Speech Therapy Program Research Articles

Kliničke i kognitivne karakteristike Angelmanovog sindroma

Introduction. Angelman syndrome, as a rare genetic and neurodevelopmental disorder characterized by severe intellectual deficit and falling behind in psychomotor development, represents a challenge for adequate and correct creation of individual (rehabilitation procedure. More precise determination of cognitive and speech profile is difficult due to integrative hypermotor behavior and attention and speech deficits. Objective. The aim of this paper was to analyze and summarize empirical data on clinical, cognitive and speech characteristics of Angelman syndrome. Methods. A systematic review of the literature published in peer-reviewed publications, from 2001 to June 5, 2021, was performed by searching electronic databases available through the service of the Serbian Library Consortium for Coordinated Acquisition - KOBSON. A "hand search" (Research Gate and Google Scholar) was also used. Results. The analyzed results of the research indicate that the presence of sensorimotor schemes that represent cognitive structures of the earliest childhood is characteristic for Angelman syndrome. Receptive speech skills are more developed than expressive ones, which usually do not exist. Supportive therapy, which includes interventions in early childhood, speech therapy and occupational programs, is very important for treatment within this clinical picture. Conclusion. It is necessary to improve the process of assessing cognitive and speech skills due to the targeted creation of an individual cognitive-speech developmental profile. It is also crucial to identify urgent areas that require treatment and in which individual and family support should be provided.

Experience of speech pathology and nutritional monitoring of oral feeding in older people from a community-based approach

ABSTRACT Purpose: to describe the changes in the body composition and swallowing of an older-people group from a community-based speech therapy and nutrition program. Methods: a pre-experimental study of a single group was carried out, with prospective timing and pre-post evaluation for three months. The Body Mass Index (BMI), percentage of body fat (%BF), percentage of muscle mass (%MM), percentage of visceral fat (%VF), swallowing performance, and Swallowing Quality of Life (Swall-QoL) were evaluated. The Spearman correlation coefficient and the Mann-Whitney U test were used, significance level p<0.05. Results: 13 older people participated in the study. The average age of the group was 73.8 years (SD= 4.6). The BMI (pre=28.17; post=28.38), %BF (pre=38.5; post=38.7), %MM (pre=24.8; post=24.9) and %VF (pre=14.3; post=14.8) did not present significant differences (p>0.05). The scores obtained in the deglutition test was pre=19.15 and post=18.9. An association between BMI and VF (Rho=0.74; p=0.02) was detected. Conclusion: the program represented a community-based instance of health promotion focus on oral feeding of older people.

Intensive therapy for speech rehabilitation of a patient with cleft lip and palate: a case report

ABSTRACT Intensive therapy is an alternative to accelerate the therapeutic process of individuals with cleft lip and palate. The purpose of this study is to describe an intensive speech therapy program and compare the results before and after the program on a child with previously operated right unilateral cleft lip and palate and velopharyngeal insufficiency, using a speech bulb. Sixty therapy sessions were carried out over a 4-week period. Before and after, anamnesis, speech assessment and evaluation of the velopharyngeal function with nasofibroscopy, were performed. The patient presented with adequate resonance and speech intelligibility, reduction of obligatory disorders and compensatory articulations, after intensive therapy with the speech bulb and reduction of velopharyngeal gap, after intensive therapy with and without the speech bulb. Progress was achieved with the intensive speech therapy.

Development of speech disorders in children

The function of the formation of speech skills is decisive in the development of a child in communication and assimilation of information. Early pediatric diagnosis should become a routine practice of monitoring children from infancy to school age for the timely correction of speech disorders and associated dysgraphia and dyslexia. According to the ICD-10 classification, speech developmental disorders are divided into the following options: articulation impairment, delay in expressive and impressive speech. Articulation disorders, stuttering, impaired expressive speech are the most common and most favorable prognosis for speech therapy interventions. The data on the effectiveness of disorders of the receptive (impressive) language are ambiguous, since there is a high likelihood of a combination with neurogenetic diseases and autism. The development of speech therapy programs will make it possible to broader coverage of those in need of treatment, including complex course therapy with neuropeptides (cortexin).

