Childhood apraxia of speech (CAS) is a pediatric motor speech disorder that often results in severely impaired speech intelligibility. Children with CAS often demonstrate slow progress in treatment and can exhibit challenges with speech production that persist through adulthood.
The clinical management of CAS requires understanding of what differentiates this disorder from other speech sound disorders, including the underlying impairment and characteristic features. It also requires a specific approach to assessment to identify and target the motor-based difficulties associated with CAS.
This course will provide participants with a background in the definition of childhood apraxia of speech (CAS), underlying deficits of CAS, and characteristic features of this disorder. Detailed information will be reviewed regarding assessment procedures for the differential diagnosis of CAS with an emphasis on dynamic assessment. Motor-based techniques will be reviewed for the treatment of CAS, including practical strategies for using dynamic treatment strategies.
During this course, there will be discussion, case studies, and hands-on application of material to provide clinically-relevant information that participants can apply to their clinical practice to:
- Understand CAS and how it differs from other speech sound disorders in children;
- Identify characteristic features of CAS and the importance of careful listening;
- Obtain procedures for the assessment of CAS and application of dynamic assessment;
- Learn about evidence-based techniques for intervention;
- Discuss key elements of clinical management.
- Foundations of CAS
- Definition of CAS
- Understanding the underlying deficit of CAS
- How motor impairment impacts assessment and treatment
- Detailed description of characteristic features of CAS
- Assessment of CAS
- Procedures for differential diagnosis of CAS
- Dynamic assessment and significance within assessment of CAS
- Differentiating CAS from other speech sound disorders, such as phonological impairment
- Motor-based Intervention & Considerations for Clinical Management
- Definition of motor-based intervention and rationale for this approach
- A review of therapeutic techniques that have research evidence for treating CAS with a focus on Dynamic Temporal Tactile Cueing
- How Principles of Motor Learning can be used to structure therapy sessions and guide intervention technique
- Designing treatment targets and language-specific considerations when designing stimuli
- Practical strategies for getting started in treatment
Upon completion of this workshop, participants will be able to:
- Define CAS and the underlying impairment of this disorder.
- Describe characteristic features of CAS.
- Describe assessment procedures for the differential diagnosis of CAS.
- Explain the significance of dynamic assessment in the diagnosis of CAS.
- Name elements of motor-based intervention.
- Describe DTTC with regard to the temporal hierarchy and use of multisensory cueing.
- Explain how principles of motor learning are integrated within treatment planning.
- Please note that registration will be on a first-come-first-served basis and course fees must be paid prior to closing date to reserve a place.
- Payment of fees is not a guarantee for the event to be staged as planned. Should the event be cancelled for any reason, a full refund will be made to all registered participants and no other claims are allowed. The organizer disclaims responsibility should any change in the event occur for any reason.
- Participants to the course are not allowed to split registration for different persons.
- For 1 full day seminar, only one set of meal entitlement per day shall be given to the registered participants. For half day seminar, only coffee and tea will be provided.
- Food served will be “no pork and no lard”.
- No refund of fees for participant cancellations including medical leave but substitutions are allowed with written request to organizer at least two working days before the course commences.
- Registration will be taken as confirmed upon receipt of payment or issuance of invoice. Any cancellation will not be allowed. However, substitutions are allowed with written request to organizer at least two working days before the course commences. Please note that registration will be on a first-come-first-served basis. Payment must be received by due date, before attendance of training.
- All information provided in this form is accurate up to the closing date of normal registration.
Wed, 22 March 2023
2 Morning Sessions
Live Online Training
Dr. Julie Case
Ph.D., CCC-SLP. Hofstra University.
Julie Case is an Assistant Professor in the Speech-Language-Hearing Sciences Department. Dr. Case holds a Ph.D. in Communicative Sciences and Disorders from New York University and an M.A. in Speech-Language Pathology from New York University. She also has an M.A. in Spanish Language and Hispanic Literature and Cultures from Central Connecticut State University and a B.A. in Spanish with a concentration in Elementary Education from Villanova University. Dr. Case is an ASHA certified bilingual speech language pathologist with specialization in speech sound disorders and expertise in Childhood Apraxia of Speech (CAS). Dr. Case has also been in clinical practice throughout the New York metropolitan area since and has worked in a variety of clinical settings with children from birth through adolescence.
In her research program, Dr. Case studies speech motor development in children with CAS and other speech sound disorders. Her work has incorporated transcription, acoustic and kinematic analyses to examine changes in speech performance with intensive practice and the impact of stimulus complexity on speech production in children with typical and impaired speech development. Dr. Case also studies treatment efficacy for motor-based intervention in young children with CAS, in addition to systematically investigating language skills in children with CAS and other speech sound disorders. Dr. Case has presented at numerous international conferences on several clinical and academic topics. Her work has also been published in a number of peer-reviewed journals and she has completed various editorial positions across academic journals in the field of Communicative Sciences and Disorders.