[Download Now] Suspected Apraxia and Early Intervention – Cari Ebert

Suspected Apraxia and Early Intervention – Cari Ebert

Salepage: https://catalog.pesi.com/item/suspected-apraxia-early-intervention-34124

Archive: View

Communication is how young children interact, socialize, and learn. When a young child has strong cognitive and receptive language skills, but is essentially non-verbal, there is cause for concern. It is important for therapists to be able to differentially diagnose a language delay. A set of unique parameters should be used in therapy for a toddler with suspected CAS. It can be difficult to measure progress because children with suspected CAS often progress slowly and demonstrate highly inconsistent verbal productions. Family involvement is a critical component of early intervention services and each family needs to be provided with functional strategies that can be embedded into their daily routines to help their child become an effective verbal communicator.

This recording contains clinically relevant ideas and activities to fine-tune therapy sessions for young children with suspected CAS. You will be able to identify which children are in need of more specialized programming after watching this course. The knowledge of how to modify existing therapy materials to make them fun and functional for use with toddlers will be gained by therapists. Participants will discover ways to create the best therapy model for toddlers on their caseload with suspected Childhood aphasia of speech.

1. Describe how to recognize the characteristics of CAS in late-talking toddlers, and how this informs treatment interventions
2. Develop the ability to differentially diagnose suspected CAS from an expressive language delay, autism spectrum disorder, dysarthria, and a phonological impairment
3. Acquire practical and effective treatment interventions for treating toddlers with suspected CAS
4. Articulate the importance of partnering with families throughout the early intervention process to maximize each child’s potential
5. Recognize the academic issues associated with CAS, and how this informs treatment interventions
6. Outline methods for creating functional IFSP outcomes

OVERVIEW

• Defining apraxia
  • types of apraxia
  • clinical definitions
  • explanation for families
• Birth to 3 programs and eligibility issues
• Early brain development

There is an assessment of the courts.

• Formal vs. informal assessment
• Characteristics of toddlers with suspected CAS
• Characteristics of 3-5 year olds with CAS
• Academic issues and CAS
• Co-existing conditions
• Informal assessment hierarchy

DIAGNOSIS

• Should we diagnose CAS in toddlers?
• Misdiagnosing CAS
• Prevalence of CAS
• Making a differential diagnosis

THERAPY

• Frequency and duration of services in early intervention
• Purpose of EI
• Family participation
• Fun and effective therapy without drill work
• Goals and activities for the pre-verbal child
• Articulation vs. motor planning therapy
• Strategies for families and caregivers
• To sign or not to sign
• Picture communication
• Prognosis

There is documentation.

• Writing IFSP outcomes
• Functional vs. isolated skills
• Documenting functional gains

There are case proceedings.