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Preschool Apraxia Cards
Ages: 3-7   Grades: PreK-2         

Treat childhood apraxia of speech with appealing preschool pictures and a precise, organized hierarchy of word selections and prompts.  

Outcomes

  • Advance from basic syllable sequences to multisyllabic word production in sentences
  • Build intelligibility of speech
Cards
#35025
$69.95
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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)
  • CVCchange 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:

  1. Cloze sentence: My pants are too [loose].
  2. Supply the rhyming word: Goose rhymes with [loose].
  3. Answer a wh- question: What is the opposite of tight? loose
  4. Say the target word three times: loose, loose, loose
  5. Repeat a sentence that contains the target word: Say, "My shoe
    is loose."
     

Cueing hierarchy for sections 8 and 9:

  1. Say the target word using forward chaining: Say "Fire."  Say "Fire-fite."
    Say "Fire-fite-er."
  2. Cloze sentence: The fire was put out by the [firefighter].
  3. Answer a wh- question: Who puts out fires? firefighter
  4. Say the target word three times: firefighter, firefighter, firefighter
  5. 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.  

 

Copyright © 2010

Components
240 3½" x 5" coated cards, 9 header cards
  • 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.

References

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.

Author(s)

Linda Mulstay-Muratore

Biography

Linda Mulstay-Muratore, M.A., CCC-SLP, has worked as a speech-language pathologist since her graduation in 1996 from St. John's University in New York.  She currently works for a private practice, The Therapy SPOT, in Hauppauge, New York, where she treats infant, preschool, and school-age children with a variety of speech and language therapy needs.  Most recently, Linda has developed a series of successful social skills groups for the practice, targeting children with social and language disorders ages 3 to 12.

Preschool Apraxia Cards is Linda's sixth publication with LinguiSystems.  She is also the author of Peek and Speak for Apraxia; Autism & PDD Answering Questions, Levels 1 and 2; Reinforcers To Go; and No-Glamour Listening Comprehension.

Introduction

Childhood apraxia of speech (CAS) is a motor speech disorder characterized by significant difficulty in the planning and execution of lip, tongue, jaw, and palate movements that create sounds, syllables, and words for intelligible speech (ASHA, 2007).  Treatment approaches for CAS differ, but CAS therapy often includes a focus on increasing the length and complexity of sound combinations, moving from shorter, less complex utterances to longer, more complex sequences of movement.  Extensive practice opportunities involving consistency and repetition of speech movements during therapy may also help the brain form new connections and train new movements for speech sounds and words.  Preschool Apraxia Cards helps serve this purpose by providing an organized hierarchy of word selections and prompts, moving from basic syllable sequences to multisyllabic word production in sentences.  Preschool Apraxia Cards uses child-friendly and child-relevant words and phrases to make therapy and carryover more meaningful and productive.  Cards are further categorized for the clinician by providing markers of the syllable type, sound placement, and vowels used in each word in order to allow the clinician to change only one phonemic variable at a time during target selection.  Clear, colorful pictures and multiple stimulus suggestions will help provide hours of material for your caseload of preschoolers and beyond.

Linda