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Differential diagnosis of children with suspected childhood apraxia of speech
Differential diagnosis of children with suspected childhood apraxia of speech
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Apraxia of Speech
Apraxia of speech is a well-known disease among children around the entire world. There are many stories out there about children having apraxia of speech as well as overcoming it. A story about a girl named Big Sister inspired me and made me want to know more about apraxia. According to “This Simple Home” a young girl with the name of Big Sister showed early signs of apraxia but nobody wanted to believe it. She was always such a happy baby but she didn’t babble or have any sounds. She had no throaty signs, the only sound was mmm-mmm while she was eating, which didn’t start until the age of five. She did laugh and giggle and cry though. They began teaching her sign language so that she could communicate around the age of two and people around them thought that they were crazy for doing so. Around the age of fifteen months their pediatrician encouraged them to go get a hearing evaluation as well as a speech evaluation. From there they started therapy. She had a Speech and Language Pathologist (SLP) and by her second birthday she was having a couple word approximations. Then from there she began to improve. (Annette, 2012)
According to “The Mayo Clinic” childhood apraxia of speech (CAS) is an uncommon speech disorder in which a child has difficulty making accurate movements when speaking. Childhood apraxia of speech is just a label for a speech disorder. In order for a child to speak correctly, the brain has to learn how to make plans that tell the speech muscles how to move the lips and jaw and tongue for those sounds and word to be able to come out and be accurate. When a child has childhood apraxia of speech the brain struggles to develop those movements. The muscles are not weak, they just do not perfor...
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...tp://www.thissimplehome.com/2012/08/my-daughters-story-overcoming-verbal.html
Better Health Channel. (2014, February 17). Childhood apraxia of speech. Retrieved March 6, 2014, from Better Health Channel: http://betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Childhood_apraxia_of_speech
Mayo Clinic Staff. (2014, January 1). Childhood apraxia of speech. Retrieved March 6, 2014, from diseases and conditions: http://www.mayoclinic.org/diseases-conditions/childhood-apraxia-of-speech/basics/definition/con-20031147
NIDCD. (2002, January 1). Apraxia of Speech. Retrieved March 6, 2014, from NIDCD: http://www.nidcd.nih.gov/health/voice/pages/apraxia.aspx
Wisconsin, M. C. (2013, October 25). Next-gen sequencing identifies genes associated with speech disorder. Retrieved March 6, 2014, from Science Daily: http://www.sciencedaily.com/releases/2013/10/131025113918.htm
McCleery et al. (2006) studied the speech sound development of minimally verbal and nonverbal children with ASD and compared their development to typically developing children who were matched for language production and comprehension skills. Their findings indicate that children with ASD, even those that are severely language delayed, show the same general consonant production patterns as typically developing children. Moreover, the production pattern of children with ASD is practically identical for sounds produced spontaneously and sounds produced in imitation....
The purpose of Application of a Motor Learning Treatment for Speech Sound Disorders in Small Groups was to evaluate the effectiveness of motor-learning based therapy, also called Concurrent Treatment, within groups of up to four elementary public school students with disordered articulation, normal language, and normal hearing. The authors of this paper recognized that while many studies have been done to determine the efficacy of students in individualized therapy settings, few studies had been done to look at therapy within small groups. Therefore, the researchers tested twenty-eight 6-9 year old children within a small group using Concurrent Treatment. The children were able to acquire their targeted speech sounds within 40 30-minute sessions (20 hours over 20 weeks).
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...
Giannakopoulou, A., Uther, M., & Ylinen, S. (2013). Enhanced plasticity in spoken language acquisitiopn for child learners: Evidence from phonetic training studies in child and adult learners of english. Child Language Teaching and Therapy, 29(2), 201-218. doi: 10.1177/0265659012467473
Lee, Hepburn, Mares, Hoffman, Squire, and the American-Speech-Language-Hearing Association all dove into the topic of how important speech pathology is, especially in the school systems. Lee and Hepburn brought up the important fact that speech programs have actually been taken out of more schools instead of being spread throughout the systems. Mares, Hoffman, Squire, and the American-Speech-Language-Hearing Association all gave us more insight to the world of speech pathology. Now we must go out and use that insight to spread, not take away from programs that are built to aid those in
"Speech Development." Cleft Palate Foundation. Cleft Palate Foundation, 25 Oct 2007. Web. 10 Mar 2014.
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
Introduction 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.
... role of infant-directed speech with a computer model. Acoustical Society of America, 4(4), 129-134.
At about six months of age, children will begin to use their tongues, palates, and newly emerging teeth to create sounds. This is their way of teaching themselves to talk. Unlike children who are developing normally, ASD children begin to repeat certain sounds over and over. Once the child is old enough to be able to speak and hold conversations, ASD is easily noticeable. Communication with a child with ASD is habitually rigid and repetitive (CDC, 2013).
Through her incredible journey, Carly Fleischmann struggled to live a normal life after learning that she has been diagnosed with Autism and Oral Motor Apraxia. Autism is a severe developmental disorder that appears in the first three months after birth. Common features include persistent deficits in communication and social interactions, along with repetitive pattern behaviors or activities. Oral Motor Apraxia is a motor speech disorder with varying symptoms that depend on the age of the individual, and their severity. In Carly’s case, at ten years old she had shown continued delays in language and began to use a communication device called DynaWrite. This device enabled Carly to express her opinions and thoughts through a keyboard since she was unable to speak.
The mother reports remembering her daughter babbling, but says she did not say her first word until much later on than her first child. She said that this was a concern for her and that she discussed it with her pediatrician who did not see any cause for alarm at the time. When t...
Language Development in Children 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, emotional 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.
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...
Hulit, L. M., & Howard, M. R. (2002). Born to talk: An introduction to speech and language development (3rd ed.). Boston: Allyn & Bacon.