Webinars
Target Selection for Children with CAS: From Emerging to Conversational Speakers
Selecting appropriate speech targets, including words and phrases, for children with childhood apraxia of speech (CAS) can be challenging, even for experienced clinicians. Factors to consider, such as treatment approach, phonemic repertoires, coarticulation, phonotactic shape, number of syllables, movement patterns, stress patterns, pragmatics and client motivation, will be discussed. Clinical reasoning to guide target selection will be discussed.
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LIVE webinar on November 1, 2024, 12:00-1:00 pm CST. Recorded version will be available on demand. Register here.
Utilizing the Latest Tools to Identify and Diagnose Childhood Apraxia of Speech (CAS)
Diagnosing childhood apraxia of speech (CAS) can be challenging for many clinicians for a variety of reasons, including minimal training, the relatively low incidence of the disorder, and lack of reliable resources. In this course, the most up-to-date and evidence-based characteristics of CAS and protocols to diagnose CAS are discussed. 2.0 CEUs
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Originally recorded on May 31, 2024. Recorded version available on demand here.
Evidence-Based Treatment Methodologies for Childhood Apraxia of Speech (CAS)
Children with motor speech disorders need treatment based on the principles of motor learning in order to achieve optimal progress. Many clinicians utilize at least some principles of motor learning when treating speech sound disorders, but are not confident about how to utilize these principles for maximal success. The principles of motor learning will be discussed, as well as how to best utilize them in therapy for generalization. Evidence-based motor therapy approaches based on the principles of motor learning, including Dynamic Temporal and Tactile Cueing, Rapid Syllable Transition Treatment and Speech Motor Chaining, are discussed. 1.5 CEUs.
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Originally recorded on June 28, 2024. Recorded version available on demand here.
Coarticulation: What is It and How to Include It in Treatment of Speech Sound Disorders
A disruption in coarticulatory movements is a common characteristic of childhood apraxia of speech (CAS) that can significantly impact an individual’s intelligibility, especially in connected speech, making it a vital part of apraxia therapy. However, knowledge and use of coarticulatory contexts can also greatly facilitate progress for children with other speech sounds disorders. In this presentation, various coarticulatory contexts will be discussed, especially those occurring in connected speech in Standard American English. A hierarchy of how to address coarticulatory errors is discussed, along with numerous examples. Possible goals for coarticulation are presented. In addition, therapy activities to address coarticulation goals are described. 1.5 CEUs
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Originally presented on July 19, 2024. Recorded version available on demand here.
Principles of Motor Learning and Multisensory Cueing – Not Just for Apraxia
The principles of motor learning and multisensory cueing is an important part of effective treatment not only for childhood apraxia of speech (CAS), but also for other speech sound disorders. The literature regarding incorporating the principles of motor learning and multiple senses for better retention are briefly reviewed. A variety of auditory, visual, tactile, semantic, proprioceptive and kinesthetic strategies to elicit accurate speech production are demonstrated. Clinical decision making for what types of cueing to use in different contexts is covered and a cueing hierarchy is discussed. Fading cueing and the reasoning behind fading cueing based on motor learning literature is covered. Examples of cues for a variety of movement gestures are demonstrated. 1.5 CEUs.
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Originally presented August 9, 2024. Recorded version available on demand here.
Incorporating Evidence-Based Literacy Instruction in Speech and Language Therapy
Research indicates that 50-75% of children with speech and/or language impairments will have difficulty with reading. As language specialists, speech-language pathologists (working closely with teachers and other personnel) are uniquely suited to assisting children with speech and language disorders in learning to read. According to ASHA, speech-language pathologists “must ensure that students with special needs receive intervention that builds on and encourages the reciprocal relationships between spoken and written language.” The key components of evidence-based reading instruction are briefly reviewed. Reading instruction strategies that can be incorporated into speech and language therapy are discussed and demonstrated for each reading stage. 1.5 CEUs
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Originally recorded on August 23, 2024. Recorded version available on demand here.
SLP Attendee
"I really enjoyed learning about new ways to assess and treat CAS. I feel more confident knowing the best way to assess and treat CAS in the future."
SLP Attendee
"I have taken many CAS courses and I was really pleasantly surprised by how much I learned. Breanna clearly has expert level knowledge of CAS and is a wealth of knowledge."
SLP Attendee
"Breanna is amazing at presenting all things apraxia. I enjoy watching all of her courses and always leave each one with a wealth of knowledge to apply to my sessions!"