Cari's Apraxia Value Pack
(7 Hours of Content)
Assessing Minimally Verbal Children with Suspected Apraxia
2-hour Self-Study Video Course
Course Summary
When childhood apraxia of speech (CAS) is suspected, ongoing assessment is critical to identify children who present with motor speech planning difficulties. Many of the young children speech-language pathologists (SLPs) evaluate, however, are minimally verbal, making standardized tests difficult to administer. The burden then falls on SLPs to use their informal assessment skills to determine which children present with characteristics consistent with speech motor planning deficits. This course provides an informal assessment guide for use with young children who are struggling learning to talk along with a discussion of later academic challenges often associated with CAS.
Learning Outcomes:
As a result of this activity, the participant will be able to:
- Explain how speech therapy based on the principles of motor learning differs from traditional speech-language therapy approaches that are typically utilized with toddlers and preschoolers.
- Outline 10 speech motor planning goals for use with minimally verbal young children.
- List examples of play-based activities that facilitate repetitive speech practice without flash cards or drill work.
Making a Differential Diagnosis when Childhood Apraxia of Speech is Suspected
2-Hour Self-Study Video Course
Course Summary
Working with minimally verbal young children requires SLPs to differentially diagnose between a delay and a disorder. When CAS is suspected, a different path of intervention must be followed based on the principles of motor learning. Before appropriate treatment can be provided, the correct diagnosis must be made. There are plenty of assessment tools available for use with older, more verbal children, but this course will focus on the differential diagnosis of minimally verbal children with suspected CAS. Characteristics of CAS are compared with other diagnoses of autism, dysarthria, phonological impairment, articulation disorder, and expressive speech/language delay. There is also a discussion regarding who makes the diagnosis of CAS and at what age a formal diagnosis can be made.
Learning Outcomes:
As a result of this activity, the participant will be able to:
- Summarize why CAS can be difficult to diagnose in minimally verbal young children and when it is clinically appropriate to make the formal diagnosis.
- Explain when a referral to a neurologist or a developmental pediatrician should be made by the SLP.
- Compare the clinical symptoms of CAS with autism, dysarthria, phonological impairment, articulation disorder, and expressive speech/language delay.
Treatment Strategies for Suspected Childhood Apraxia of Speech
3-hour Self-Study Video Course
Course Summary
Establishing a treatment plan based on the principles of motor learning is essential when working with minimally verbal young children with suspected childhood apraxia of speech (sCAS). Traditional language stimulation techniques such as self-talk, parallel talk, and sentence expansion will not support the development of motor speech planning skills in children with apraxia. 10 motor speech goals are outlined in this course along with a variety of effective strategies and activities to enhance repetitive speech practice in toddlers and preschool age children with CAS/sCAS.
Learning Outcomes:
As a result of this activity, the participant will be able to:
- Explain how speech therapy based on the principles of motor learning differs from traditional speech-language therapy approaches that are typically utilized with toddlers and preschoolers.
- Outline 10 speech motor planning goals for use with minimally verbal young children.
- List examples of play-based activities that facilitate repetitive speech practice without flash cards or drill work.
Timed Agenda:
Minutes 1-10 Getting parents and caregivers involved
Minutes 11-15 Prognostic indicators
Minutes 16-40 Motor based therapy approach
Minutes 41-100 Tools for success when treating suspected CAS
Minutes 101-160 Targeted motor speech goals for minimally verbal children with suspected CAS
Minutes 161-170 Motor planning goals for the older more verbal child
Minutes 171-180 Teletherapy and CAS
Timed Agenda
Minutes 1-3 The complexity of speech production
Minutes 4-15 Who diagnoses CAS and when to refer on
Minutes 16-30 Making a diagnosis of CAS
Minutes 31-49 CAS or autism spectrum disorder
Minutes 50-65 CAS or dysarthria
Minutes 66-75 CAS or phonological impairment
Minutes 76-85 CAS or articulation disorder
Minutes 86-95 CAS or expressive speech/language delay
Minutes 96-120 Case studies
Timed Agenda
Minutes 1-10 Getting parents and caregivers involved
Minutes 11-15 Prognostic indicators
Minutes 16-40 Motor based therapy approach
Minutes 41-100 Tools for success when treating suspected CAS
Minutes 101-160 Targeted motor speech goals for minimally verbal children with suspected CAS
Minutes 161-170 Motor planning goals for the older more verbal child
Minutes 171-180 Teletherapy and CAS
Meet the Speaker
Cari Ebert, MS, CCC-SLP is a pediatric speech-language pathologist in the Kansas City, Missouri area. She received her bachelor’s degree from the University of Iowa in 1993 and her master’s degree from Southern Illinois University at Carbondale in 1995. Cari is a therapist, consultant, author, product developer, and nationally recognized speaker who gets paid to do what she loves most—TALK! She specializes in autism, apraxia, and early intervention. Cari’s son has dual diagnoses of autism and apraxia, allowing her to engage audiences both as a professional and as a parent of a child with different abilities. In 2018, Cari co-authored a book with Dave Hammer titled, The SLP’s Guide to Treating Childhood Apraxia of Speech. In 2020, she published a book on autism titled, The Learning to Learn Program. Visit www.cariebertseminars.com to browse Cari’s wide variety of speech therapy and early intervention products.
Speaker Disclosures:
Financial: Cari is co-author of the book, The SLP’s Guide to Treating Childhood Apraxia of Speech and she is the creator of a variety of speech therapy products including Cari’s Silly Sounds, Animal Vowels, Talking Letters, Apraxia FAQs, and Is It Apraxia or… which she references in her apraxia trainings. Cari receives royalties from all book and product sales. She also benefits financially from all sales of this self-study course.
Non-financial: Cari has a son with autism and apraxia and shares personal experiences in her trainings.
Refund Policy
- If a student orders and completes at least 15%, but no more than 30%, of the course and is dissatisfied with the material, then a refund will be considered on a case by case basis. The student will be required to state their specific issues with the course as it relates to their profession for a refund to be considered.
- If a student completes more than 30% of a course, there will be no refund.
- If a student fails to complete the course within the 120 day time period, there will be no refund.
- If a student purchases a course but never starts it within the 120 day time period for any reason, there will be no refund.
- If a student completes a course but fails to print their certificate of completion, there will be no refund. A certificate of completion will be issued to the student after verifying that the course was completed.