Based on the reviewed research and consensus opinion, the following three segmental and suprasegmental core characteristics were proposed (ASHA, 2007b, p. 2) and also included in the 2011 RCSLT position statement These include lack of time, lack of ready access to published literature and lack of skill in evaluating the evidence (e.g., Bernstein Ratner, 2006; Gosling & Westbrook, 2004; Jansen, Rasekaba, Presnell & Holland, 2012; Johnson, 2006; Roddam & Skeat, 2010; Rose & Baldac, 2004; Vallino-Napoli & Reilly, 2004). Such implications impact the assessment and intervention process, right from the opening moments of the initial consultation or case history interview. Dogil and Mayer suggested that these changes could be related to ‘over-specification’ at the phonological level, leading to difficulties in transferring phonological representations to phonetic (articulatory) gestures. 8. Use DEMSS very young children with low volubility and for children with severe CAS/sCAS. without CAS would show MMN responses to the phonemically distinct pairs of speech sounds, but not to the allophonic contrast; whereas children with CAS, in the event that CAS is associated with a representational deficit like that proposed by Dogil and Mayer (1998), should show abnormalities in MMN. CVC2mad bed hop Test: Stimulability testing to 2 syllable positions. Worse with longer utterances? Rather, it suggests a motor planning component and a phonological component are integral to CAS. Then follows a guide to the general observations an SLP/SLT might make during differential diagnosis. Reading across Row 1, we see that the first characteristic is consonant and vowel inventory constraints, or in other words, missing vowels and consonants. 2. The documents provide clinicians with a review of CAS-related literature, referring often to typical development and other speech sound disorders. Sounds come and go. Once an acute situation has passed, you can … Theories? However, a number of directly relevant and clinically applicable recommendations were presented in the reports. The CAS Technical Report does not incorporate definitive assessment guidelines or a single diagnostic test for CAS, due to the lack of evidence supporting such specific recommendations (Caspari, 2007). The advantage of this method is that children (with or without speech sound disorders) do not need to produce any speech, and indeed do not even need to pay attention to the speech sounds as they are being processed; the MMN happens very fast (around 150 milliseconds post stimulus presentation) and is considered an automatic, pre-attentional brain response that indexes unconscious mapping between an incoming stimulus and a pre-existing phonological representation. You don’t have to use the DEMSS stimuli (below); use stimuli that ‘suit’ the child. Persistent personality? Speech‐Language Pathologist Honorary Associate in Linguistics, Macquarie University, Sydney, Australia Honorary Research Fellow, School of Health Sciences, Speech‐Language Pathology, University Of Kwazulu‐Natal, Durban, South Africa. Recommending a regular 5–7 minute ‘story time’ or ‘communication time’ or ‘talking time’ when a parent engages quietly with the child with books, pictures or ‘literacy-like’ activities, sends a message about the importance of both literacy and 1:1 child–adult communication opportunities, and once established can become the basis for a speech homework routine. 6. The documents provide clinicians with a review of CAS-related literature, referring often to typical development and other speech sound disorders. Call (855) 409-0204 now to learn about our BPD treatment programs. Linking up with other clinicians and researchers. These are summarised below in terms of the four questions referred to previously: The ASHA (2007a) Technical Report on CAS is wide ranging and comprehensive, prompting more questions than it answers, and some of those questions will likely be answered by SLPs/SLTs undertaking higher degrees. A number of additional features often observed in CAS are discussed in detail within the report. These include those features that often comprise clinical diagnostic checklists for CAS (e.g., vowel errors, increased errors as syllable and word complexity increase) and those also observed in children with other speech sound disorders (Forrest, 2003; McCabe, Rosenthal & McLeod, 1998). Case history interview Your work on neural correlates of speech sound perception does not support a view of CAS as a pure motor planning deficit that is often associated with ‘additional’ cognitive-linguistic difficulties. By bringing together insights from these various fields, we were able to develop and test a hypothesis concerning a specific neural signature of phonological processing in CAS. Making use of the archives and files areas allows clinicians to search for clinically relevant topics, articles and associated discussions with ease. The examination of specific neurological features associated with CAS is different from ERP approaches, and cannot answer questions related to specific levels of linguistic processing and representation. However, a number of directly relevant and clinically applicable recommendations were presented in the reports. Completing a focused literature review around the research topic and questions is an important aspect of this endeavour, with the review itself eventually becoming the essence of the introduction to the doctoral dissertation. incorporation of phonological awareness (PA) Gait Videos of topic and panel presentations from the 2013 CAS Research Symposium (www.apraxia-kids.org/symposium-videos) are readily available; ensuring that keeping up to date is only a mouse-click away. Uses signs or actions to help get the message across. For example, an articulatory feature that is non-contrastive in a specific language (e.g., aspiration in English stops), gradually ceases to be specified, whereas the same feature value is retained in a linguistic system that treats it as contrastive (e.g., aspiration in Hindi stops). Characteristics and general observations of CAS Drawing on the suggestions provided by Johnson (2006) and Reilly et al. Phonological disorder (PD) and childhood apraxia of speech (CAS) Despite this, there has been a flurry of research addressing some important questions about CAS (e.g., the core features of CAS via longitudinal case studies, Highman, Hennessey, Leitão & Piek (2013), perceptual aspects of CAS, Froud and Khamis-Dakwar (2012; A42), and treatment protocols, Murray, McCabe and Ballard, (2012; A42)). Pt will reduce the phonological process of stopping to fewer than 20% of, occurrences in structured tasks/spontaneous speech with fading cues for 3 out of 4. The chapter also contains suggestions for and discussion of intervention goals, approaches and techniques for these children. 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