In this one-day presentation, Renee Roy Hill will focus on the current assessment and treatment strategies recommended for clients diagnosed with Speech Sound Disorders. The course will focus on differential diagnosis to identify those with childhood apraxia of speech from other SSD’s and the recommended treatment strategies when CAS is the primary diagnosis. These will be discussed in detail and the benefits and challenges will be included.
In some cases, our clients with diagnosed or suspected CAS do not initially respond to, or do not yet meet the criteria for those techniques that focus on whole word speech planning using primarily auditory and visually-feedback. They may also have difficulty attending/participating in therapy for the needed amount of time for those treatment strategies to work, have difficulty with vocal imitation, or perhaps may not have enough consonants and vowels to work with.
This class will continue with instruction on how to address some of these complex issues as a prerequisite to moving into speech motor planning for words and sentences. The difference between phonetic placement and NSOME will be addressed as a core concept of Renee Roy Hill’s tactile approach. A systematic bottom-up approach using additional sensory motor cues to access the motor system will be taught. The participant will learn how to then transition from these prerequisite activities into the recommended programs for CAS. Included but not limited to will be considerations for clients with Autism, Down Syndrome and related disorders affecting tone and pre-verbal.
The course will: 1) Define characteristics of various speech sound disorders; 2) Side by Side look at characteristics from each SSD for differential diagnosis; 3) Provide participants with an understanding of considerations needed when a dual diagnosis is identified; 4) Discuss current assessment tools available that assist in differential diagnosis of SSD’s; 5) Review current literature and recommended treatment programs for CAS. These will not be taught specifically but will be reviewed in depth to allow the participant to have better decision making skills for the individual client; 6) Define Phonetic Placement and how it differs from NSOME; and 7) provide strategies for planning and implementing a multi-modality motor speech program.