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

‚ÄčOUTLINE

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