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Childhood Apraxia Defined. Typically defined in terms of sound production error patterns, but actually a disorder of movement . - PowerPoint PPT Presentation
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Childhood Apraxia DefinedTypically defined in terms of sound production
error patterns, but actually a disorder of movement.
Difficulty is noted with purposeful voluntary movements for speech, creating an inability to sequence speech movements in the absence of paralysis. (Caruso & Strand, 1998)
Demographics• Onset
– Impaired from birth• Course
– Often long course of tx• Gender
– 3 male: 1 female• Prevalence
– Unknown (1:1000)• Aggregation
– FoxP2 gene autosomal dominant (KE family)– Some familial transmission
CAS & Impact on Overall Communication
Decreased intelligibilityDisordered languageSocial withdrawalBehavioral aggressionAcademic failure
CAS & Impact on Overall Communication
Decreased intelligibilityDisordered languageSocial withdrawalBehavioral aggressionAcademic failure
CAS Clinical Indicators• Reduced phonemic repertoire (esp. consonants, simple
word & syllable shapes• Prosodic abnormalities (timing)• Vowel errors not affected by length of utterance• Variability, sequencing difficulties• Difficulty achieving & maintaining articulatory
configurations (artic overshoot)• Use simple syllable shapes• Difficulty completing a movement gesture for a phoneme
easily produced in a simple context but not in a longer context (underspecified motor plan)
Differential DiagnosisCAS vs. Speech Delay
– Differs from errors of children with developmental delay in that does not follow developmental sequences (later sounds come in earlier, etc.)
CAS vs. Phonological Processes– Differs from errors of children with phonological processes in contrast
between voluntary & involuntary performance, error variability
CAS vs. Dysarthria– Differs from dysarthria, which has errors in phonation, resonance,
articulation & prosody related to weakness, paralysis
Movement
For CAS, re-conceptualize the way you think about articulation and phonology
Move away from thinking about soundsDon’t think about processesMovements are the focus
Motor Learning Theory
Motor learning occurs as a result of experience & practice
1. Pre-practice skills2. Conditions of Practice
Pre-practice to Establish Motor Learning
Pre-practice portion of a therapy session involves
–Focused attention–Motivation–General idea of task–Observational learning
Focused Attention“ability to focus cognitive, perceptual, sensory & activity
toward the skill he/she is attempting to learn”– need intent to learn– limit extraneous stimuli– stimuli that limit cognitive, linguistic, phonetic load
will enhance child’s ability to focus attention– child must look at & listen to clinician– novelty: change position, vary volume, etc
Motivation
• consider desire to talk vs. years of failure talking
• make the tasks important, useful• set goals with the child • set a reasonable standard to achieve• provide early success• reduce frustration
General Idea of Task
–understand task clearly–ways they will learn–keep instructions simple; focus on 1-2
important aspects of movement. –DO NOT OVERINSTRUCT
Observational Learning
–modeling & demonstration with pictures, videotapes, and live demos
–show the child the movements a few times covering all stimuli being targeted in the session
–be wary of verbal instructions
Establish Reference of Correctness
–that child understands–use auditory feedback– i.e., for /pa/, may accept lip closure as
correct to begin, later move to correct articulatory production
Repetitive Practice• Intensive treatment (best if 5 days/week)• Large # of movement repetitions (no less than
40), enough trials/session to allow motor learning to become automatic
• use reinforcements that don’t take time• Activities should facilitate repeated
opportunities for production of target movement patterns
Mass vs. Distributed Practice– Mass = less frequent, longer sessions– Distributed = frequent, short sessions
– decision depends on severity and type – mass yields quick development of accurate
production– distributed requires longer time, but get better
generalization
Knowledge of Performance
Feedback about the correctness of a particular movement pattern regarding accuracy of production.
