Childhood Apraxia of Speech: From the First Motor Planning and Execution to Video Modeling During the Home Quarantine Period

Mohamadi Omid

doi:10.23937/2643-4148/1710015

Abstract

The American Speech Language Hearing Association (ASHA) position statement specifically defines Childhood Apraxia of Speech (CAS) as follows: 'Childhood apraxia of speech (CAS) is a neurological childhood (pediatric) speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits (e.g., abnormal reflexes, abnormal tone).

Highlights

The American Speech Language Hearing Association (ASHA) position statement defines Childhood Apraxia of Speech (CAS) as follows: "Childhood apraxia of speech (CAS) is a neurological childhood speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits
Numerous scientific literatures have pointed to the deficit of motor planning/programming as core impairment in their definitions of apraxia [1,2,3,4,5]
These definitions do not include important components such as "immaturity" of motor execution skills. It seems that a child with CAS, who has been deprived of speech production until the age of six, in addition to deficit in motor speech planning has severe immaturity in the motor execution skills and production

Summary

Introduction

The American Speech Language Hearing Association (ASHA) position statement defines Childhood Apraxia of Speech (CAS) as follows: "Childhood apraxia of speech (CAS) is a neurological childhood (pediatric) speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits (e.g., abnormal reflexes, abnormal tone). Researchers consider the core problem in CAS to be a deficit in the transcoding stage (planning/programming) of the speech production process. The core impairment in planning and/or programming spatiotemporal parameters of movement sequences results in errors in speech sound production and prosody.” [1]. This stage involves translating the linguistic message into the details of which particular muscles are to be moved, including their sequence and timing, in order to express the message. It may be important to consider the motor execution, because clinical experience has shown that it is through production and practice that motor speech planning is strengthened and memory is formed

Background

Discussion