Thursday, May 3, 2018 8:00am-4:00pm
Course #10 – Management of Childhood Apraxia of Speech Using Dynamic Tactile & Temporal Cueing (day 2 of this 3-day course)
by Edythe Strand, PhD, CCC-SLP, Mayo Clinic
About the Speaker
Edythe Strand, PhD, CCC-SLP is Emeritus Consultant, Division of Speech Pathology, Depart- ment of Neurology, Mayo Clinic and Emeritus Professor, Mayo College of Medicine. Dr. Strand’s research has focused on developmental, acquired and progressive apraxia of speech, and issues related to intelligibility and comprehensibility in degenerative dysarthria. She is an experienced clinician, who has worked in public schools, private practice, and hospital and clinic settings. Her primary clinical and research interests include assessment and treatment of children and adults with neurologic speech, language and voice disorders. Dr. Strand’s publications include many articles and book chapters related to motor speech disorders. She frequently gives lectures on the assessment and treatment of motor speech disorders in children and adults, management of communication disorders in degenerative neurologic disease, and neuroanatomy. She is the co-author of the books: Management of Speech and Swallowing in Degenerative Disease; Clinical Management of Motor Speech Disorders in Children and Adults; and is co-editor of the book, Clinical Management of Motor Speech Disorders in Children. She is an ASHA fellow and has been awarded Honors of the Association of the American Speech-Language and Hearing Association. Disclosure: Financial– Dr. Strand receives speaker fees for her trainings and royalties from Pro-Ed and Thieme publishers for her books. Nonfinancial – Dr. Strand is on the advisory board of the Childhood Apraxia of Speech Association of North America.
Target Audience (who should attend): Speech-Language Pathologists and Speech-Language Pathology Assistants
Target Age Range: Birth to 10th Grade
Course Description: This three-day workshop is designed to provide an overview of speech motor planning and programming, how children may exhibit difficulty with praxis, and how to recognize characteristics of childhood apraxia of speech (CAS). This course emphasizes clinical thinking for devising appropriate assessment strategies for differential diagnosis of CAS. Dynamic assessment is described and demonstrated. Participants get practice in writing diagnostic statements and treatment goals. The Principles of Motor Learning are discussed in terms of how they can be applied to specific treatment strategies. Evidence based treatment methods, particularly Dynamic Tactile and Temporal Cueing (DTTC), are described and demonstrated. Rationale and procedures for treating children of different ages and severity levels using different treatment approaches will be described. Day three provides practice in clinical thinking; assessment strategies and treatment techniques. Video demonstration of assessment and treatment techniques are designed to help clinicians understand and apply methods in the clinical setting. Discussion also emphasizes the important role families play in treatment of CAS, including tools to help families understand and manage the disorder. Day 2 focuses primarily on issues related to the treatment of children with CAS. Goal writing is discussed in terms of conveying what the clinician is actually trying to change, in addition to writing a behavioral objective. A number of Principles of Motor Learning are discussed, and examples of how they may be integrated into treatment planning and treatment execution are given. A brief review of a number of treatment approaches designed for CAS is given, with special emphasis given to Dynamic Temporal and Tactile Cueing (DTTC). Special problems in the treatment of CAS, including treating vowel distortions and prosody are discussed. Video examples of treatment are used to demon- strate techniques. This is day 2 of this 3-day course.
What You Will Learn
Course Objectives– Participants will be able to:
• Designate appropriate content for written therapy goals
• Demonstrate knowledge of a number of principles of motor learning and how to incorporate them into treatment
• List and briefly describe a number of treatment approaches for CAS
• Explain the rationale for the cueing hierarchy in DTTC
• Describe the DTTC method, including choosing stimuli and the hierarchy of cueing