STRUGGLING FIELD OF SPEECH-LANGUAGE PATHOLOGY IN PAKISTAN

STRUGGLING FIELD OF SPEECH-LANGUAGE PATHOLOGY IN PAKISTAN

Intervención logopédica naturalista con familias de hablantes tardíos: efectos en el lenguaje infantil y en los intercambios adultos

El objetivo del presente artículo es valorar la eficacia de un programa de intervención logopédica de corte naturalista. Fueron seleccionadas 16 familias monolingües españolas con hijos/as hablantes tardíos/as de entre 24 y 29 meses de edad, y, posteriormente, asignadas a dos condiciones experimentales (intervención y control). Las familias pertenecientes al grupo de intervención se beneficiaron de un programa logopédico de intervención naturalista en el que las rutinas familiares se utilizaron para estimular el desarrollo comunicativo y lingüístico de los/as niños/as y para desarrollar estilos conversacionales ajustados a su nivel de comunicación y lenguaje. Con las familias del grupo control se empleó la estrategia “wait and see” (esperar y ver). Pasados cuatro meses de intervención naturalista, los resultados informaron de que las familias del grupo de intervención usaban más conductas ajustadas y sus hijos presentaban un vocabulario más extenso y producían más combinaciones de palabras frente al grupo control.

فعالية التدريب القائم على التکامل بين أسلوب تأخير التغذية الراجعة والأساليب التقليدية فى علاج التلعثم لدى المراهقين The effectiveness of training based on the integration between delaying feedback Method and the traditional methods of treating stuttering in adolescents

هدفت الدراسة الحالية إلى التحقق فاعلية التدريب القائم على التکامل بين أسلوب تأخير التغذية الراجعة والأساليب التقليدية فى علاج التلعثم لدى المراهقين، وقد بلغت عينة الدراسة النهائية (20) مراهقا من الذين تتراوح أعمارهم ما بين (12- 18) سنة والمترددين على وحدة التخاطب بمستشفى جامعة أسيوط وتم تقسيم العينة إلى مجموعتين تجريبية وضابطة بعد إجراء التکافؤ فى متغيرات العمر والذکاء وشدة التلعثم واستخدامت الباحثة فى الدراسة المنهج التجريبي، کما استخدمت العديد من الأدوات من بينها: مقياس شدة اللجلجة إعداد/ سهير محمود أمين (2016)، ومقياس استانفورد بينيه لقياس الذکاء الصورة الخامسة تعريب وتقنين /صفوت فرج (2011)، والبرنامج العلاجي التخاطبي إعداد / الباحثة، وأسفرت نتائج الدراسة عن فاعلية البرنامج العلاجى فى تخفيف شدة التلعثم وتحسين مهارات التواصل الاجتماعى لديهم واتضح ذلک فى دلالة الفروق بين المجموعة التجريبية والضابطة لصالح المجموعة التجريبية ، وأيضا دلالة الفروق بين رتب أفراد المجموعة التجريبية فى القياسين القبلى والبعدى على مقياسى شدة اللجلجة لصالح القياس البعدى ، کما استمر احتفاظ المجموعة التجريبية بالمکتسبات العلاجية حتى مرور شهرين من القياس البعدى . The present study aimed to verify the effectiveness of training based on integration between delayed auditory feedback and traditional methods for the treatment of stuttering among adolescents. The final study sample consisted of (20) adolescents between the ages of (12-18) years and those who hesitate to phonatricas Unit in Assiut University hospital .The sample was divided into two experimental and control groups after the equivalence procedure in the age, intelligence and severity of stuttering variables, and several tools were used in the study, among them: The intensity of the stroke measure prepared by / Suhair Mahmoud Amin (2016), and the Stanford Benedict scale to measure intelligence, the fifth image Arabization and legalization / Safwat Faraj (2011), and the speech therapy program prepared by the researcher. and the results of the study resulted in the effectiveness of the treatment program in reducing the severity of stuttering and improving social communication skills They have demonstrated this in the significance of the differences between the experimental group and the control group in favor of the experimental group, and also the significance of the differences between the ranks of the members of the experimental group in the pre and post measurements on the two gauge intensity scales in favor of the dimensional measurement, and the experimental group also maintained the therapeutic gains T two months after the telemetric.

