Course Number: ABIO2102
When: Available February 2, 2021 – February 2, 2022
Where: Audio available once you register under “Course Content” at the bottom of this page.
Description: This session discussed important factors in assessing and treating speech development disorders with a specific focus on Childhood Apraxia of Speech (CAS). This session also explored procedural learning and the importance of a “whole child” approach when treating CAS.
Who This Course Is Good For:
- Any ASHA member, CCC holder, or other professional that is licensed or credentialed to practice speech-language pathology (SLP) or audiology or preparing to earn ASHA CEUs.
- A professional who works with pediatric clients that have limited natural speech, speech development disorders, or Childhood Apraxia of Speech.
- A speech-language pathologist (SLP) who wants to learn the procedural learning method as a therapy approach.
Who This Course Isn’t Good For:
- Any professional who is not familiar with the terms Childhood Apraxia of Speech or related speech development disorders.
- Any professional that does not currently work with any pediatric clients or plan to in the near future.
Venita Litvack, M.A, CCC-SLP
Venita is an Assistive Technology (AT) Consultant in south Florida. She has a passion for using AAC, AT, and literacy to support individuals with complex communication needs, autism, and other disabilities. Venita has delivered poster presentations on several topics related to AAC at ASHA and co-presented several ASHA CEU accredited courses. Venita co-authored two articles published in ASHA Leader’s online publication, as well as the Lou Knows What to Do book series published by Boys Town Press. Recently, Venita started utilizing the power of social media to empower and motivate educators across the country through the Speechie Side Up podcast, blog, Instagram account, and YouTube channel.
Jenya Iuzzini-Seigal, Ph.D., CCC-SLP
Dr. Iuzzini-Seigel is an Assistant Professor and Director of the Communication, Movement, and Learning Lab at Marquette University. Her research focuses on the care of the whole child with a specific focus on the diagnosis and treatment of childhood apraxia of speech and its co-occurring impairments.
Venita Litvack has the following relevant financial relationships to disclose: ownership interest in Speechie Side Up, LLC and Tassel Learning, LLC; royalties from the Lou Knows What to Do book series.
Venita Litvack has the following relevant nonfinancial relationships to disclose: member of the ASHA Special Interest Group 12.
Jenya Iuzzini-Seigal has the following relevant financial relationships to disclose: salaried employee at Marquette University and on the PAC at Apraxia-Kids. Dr. Iuzzini-Seigal currently receives funding from Marquette and Once Upon a Time … Foundation.
Jenya Iuzzini-Seigal has no nonfinancial relationships to disclose.
THIS COURSE IS OFFERED FOR .10 ASHA CEUS
(INTRODUCTORY LEVEL: PROFESSIONAL AREA)
As a result of this activity, participants will:
- Identify three ways language, motor, and reading impairments can co-occur with CAS.
- Describe procedural learning and why is it significant in children with CAS and other disorders.
- Describe at least three factors that distinguish CAS with other speech developmental disorders.
- Explain the importance of treating the “whole child” and how it plays a part in treating children with CAS.
|10 min||Introductions and Backgrounds|
|14 min||Description of language, motor, and reading impairments as they co-occur with CAS|
|5 min||Description of Procedural Learning|
|6 min||Discussion of the significance of using Procedural Learning in children with CAS and other disorders|
|13 min||Discussion of ways to differentiate CAS and other speech sound disorders|
|12 min||Discussion of the importance of treating the “whole child” and how it plays a part in treating children with CAS|
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