Treat childhood apraxia of speech with appealing preschool pictures and a precise, organized hierarchy of word selections and prompts.
- Advance from basic syllable sequences to multisyllabic word production in sentences
- Build intelligibility of speech
This 240-card set has an evidence-based progression, moving from basic syllable sequences to multisyllabic word production in sentences. The stimuli are phonetically-controlled which lets you introduce one phonemic variable at a time. Captivating art and age-appropriate vocabulary hold youngsters' attention.
The nine sections of stimuli are carefully arranged to give a precise progression of demand on the child's motor planning skills:
- VC/CV (bee, up)
- CVC—no change in consonant (bib, nine)
- CVC—change in consonant but not place (mop, sun)
- CVC—change in consonant and place (bed, soap)
- CVCV—no change in consonant or vowel (no-no, cocoa)
- CVCV—change in vowel but not consonant (baby, cookie)
- CVCV—change in consonant and vowel (bunny, coffee)
- CVCVC (lemon, carrot)
- Multisyllabic (banana, fingernail)
A five-level cueing hierarchy on each card supports the progression of demand on motor planning. Move your student through all five cueing levels as his motor-planning skills improve.
Cueing hierarchy for sections 1 through 7:
- Cloze sentence: My pants are too [loose].
- Supply the rhyming word: Goose rhymes with [loose].
- Answer a wh- question: What is the opposite of tight? loose
- Say the target word three times: loose, loose, loose
- Repeat a sentence that contains the target word: Say, "My shoe
Cueing hierarchy for sections 8 and 9:
- Say the target word using forward chaining: Say "Fire." Say "Fire-fite."
- Cloze sentence: The fire was put out by the [firefighter].
- Answer a wh- question: Who puts out fires? firefighter
- Say the target word three times: firefighter, firefighter, firefighter
- Repeat a sentence that contains the target word: Say, "Call the firefighter."
The 240 cards are further categorized with markers of the syllable type, sound placement, and vowels used in each word.
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- Therapy for childhood apraxia of speech (CAS) should involve significant practice and trial and error opportunities to establish the neural circuitry required for skilled motor behavior (Hodge, 2008).
- To change speech behaviors in CAS, instruction should:
- be appropriate for the child's phonetic abilities and speech motor development
- be hierarchical, active, systematic, repetitive, and frequent
- focus on speech sound accuracy in various word shapes in multisyllabic utterances (Hodge, 2008)
- The main focus of CAS intervention needs to be motor speech activities with multiple opportunities for production in each session (ASHA, 2007).
Preschool Apraxia Cards is consistent with these principles and is based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2007). Childhood apraxia of speech. Retrieved May 15, 2010, from www.asha.org/policy
Hodge, M.H. (2008, November). Motor speech disorders in pediatric practice. Presentation at the meeting of the American Speech-Language-Hearing Association, Chicago, IL.