 
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