Evaluation of a manualised speech and language therapy programme for children with social communication disorder: the SCIP feasibility study

BackgroundChildren with Social (Pragmatic) Communication Disorder (SPCD) have long-term needs in using and processing social language and have a high risk of later mental health difficulties. A manualised speech and language therapy programme, the Social Communication Intervention Programme (SCIP) provides therapy content for SPCD. A feasibility study is required to derive more precise estimates of key parameters for a future trial of SCIP.AimsTo assess the feasibility of conducting a substantive randomized controlled trial of SCIP for children with SPCD.MethodsA questionnaire was distributed to paediatric speech and language therapists in England. Survey questions addressed number of eligible children, routine intervention provision and trial recruitment factors. In the second phase, a single-arm intervention feasibility study was completed. Fifteen speech and language practitioners identified 24 children aged 5–11 years with SPCD. Practitioners received training/supervision to deliver 20 SCIP therapy sessions to each child. At time 1, parents of participating children provided three communication goals; expected steps in each goal were defined. After intervention, parents and practitioners independently rated each goal compared to baseline ability. Two research practitioners compared parent post-intervention commentaries with outcome scores to derive guidance about clinical significance. All practitioners recorded audio commentaries on therapy experiences. Post-intervention interviews were conducted with 6 practitioners and 6 parents. An expert panel completed a Delphi consultation on trial design.ResultsRoutine practice for SPCD varies widely. Children tend to be embedded in autism provision. Participation in a future trial was well supported provided resources are available to services. Outcomes analysis indicated all children except one made some progress on parent ratings; all children made progress on practitioner ratings. A power analysis for a future trial was carried out using current outcome measure as putative primary endpoint. Practitioners’ audio-diaries provided suggestions for training and adaption in a future trial. Outcomes and therapy methods were acceptable to practitioners and parents.ConclusionsThe feasibility study evaluated a novel outcome measure of social communication skills in SPCD. A power calculation indicated a feasible framework for a trial within a realistic period of time. Recommendations for recruitment methods, adaptation of manual and training were supported by practitioners and an expert panel.Trial registrationTitle: Speech-language therapy for child social communication disorderTrial ID: ISRCTN48030419. Date registered: January 1, 2017. Registered retrospectively.

Brief Report: Speech and Language Therapy in Children with ASD in an Aquatic Environment: the ASLT (Aquatic Speech and Language Therapy) Program.

Although water-based approaches have been shown to be beneficial for children with Autism Spectrum Disorder (ASD), no study thus far has directly investigated the effects of such intervention programs on language skills. The present study aims to evaluate the efficacy of the Aquatic Speech and Language Therapy (ASLT) program, which is a new, exclusively aquatic intervention program designed especially for children with ASD. The effects of ASLT were compared to the outcome of a similar classroom-based intervention, in two groups of children with ASD matched for age, gender, and expressive/receptive vocabulary. Our findings show that ASLT results in significantly greater improvement of vocabulary measures, thus providing direct evidence of water-based intervention's beneficial effects on language skills in ASD.

Randomized controlled trial comparing Parent Led Therapist Supervised Articulation Therapy (PLAT) with routine intervention for children with speech disorders associated with cleft palate.

A total of 68% of pre-school children with cleft palate have speech problems requiring speech therapy. There is a lack of access to regular targeted therapy. Parent training leads to positive outcomes in early communication skills in cleft palate and non-cleft speech disorders. Connected health has been used to address inadequate access to therapy, providing intervention to those who would not otherwise receive therapy. To evaluate the speech, activity and participation outcomes of Parent Led, Therapist Supervised, Articulation Therapy (PLAT) compared with routine speech therapy intervention in parent-child dyads. A total of 44 children, aged 2.9-7.5 years, were included in a two-centre, two-phase randomized controlled trial. Informed consent and assent were obtained. Participants and speech and language therapists (SLTs) were unblinded to the groups. Parents, in the parent-trained group (n = 23), attended 2 days' training, received a detailed speech therapy programme, and undertook intervention over 12 weeks supported by the cleft specialist SLT using FaceTime and one face-to-face session. In the control arm (n = 21), parent-child dyads received six therapy sessions over 12 weeks with a research SLT, comparable with usual care. Speech recordings were undertaken pre- and post-intervention. Percent consonant correct (PCC) was analysed by external SLTs blinded to the time and group. Activity and participation were measured using the Intelligibility in Context Scale (ICS) and Focus on Outcomes for Children Under Six (FOCUS) questionnaire. There was no evidence of an interaction between Time and Group or an overall statistical difference between groups for PCC scores. There was a statistically significant difference over time for both groups (words: p < 0.002; confidence interval (CI) = 9.38-16.27; d = 0.57; sentences: p < 0.002; CI = 16.04-25.97; d = 0.23). Effect sizes were medium for words and small for sentences. For intelligibility and participation, there was no evidence of an interaction between Time and Group or an overall statistical difference between groups. A statistically significant difference over time was found for intelligibility (F = 29.97, d.f. = 1, 42, p < 0.001, 95 % CI = 1.45-3.15 d = 0.46) and for participation (F = 14.19, d.f. = 1, 41, p < 0.001 95% CI = 7.63-25.03; d = 0.36) with FOCUS results indicating clinically meaningful (parent-led group) and significant (control group) change in participation. PLAT can be as effective as routine care in changing speech, activity and participation outcomes for children with cleft palate, when supported by a specialist cleft SLT using connected health. What this paper adds What is already known on this subject Over 50% of children with cleft palate require speech therapy. However, there is a lack of timely, accessible speech therapy services in the UK and Ireland. Previous studies have shown that parents can deliver therapy effectively, and that connected health can support the delivery of speech therapy. This study aims to provide evidence that parent-led therapy with the supervision of a specialist cleft therapist using FaceTime is effective. What this paper adds to existing knowledge This randomized controlled trial indicates that parents can be trained to deliver therapy for children with cleft palate speech disorders, under the supervision of an SLT. This approach results in improved speech, activity and participation outcomes similar to routine care. What are the potential or actual clinical implications of this work? This study indicates that both parent-led articulation therapy and routine care showed meaningful gains in speech, activity and participation, and that parent-led articulation therapy when supported by a cleft SLT using connected health could be an additional service delivery model for children with cleft palate speech disorders.

