Apraxia

described Apraxia. He noted that patients suffering from Apraxia have difficulties with movements of the tongue or lips after command. On the other hand, he observed that the patients could move the tongue or lips to an automatic sequence of movements, such as movements involving eating and swallowing. Still, Jackson (1866) observed that patients could not move their right hand on command, but patients could act properly with regard to the spontaneous way. The person who introduced the term Apraxia was

Abstract Childhood speech of apraxia is a condition that affects the muscles that are used in speech production. It, therefore, means that a person with this condition has speech problems and communicating with others is big challenge for such a person. The research looks at a kindergarten child who has this condition and the challenges that he goes through. It also looks at some of the signs of this condition and how it can be remediated both at home and at school. The research has gone further

population. Childhood apraxia of speech (CAS) is one of the most common of these disorders. Dr. Libby Kumin defines CAS as “a motor speech disorder where children have difficulty planning, coordinating, producing and sequencing speech sounds” (Kumin, n.d.). Apraxia does not occur because of weakness or paralysis of facial and oral muscles. It occurs when a child’s brain cannot properly plan the movement of body parts necessary for normal speech production (“Childhood Apraxia,” 2011). Though CAS

Apraxia of speech is a disorder in which an individual has an unknown motor issue that affects their speech communication (Beathard & Robert, 2008). The extent and severity of the apraxia can vary from person to person. Apraxia of speech can occur in both children and adults. Childhood apraxia of speech (CAS) is a newer diagnosis and controversial because it does not have specific markers that differ from other speech acquisition disorders (Beathard & Robert, 2008). For an individual to be diagnosed

Language is a beautiful and mysterious thing that is essential to living a satisfying life. The number of languages spoken throughout the world is astounding, let alone each individual dialect within those languages. There are differing opinions as to how language is acquired; whether it is inborn, learned, or a mixture of both. No matter what stance an individual may take, it cannot be denied that language is the pure essence of human life. The ability to communicate is essential for not only everyday

when we unite the divided and acknowledge one common goal. In regards to Apraxia, we can only increase awareness and acceptance by uniting with the non-Apraxia community.

1) Tyler recommends simple, naturalistic activities as part of a home program, focused on auditory stimulation through modeling and not requiring productions, at least not until the child has achieved correct production in single words in treatment. a) Why would it be important for the home program activities to be simple and naturalistic? Through this type of program, the child is in a more natural environment with activities that are more familiar to him/her. Modeling the target sounds and providing

1. Haley, K., Jacks, A., Riesthal, M., Abou-Khalil, R., & Roth, H. (2012). Toward a Quantitative Basis for Assessment and Diagnosis of Apraxia of Speech. Journal of Speech, Language, and Hearing Research, 55, S1502-S1517. doi:10.1044/1092-438 This article is about the how reliable and valid two quantitative approaches in diagnosing the severity of apraxia of speech (AOS). Diagnosis AOS is often an impressions of prior knowledge and perception of observations using Darley’s model of characteristic

Jane is a five-year-old girl. She was given provisional diagnoses of Childhood Verbal Apraxia. I have been Jane’s teacher since September of 2015. During this time, I had an abundant pleasure to get to know Jane, her twin sister Maggie as well as their parents. For this paper I interviewed Jane’s mother Kate, her speech therapist Anna and I used my own classroom notes. I will reflect on her behavior as well as the social, emotional and academic characteristics. Correspondingly, I will echo two theorists

experiences that assisted me in learning to work with diverse clients and caregivers with linguistic and cultural differences from my own. The first one being a client age 82 with a diagnosis of moderate-severe global aphasia and severe verbal and oral apraxia. After a transient ischemic attack (TIA) evolved into a left middle cerebral artery occlusion (MCA), her speech output largely involved stereotypical “ma” utterances. This client has always arrived to her speech and language sessions with a smile