Friday, May 4, 2018- 8:00am-4:00pm
Course #15 – Management of Childhood Apraxia of Speech Using Dynamic Tactile & Temporal Cueing- Part 3
(day 3 of this 3-day course)
About the Speaker
Edythe Strand, PhD, CCC-SLP is Emeritus Consultant, Division of Speech Pathology, Department 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 3 of this course provides an opportunity for participants to integrate and apply information presented in Days 1 and 2. Case presentations and discussion are used to provide practice in assessment and treatment planning. Participants will have the opportunity to practice the following: writing diagnostic summaries; providing verbal explanations of the nature of the impairment in CAS to parents; writing treatment goals; choosing initial targets and implementing DTTC. Methods of measuring and documenting progress are described. This is day 3 of this 3-day course.
What You Will Learn
Course Objectives– Participants will be able to:
• Apply knowledge of evidence-based CAS treatment to actual clinical cases
• Demonstrate how to implement DTTC with various age groups, including very young children with co-morbidities
• Identify appropriate, individualized therapy targets that facilitate motor learning and support functional communication and language development
• Demonstrate incorporation of at least 2 principles of motor learning in treatment
• Demonstrate different ways of measuring and documenting progress and what each type provides