Full Course Description
Childhood Apraxia of Speech: Differential Diagnosis & Treatment
OUTLINE
Childhood Apraxia of Speech (CAS): An Overview
- Developmental motor speech disorders
- Model of speech production
- Different beliefs on the underlying nature of CAS
- Characteristics of CAS
- Video and audio examples
Evaluating CAS
- The pitfalls of misdiagnosis
- Differentiate from other causes of speech disorders
- Assessment techniques designed to differently diagnose
- Phonologic impairment versus CAS versus dysarthria
- Determine the relative contribution of apraxia, phonologic impairment, dysarthria, cognition, and language to the child’s communication disorder
- Video case examples and discussion
Principles of Motor Learning and How it Applies to Treatment of CAS
- Precursors to motor learning
- Conditions of practice
- Practice variability
- Types of feedback
Treatment of CAS
- Key principles that are the most important to the treatment
- Clinical decision making in treatment and treatment planning
- Examples of various bottom-up therapy techniques
- Dynamic Temporal and Tactile Cueing (DTTC)
- Treatment for the non-verbal child
- Data collection and documenting progress
Incorporate Phonological Awareness and Early Literacy Skills
- Key elements to address that will improve both phonological awareness and speech
- Adaptive tools that are easy to use for teaching phonological awareness, speech, literacy, and language
- Benefits of intensive therapy summer camp models that address motor speech, phonological awareness, early literacy skills, and language
OBJECTIVES
- List three key characteristics of CAS.
- Differentially diagnose apraxia of speech from phonologic delay, dysarthria, and other communication disorders that can result in speech delay.
- Explain two of the motor learning principles and how they apply to treatment of children with CAS.
- Implement treatment for children with CAS using Dynamic Tactile and Temporal Cuing.
- Incorporate phonemic and phonological awareness into motor speech therapy.
- Know how to adapt curriculum materials for children who are unintelligible.
Program Information
Target Audience
Speech-Language Pathologists
Objectives
- List three key characteristics of CAS.
- Differentially diagnose apraxia of speech from phonologic delay, dysarthria, and other communication disorders that can result in speech delay.
- Explain two of the motor learning principles and how they apply to treatment of children with CAS.
- Implement treatment for children with CAS using Dynamic Tactile and Temporal Cuing.
- Incorporate phonemic and phonological awareness into motor speech therapy.
- Know how to adapt curriculum materials for children who are unintelligible.
Outline
Childhood Apraxia of Speech (CAS): An Overview
- Developmental motor speech disorders
- Model of speech production
- Different beliefs on the underlying nature of CAS
- Characteristics of CAS
- Video and audio examples
Evaluating CAS
- The pitfalls of misdiagnosis
- Differentiate from other causes of speech disorders
- Assessment techniques designed to differently diagnose
- Phonologic impairment versus CAS versus dysarthria
- Determine the relative contribution of apraxia, phonologic impairment, dysarthria, cognition, and language to the child’s communication disorder
- Video case examples and discussion
Principles of Motor Learning and How it Applies to Treatment of CAS
- Precursors to motor learning
- Conditions of practice
- Practice variability
- Types of feedback
Treatment of CAS
- Key principles that are the most important to the treatment
- Clinical decision making in treatment and treatment planning
- Examples of various bottom-up therapy techniques
- Dynamic Temporal and Tactile Cueing (DTTC)
- Treatment for the non-verbal child
- Data collection and documenting progress
Incorporate Phonological Awareness and Early Literacy Skills
- Key elements to address that will improve both phonological awareness and speech
- Adaptive tools that are easy to use for teaching phonological awareness, speech, literacy, and language
- Benefits of intensive therapy summer camp models that address motor speech, phonological awareness, early literacy skills, and language
Copyright :
03/29/2017
Evidence-based iPad® Interventions for Speech-Language & Special Education Services
OUTLINE
iPad® Essentials
- Apply principles of Universal Design for Learning (UDL)
- Effective use of technology
- Teaching approaches
- Technical skills on the iPad®
- Essential iPad® “extras” (peripherals)
- Funding iPads® and Apps
Evidence-based Use of the iPad®
- Minimize barriers
- Maximize efficiencies
- Connect games to evidence
- “Quality control” tool for evaluating Apps
- Tools to improve access to evidence-based practices
Evidence-based Techniques for
- Articulation
- Apraxia
- Phonology
- Receptive/Expressive Language
- Pragmatics
- Functional Communication
- Fluency
- AAC
- … and more!
Evidence-based Approaches to iPad® Apps
- Play-based practices for speech and language therapy
- Visual/biofeedback for intelligibility work
- Visual tools for social skill development
- Video self-modeling for targeting speech, language and social skills
- Executive function training
- Referential communication strategies for language therapy
- Graphic organizers for literacy development
- Screencasting options for use with all learners and settings
- Aided language stimulation
Hands-on Time with Apps
- Breakout sessions
- Create take-aways
OBJECTIVES
- Describe the key educational and field-specific impacts of the iPad®.
- Evaluate iPad® applications using an Application Rubric.
- Demonstrate the use of iPad® applications for specific speech-language pathology disorder categories with consideration of Universal Design for Learning principles.
- Demonstrate effective teaching approaches for all learners and professionals.
- Access evidence to support use of iPad® applications.
- Select and evaluate iPad® applications, connecting them to existing evidence.
- Identify the key essentials of the iPad®, related peripherals, and the process for managing Apps.
Program Information
Target Audience
Teachers/Educators, Speech-Language Pathologists, and other Mental Health Professionals
Objectives
- Describe the key educational and field-specific impacts of the iPad®.
- Evaluate iPad® applications using an Application Rubric.
- Demonstrate the use of iPad® applications for specific speech-language pathology disorder categories with consideration of Universal Design for Learning principles.
- Demonstrate effective teaching approaches for all learners and professionals.
- Access evidence to support use of iPad® applications.
- Select and evaluate iPad® applications, connecting them to existing evidence.
- Identify the key essentials of the iPad®, related peripherals, and the process for managing Apps.
Outline
iPad® Essentials
- Apply principles of Universal Design for Learning (UDL)
- Effective use of technology
- Teaching approaches
- Technical skills on the iPad®
- Essential iPad® “extras” (peripherals)
- Funding iPads® and Apps
Evidence-based Use of the iPad®
- Minimize barriers
- Maximize efficiencies
- Connect games to evidence
- “Quality control” tool for evaluating Apps
- Tools to improve access to evidence-based practices
Evidence-based Techniques for
- Articulation
- Apraxia
- Phonology
- Receptive/Expressive Language
- Pragmatics
- Functional Communication
- Fluency
- AAC
- … and more!
Evidence-based Approaches to iPad® Apps
- Play-based practices for speech and language therapy
- Visual/biofeedback for intelligibility work
- Visual tools for social skill development
- Video self-modeling for targeting speech, language and social skills
- Executive function training
- Referential communication strategies for language therapy
- Graphic organizers for literacy development
- Screencasting options for use with all learners and settings
- Aided language stimulation
Hands-on Time with Apps
- Breakout sessions
- Create take-aways
Copyright :
09/26/2014