scholarly journals Are children with childhood apraxia of speech a subgroup of children with developmental coordination disorders?

Logopedija ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Dora Knežević
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Developmental Coordination Disorder ◽  
Motor Deficit ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Coordination Disorders ◽  
Knowing That ◽  
Oral Motor Function ◽  
Perceptual Motor Learning

Motor development is related to various aspects of human development, from speaking to taking care of oneself and participating in sports. Developmental disorder affecting the motor domain is known as Developmental Coordination Disorder (DCD), which results in a marked impairment in motor skills, which in turn can have a significant impact on activities of everyday living (American Psychiatric Association, 2013). Several studies have shown that the motor deficit in DCD is not restricted to limb control and may be a more general phenomenon that could affect the speech motor system (Ho and Wilmut, 2010). According to Maassen (2002), there is strong evidence that delayed or deviant motor development and perceptual motor learning play a role in many children with childhood apraxia of speech (CAS). Knowing that articulation is a mechanical act executed by the complex speech apparatus, could this potentially mean that children with CAS are a subgroup of children with DCD? Different studies demonstrated that children with CAS had problems with various aspects of nonspeech oral motor function (Tükel, Björelius, Henningsson, McAllister and Eliasson, 2015), as well as balance, aiming and catching (Iuzzini-Siegel, 2019). Further evidences of impaired motor skills could help us understand the underpinnings of CAS.

scholarly journals Performance in the accuracy task in children with Childhood Apraxia of Speech after an integrated intervention of literacy and motor skills

CoDAS ◽  
2022 ◽  
Vol 34 (2) ◽  
Author(s):  
Karina Carlesso Pagliarin ◽  
Marileda Barichello Gubiani ◽  
Rafaela Rossini Rosa ◽  
Márcia Keske-Soares
Keyword(s):  
Motor Skills ◽  
Oral Language ◽  
Direct Relationship ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Communication Problems ◽  
Before And After ◽  
Therapy Sessions

ABSTRACT Difficult in literacy skills are often seen in children with Childhood Apraxia of Speech (CAS). This occurs because oral language has direct relationship with reading and writing learning. The purpose of this study was to evaluate the performance in the accuracy task of an integrated phonoarticulatory awareness, motor skills and literacy intervention of three children with CAS. Three boys between 5;3 and 5;8 years of age, with CAS, were offered 2 hours per week of therapy sessions based on literacy and motor skills. The children were assessed before and after therapy and at a maintenance assessment 1 month after the treatment ceased. The children improved on the accuracy task considering their deficits level. Improvement was maintained at the maintenance assessment. Therapy based on literacy considering phonoarticulatory awareness and motor skills can help children with CAS, but the severity of the children’s communication problems must be taken into consideration.

scholarly journals The Virtual Challenge: Virtual Reality Tools for Intervention in Children with Developmental Coordination Disorder

Children ◽  
2021 ◽  
Vol 8 (4) ◽  
pp. 270
Author(s):  
Federica Lino ◽  
Valentina Arcangeli ◽  
Daniela Pia Rosaria Chieffo
Keyword(s):  
Virtual Reality ◽  
Motor Skills ◽  
Serious Games ◽  
Developmental Coordination Disorder ◽  
Mental Images ◽  
Therapeutic Environment ◽  
Cognitive Improvement ◽  
Coordination Disorders ◽  
Tool Set ◽  
Coordination Disorder

This narrative review highlights the latest achievements in the field of tele-rehabilitation: Virtual Reality (VR) and Augmented Reality (AR) serious games aimed at restoring and improving cognitive functions could be effectively used in Developmental Coordination Disorder Training. Studies investigating the effects of the abovementioned tech applications on cognitive improvement have been considered, following a comprehensive literature search in the scientific electronic databases: Pubmed, Scopus, Plos One, ScienceDirect. This review investigates the effects of VR and AR in improving space/motor skills through mental images manipulation training in children with developmental coordination disorders. The results revealed that in spite of the spreading of technology, actually only four studies investigated the effects of VR/AR tools on mental images manipulation. This study highlights new, promising VR and AR based therapeutic opportunities for digital natives now available, emphasizing the advantages of using motivational reward-oriented tools, in a playful therapeutic environment. However, more research in this filed is needed to identify the most effective virtual tool set for clinical use.

scholarly journals Pengaruh Gross Motoric Training terhadap Kemampuan Koordinasi Motorik pada Anak Developmental Coordination Disorder di SLBN Surakarta

2019 ◽  
Vol 16 (2) ◽  
pp. 97
Author(s):  
. Prasaja
Keyword(s):  
Experimental Design ◽  
Motor Skills ◽  
Motor Development ◽  
Developmental Coordination Disorder ◽  
T Test ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Coordination Disorder

