Friday, November 3, 2023 | 9:00am – 12:15pm
This training is open to T2K / GAT therapists ONLY
CEU Hours: 3 CEUs approved by TSHA
Facilitator: Lori Cochran, MS, CCC-SLP
Note: This is an intermediate level training. It is highly recommended that therapists that have not received prior training in apraxia, complete this prerequisite training: https://childapraxiatreatment.org/diagnosis-and-treatment-of-cas-online-course/
This course will focus on case studies that are submitted by YOU! If you have any kids on your caseload that you suspect apraxia or you feel confident has apraxia and you want some more therapy ideas, please submit those videos to Vanessa Reynolds for this training. All videos must be submitted by October 13th.
All videos submitted should include:
CV – me, hi, you, toy, day
VC – out, ice, at, on
CVCV – papa, cuckoo, boo boo
CVC – mom, peep, sis, coke
CVC2 – home, mine, bus, peek, sis
CVCV2 – baby, puppy, cookie, mommy
CVC2V2 – bunny, happy, open, today, canoe
Multisyllabic – potato, video, peekaboo, honeydew, lemonade
We know from recent research that characteristics of Childhood Apraxia of Speech (CAS) can emerge in infancy and early toddlerhood (Overby et.al. 2019), but those characteristics are not necessarily diagnostic, and so we are still often left wondering: Does this child have CAS? How should I approach treatment?
There is a substantial amount of literature on selecting targets for traditional or phonologically-based treatment methods (Strand 2020) but little evidence exists in the literature on CAS, and even less guidance is provided for “suspected CAS” (sCAS). The only direction given to clinicians to aid in treatment planning is to focus on the movement, rather than specific phonemes. However that requires a shift in mindset that many clinicians find challenging. Additionally, the need to utilize different cueing methods, to understand and apply principles of motor learning, and the often initial slow progress seen with these children can lead to feelings of being overwhelmed and frustrated. All of this often results in clinicians drifting back to writing goals or progressing treatment from a more familiar traditional articulation or phonological approach.
This session will provide a framework for treating children with CAS or sCAS, addressing assessment considerations, initial target selection, involving principles of motor learning, and guiding clinicians to focus on movement when teaching functional words and phrases.
It is expected that clinicians will already have a basic understanding of motor-based treatment methods for CAS. After reviewing some guiding principles for assessment and treatment, videos of assessments will be used in interactive case studies. Participants are encouraged to submit case studies and videos prior to the course and prepare questions regarding children on their current caseloads.