– I heard you say ….– I saw you…placement cues
Rate & Prosody Considerations• Come to neutral position btwn attempts
(rest), do NOT divide into components– Breaking up words will cause the child to learn
that motor pattern and not the coarticulated one• Move through hierarchy of task difficulty• Treat rhythm, stress & intonation with/as a
component of articulation drills
Hierarchy of Response/Cued Support
–simultaneous production with examiner
–direct imitation–delayed imitation (gradually increase
delay time)–spontaneous
Intervention Strategy• Work on vowels when working on whole word transitions
(e.g., C V, V C, C V C), don’t address vowels or consonants alone
• Work on consonants when working on whole word or phrase transitions (e.g., no isolated consonants)
• Kids can always say something, they may only have 1-2 sound combos that they use as words, but can start there
• Take what they say in conversation that makes sense & examine the GFTA correct productions to determine correct transitions in the child’s speech
Play & SuccessBeginning sessions
Set up play situation (find out likes; ~5 different activities, books, toys, basket of activities: they choose) allow child to be in charge, set up situation where they don’t think they are working, but rather just interjecting speech into play
Move into new movements• Take the correct transitions in their repertoire &
ask them to directly imitate words they can say • Get successes 1st! (e.g., mom, ma, mama)• Get several delayed imitative productions of the
same sound sequence (e.g., “can you say 5 of them?”)
• When introduce new, start where need to with either simultaneous direct imitation delayed imitation
Reinforce Lots of Utterances• Attempt to get as many productions of each
movement as possible during the session (min 40-50)
• Ignore error productions• Make a big deal out of successful
productions • Make the session fun & successful to the
child so that they are excited to return for the next session
• Give parents feedback,
Base List • SLP learns what child is able to say & getting
imitations of these• Prior to the 2nd session, SLP creates cards with
Boardmaker pictures for items on the base list • Base list is of sound combinations/ words the child
can produce (observed during 1st session)• Continue with play activities from 1st session while
introducing the base list combinations (e.g., uh-oh, mama, baby, oh-no, boo, baa, moo, me, my, bye)
Direct Imitation• Have the child attempt productions following
direct imitation on all of the base list items to evaluate continued success
• If child is unable to successfully produce one item, that card is pulled from the list for that session
• Begin to combine the words/sequences that the child can say and attempt to get direct imitations of the combinations
Break Down & NewNext, 1 of the following occurs…
1. Produce new word not on base list.
2. Breaks down and has “had enough” for that session.
3. SLP probes for new words during play/activities
Produce new word (not on base list)
– immediately reinforce verbally– word is added to the base list – introduce into later
activities/sessions
SLP probes for new words (during play/activities)
–Combine consonants the child can produce with different vowels to create VC, CV, CVC, VCV combinations
–Provide auditory, visual, and/or placement cues for the child.
–Attempt to get direct imitation
Conditions of Practice
– Reference for correct– Repetitive practice
mass vs. distributedrandom vs. blocked
– Knowledge of performance– Knowledge of results
immediate vs. summary– Rate & prosody– Stimulus/response complexity
Combinations• Continue as in Session 2.• Begin to combine 2 of their base words together,
attempting to keep one of the words consistent (either 1st or 2nd) & go through the base list
• In this way, create silly sentences, laughing to make it playful– Moo bye– Moo bee– Bee moo
• Bee bye• Bye moo• Bye bee
Rudimentary Carrier Phrases
Begin to introduce rudimentary carrier phrases.– My…– Oh no… – I…
Carrier Phrases = Coarticulation• Introduce lengthier carrier phrases, thinking about
coarticulation• Generally, when combining 2 base words together,
this is not as much an issue• When using carrier phrases, think about
conversational speech & make it sound natural» I need a (I nee da)…» I want a (I wanna)…» I have to (I hafta)…» I’ve got to (I gotta)…» Hop up (Hah pup)…» Come here (kuh mere)…
Functional Communication
As intelligibility increases, SLP begins working on most functional communication in conversational interactions (also motivation)– Best friends, teacher, sibling names– Baseball terminology if participating in that activity
(extracurricular activity terms)– Pets
As intelligibility improves…• May appear to have language delays (scores)
due to the impairment in speech (become more apparent)
• May use simplified speech productions (of a younger developmental age) because that is where they find the most success with artic.
• Clean up – Sequences in grammatical structures
• -ed endings• Plurals• Verb tense
– The “holes” (e.g., sequences not solid in conversation)
Documenting Progress
• Accuracy on base word list (cumulative %)• Add words to base list, % accuracy• Accuracy of base words in a carrier phrase• Intelligibility of spontaneous speech• Decreased frustration (e.g., ↓“meltdowns”, ↓
episodes of anger, ↓ aggression, ↓ crying)• Parents report ↓ frustration, others notice child
↑ understood & ↑ verbal• ↑ test scores on retesting