Developmental Coordination Disorder (DCD) adalah istilah yang digunakan untuk menggambarkan kesulitan dalam pengembangan keterampilan gerak, adanya keterlambatan perkembangan pada motor skills, kesulitan dalam belajar atau melakukan keterampilan yang membutuhkan koordinasi motorik. Aktivitas gross motor sangat penting untuk menstimuli pertumbuhan dan perkembangan pada anak-anak dengan DCD. Penelitian ini bertujuan untuk mengetahui  pengaruh aktivitas gross motoric training  terhadap kemampuan koordinasi motorik pada anak  Developmental Coordination Disorder di SLBN Surakarta. Desain penelitian ini adalah quantitative pre-experimental design tipe one-group pretest-posttest. Peneliti menggunakan teknik purpossive sampling atau jugmental sampling. Sampel berjumlah  33 orang terdiri dari 28 laki-laki dan 5 perempuan. Alat pengumpul data berupa tes menggunakan instrument Test of Gross Motor Development-2. Metode analisis data yang digunakan dengan teknik statistik uji t-test berpasangan. Hasil Penelitian ini antara lain  golongan umur sebagian besar sampel berada pada rentangan usia 6.00-6.11 tahun (39,4 %),  berdasarkan jenis kelamin didominasi oleh laki-laki (84,8%), menurut  diagnosis sebagian besar   Autism (48.5%). Ada pengaruh positif, dan signifikan secara statistik dari intervensi aktivitas gross motoric training  terhadap kemampuan koordinasi motorik pada anak Developmental Coordination Disorder (p = 0,001). Kesimpulan penelitian ini adalah gross motoric training berpengaruh positif terhadap kemampuan koordinasi motorik pada anak  Developmental Coordination Disorder.

Bang for Your Buck: A Single-Case Experimental Design Study of Practice Amount and Distribution in Treatment for Childhood Apraxia of Speech

2019 ◽  
Vol 62 (9) ◽  
pp. 3160-3182 ◽  
Author(s):  
Edwin Maas ◽  
Christina Gildersleeve-Neumann ◽  
Kathy Jakielski ◽  
Nicolette Kovacs ◽  
Ruth Stoeckel ◽  
...  
Keyword(s):  
Single Case ◽  
Evidence Base ◽  
Distributed Practice ◽  
Single Subject ◽  
Single Subject Design ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Opposite Pattern ◽  
Massed Practice ◽  
Treatment Conditions

Purpose The aim of this study was to examine 2 aspects of treatment intensity in treatment for childhood apraxia of speech (CAS): practice amount and practice distribution. Method Using an alternating-treatments single-subject design with multiple baselines, we compared high versus low amount of practice, and massed versus distributed practice, in 6 children with CAS. Conditions were manipulated in the context of integral stimulation treatment. Changes in perceptual accuracy, scored by blinded analysts, were quantified with effect sizes. Results Four children showed an advantage for high amount of practice, 1 showed an opposite effect, and 1 showed no condition difference. For distribution, 4 children showed a clear advantage for massed over distributed practice post treatment; 1 showed an opposite pattern, and 1 showed no clear difference. Follow-up revealed a similar pattern. All children demonstrated treatment effects (larger gains for treated than untreated items). Conclusions High practice amount and massed practice were associated with more robust speech motor learning in most children with CAS, compared to low amount and distributed practice, respectively. Variation in effects across children warrants further research to determine factors that predict optimal treatment conditions. Finally, this study adds to the evidence base supporting the efficacy of integral stimulation treatment for CAS. Supplemental Material https://doi.org/10.23641/asha.9630599

What Does It Mean to Be Social? Defining the Social Landscape for Children With Childhood Apraxia of Speech

2020 ◽  
Vol 5 (4) ◽  
pp. 843-852 ◽  
Author(s):  
Nancy Tarshis ◽  
Michelle Garcia Winner ◽  
Pamela Crooke
Keyword(s):  
Social Development ◽  
Social Goals ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Social Competencies ◽  
The Social ◽  
Social Landscape ◽  
Communication Challenges ◽  
Primary Focus ◽  
Speech Motor

Purpose What does it mean to be social? In addition, how is that different from behaving socially appropriately? The purpose of this clinical focus article is to tackle these two questions along with taking a deeper look into how communication challenges in childhood apraxia of speech impact social competencies for young children. Through the lens of early social development and social competency, this clinical focus article will explore how speech motor challenges can impact social development and what happens when young learners miss early opportunities to grow socially. While not the primary focus, the clinical focus article will touch upon lingering issues for individuals diagnosed with childhood apraxia of speech as they enter the school-aged years. Conclusion Finally, it will address some foundational aspects of intervention and offer ideas and suggestions for structuring therapy to address both speech and social goals.

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