There are many different language delays and disorders found in the pediatric population. Childhood apraxia of speech (CAS) is one of the most common of these disorders. Dr. Libby Kumin defines CAS as “a motor speech disorder where children have difficulty planning, coordinating, producing and sequencing speech sounds” (Kumin, n.d.). Apraxia does not occur because of weakness or paralysis of facial and oral muscles. It occurs when a child’s brain cannot properly plan the movement of body parts necessary for normal speech production (“Childhood Apraxia,” 2011). Though CAS is the most common name for this specific disorder, it is also referred to as a variety of other names. Some of these names include: dyspraxia, developmental apraxia, pediatric verbal apraxia, or just apraxia (Kumin, n.d.).
It can be difficult to determine the specific cause of CAS in most children. However, it could potentially arise as the result of a stroke, traumatic brain injury, genetic disorder, or syndrome. ASHA states that it is important for one to “note that while CAS may be referred to as ‘developmental apraxia,’ it is not a disorder that children simply ‘outgrow’” (“Causes and Numbers,” 2011). With most disorders related to speech development, the child learns everything in the same order as others, just slightly slower than their peers. If a child is experiencing CAS, on the other hand, they do not learn sounds in the usual patterns and cannot improve without therapy or treatment. Though there is no cure for CAS, much progress can be made with “appropriate, intensive intervention” (“Causes and Numbers,” 2011).
The list of symptoms and defining characteristics of CAS is rather extensive. That being said, all children with CAS are not t...
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...axia of Speech. (2011). American Speech-Language-Hearing Association | ASHA. Retrieved November 20, 2011, from http://www.asha.org/public/speech/disorders/Childh oodApraxia.htm
Childhood Apraxia of Speech: Causes and Number. (2011). American Speech-Language-Hearing Association | ASHA. Retrieved November 25, 2011, from http://www.asha.org/public/spe ech/disorders/ChildhoodApraxiaCauses.htm
Gretz, S. (2011). Apraxia: Speech Therapy in Toddlers and Young Children - Apraxia-KIDS . Apraxia-KIDS (a program of The Childhood Apraxia of Speech Association) - Apraxia-KIDS. Retrieved November 20, 2011, from http://www.apraxia-kids.org/site/apps/nlnet/c ontent3.aspx?c=chKMIOPIIsE&b=78844 &ct=464229
Kumin, L. (n.d.). Childhood Apraxia of Speech Resource Guide. NDSC Center. Retrieved November 20, 2011, from http://www.ndsccenter.org/resources/documents/speech/Kumi n.Apraxia.pdf
The child is at stage three linguistic speech in oral development (Fellows & Oakley, 2014). They show evidence of this in both their receptive and expressive language meeting the criteria for this stage (Fellows & Oakley, 2014). They show evidence of their receptive language by their ability in being able to understand opposites (Fellows & Oakley, 2014). While they had some issues with the differences between soft and scratchy they were able to demonstrate the differences between big and little several times during the dialogue. They showed evidence of their expressive language by their use of telegraphic speech, expanding vocabulary and in the ability to take in turns of speaking and listening (Fellows & Oakley, 2014). Telegraphic
From the time Caroline began preschool she had a severe speech sound disorder. She had a lisp along with difficulty producing what she referred to as harsh sounds, such as the sound /r/. The lisp caused difficulty in producing /th/ which was produced in the form of /s/. The sounds that gave her the most trouble were the lingua-dental. There was extreme difficulty in the articulation of her tongue to produce the sounds, and in order to compensate for not being able to say the words properly she began to omit the sounds she could not produce. Her speech language pathologist explained to her that she had a lazy tongue. It was described to her that she did not know how to properly move her tongue in the specific ways to produce the specific sounds. When Caroline was asked what she thought had caused her speech disorder, she thought it was because she had a delay in her verbal abilities and poor mouth structure as her mouth was narrow, and teeth were very crooked. However, the underlying cause was not known.
William, L. (2008, July 14). SPACS: Systemic Phonological Analysis of Child Speech. Retrieved October 10, 2011, from Phonological Disorders: http://phonologicaldisorders.wordpress.com/tag/lynn-williams/
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
University of Michigan Health System. “Speech and Language Delay and Disorder.” Med.umich.edu June 2008. 2 March 2011
Maura R. Mclaughlan, M. (2011). Speech and Language Delay in Children. American Family Physician, 1183-1188.
This research is intended to analyze the transcript of a child’s speech. The target child is a female named Majorie who is 2 years and 3 months old. The transcript is from The Journal of Applied Developmental Psychology. The linguistic aspects that will be examined are the phonological processes of the child including speech errors, syllable shapes, and her phonetic inventory consisting of manner and place of articulation. Included in the analysis will be her stage and development of lexical knowledge and what words she uses.
... role of infant-directed speech with a computer model. Acoustical Society of America, 4(4), 129-134.
Establishment consisted of teaching the children correct placement of articulators to produce the targeted speech sound across all word positions. The randomized-variable practice began once the child could produce the sound 80% of the time in certain syllables. It usually took children 1-5 sessions to complete the establishment phase. Random teaching tasks such as imitated single syllables, imitated single words, nonimitated single words, imitated two-to-four word phrases, nonimitated two-to-four word phrases, imitated sentences, nonimitated sentences, and storytelling or conversations were selected in the second phase. Participants remained in this phase until they obtained 80% mastery across two
CAS is a very specific disorder with a very specific profile, and is thus different from “typical” speech sound disorders. The hypothesis of CAS in ASD (the CAS-ASD hypothesis) is that “CAS contributes to the inappropriate speech, prosody, and/or voice features reported in some children and adults with verbal ASD” (Shriberg et al., 2011, p. 405). For this to be true, the speech, prosody, and voice findings in children with ASD must not only be unusual or disordered, but they must also fit into the particular profile of CAS.
"Speech and Language." UW Departments Web Server. Center on Human Development and Disability at University of Washington. Web. 01 May 2014.
Speech Language Pathology helps solve or improve situations with language and speech. Some of the things that works are: articulation, fluency, and oral motor disorders. In the articulation disorders we can found: the difficulties in producing sound and the correct pronunciation of words. In the other hand the fluency and the oral motor disorders we found di...
Uneven language development is one of the biggest red flags that indicate ASD. For example, a normal child consistently learns new words and continues to learn how to arrange them into cohesive statements, whereas a child with ASD learns a few words and then have long p...
"Speech Development." Cleft Palate Foundation. Cleft Palate Foundation, 25 Oct 2007. Web. 10 Mar 2014.
Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotion language expresses emotional meaning. Ceremonial language is mostly engaged with emotions but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children. Children go through a number of different stages as language develops. According to Craig and Dunn, (2010), “Even before birth, it appears that infants are prepared to respond to and learn language” (p. 112). Children develop these skills quickly with nature and nurture influences. Researchers have proposed several different theories to explain how and why language development occurs. This paper is an overview of the process of early childhood language development with research evidence supporting the information stated.