Professional Documents
Culture Documents
1. Prognostic Indicators
2. Research Evidence
3. Speech: Persistent Difficulties & Interventions
4. Language: Persistent Difficulties & Interventions
5. Video Examples
6. Your Own Questions!
1. Prognostic Indicators
You might have an older child with CAS who receives
continued speech & language services
and
you might be wondering how long services will be needed.
Or, you might be wondering…
Therefore,
you want to be certain that your SLP considers the
speech & language needs that your child might have,
even & especially at the younger ages.
3. Speech: Difficulties & Interventions
The Speech System
Components
Common Difficulties
Interventions for Older Children
The Speech System:
Components
Interventions
Some older children with CAS still will need to work in therapy
to develop these sounds on a sound-by-sound basis. Using
principles of cognitive motor learning should guide this work.
And realize that you might need to revisit “stubborn sounds”
periodically!
Integral Stimulation Therapy
(Rosenbek et al., 1973, 1974)
Interventions
Work on saying the consonants in the middle of words (exs.,
baseball, soccer). Learning to pronounce these sounds will
improve your child’s overall speech in conversation.
Work on words with multiple syllables that are functional — go
to your child’s textbooks for words to practice. Think social
studies & you’ll find words like Mesopotamia! Think science and
you’ll find words like photosynthesis! Count the # of syllables,
then say each one. Great academic-related practice!
Segmental Errors:
Common Persistent Difficulties & Interventions
Difficulties
By the time children with CAS reach (pre-) adolescence, they
often have developed specific speech error patterns.
These error patterns can affect consonants, vowels, & word
shapes.
These error patterns can be different for each child.
Interventions
A traditional approach is to work on eliminating these error
patterns one at a time. With older children with CAS, however,
think about working on functional sentence-length stimuli,
addressing numerous error patterns in every sentence.
Suprasegmentals:
Common Persistent Difficulties & Interventions
• blocked – to practice the same target repeatedly within one block of time