Reflexão sobre práticas centradas na família a partir da perspectiva de estudantes de fisioterapia, terapia ocupacional e fonoaudiologia do Sudeste de Espanha

More and more early childhood professionals are basing their work on family-centered practices. The change in this professional practice means that when university teaching begins to address this matter, even if only occasionally, it generates significant doubts in students, who are more accustomed to outpatient practices. In this article, we analyze doubts raised by students when an early childhood professional team talked to them about these family-centered practices. These doubts were about cases studied in Physiotherapy, Occupational Therapy, and Speech Therapy programs from two different universities in southeastern Spain. Some teaching staff members in these degrees organized training actions on family-centered practices in their courses. Through a non-experimental, qualitative design with an observational methodology, we described the doubts raised by 196 students attending these training actions. We also collected the answers, agreed upon by a group of professionals of these practices, to each of these doubts. We understand that these are questions that may arise to professionals or students, given that the process they go through to understand and adopt family-centered practices is usually similar, so it is useful to know and disseminate them. Our results point to differences in the questions raised by students of the different programs; they may reflect differences in their clinical training and in the previous training received in early childhood programs. We defend the importance of this training in future graduates from these degrees that qualify them to work as early childhood professionals.

증강현실 기반 언어치료 프로그램을 이용한 문장지도가 학령전기 단순언어장애 아동의 문법형태소와 평균발화길이 증진에 미치는 효과

증강현실 기반 언어치료 프로그램을 이용한 문장지도가 학령전기 단순언어장애 아동의 문법형태소와 평균발화길이 증진에 미치는 효과

The Effect of SPEAK OUT! and The LOUD Crowd on Dysarthria Due to Parkinson's Disease.

Purpose SPEAK OUT! and The LOUD Crowd is a standardized speech therapy program of 12 individual treatments combined with ongoing weekly group sessions for individuals with dysarthria due to Parkinson's disease (PD). The premise of this program is that individuals with PD must rely on goal-directed basal ganglia-cortical circuits to compensate for deficits in habitual, automatic control. The purpose of this study was to assess the outcome of this therapy program. Method Forty individuals with idiopathic PD received SPEAK OUT! in 12 individual 40-min sessions 3 times per week for 4 consecutive weeks and also participated in The LOUD Crowd. Assessments were conducted 3 times at baseline and then within 1 and 6 weeks after completion of the individual SPEAK OUT! sessions. Twenty-five adults without communication disorders were assessed on the same schedule. Acoustic outcome measures were mean intensity from reading and monologue, the prosody measures of standard deviation of intensity and frequency from reading and monologue, and the voice quality measure of cepstral peak prominence from reading. Patient perception of voice was also assessed with the Voice-Related Quality of Life. Results Posttherapy, mean intensity was greater and variation of frequency was larger in reading and monologue, while variation in intensity was larger in monologue but unchanged in reading. Cepstral peak prominence and Voice-Related Quality of Life scores were significantly higher (improved) after therapy. Conclusion These data contribute to evidence of the effectiveness of this program for hypokinetic dysarthria secondary to idiopathic PD and thus inform clinical practice in the selection among treatment options.

A task-shifted speech therapy program for cleft palate patients in rural Nepal: Evaluating impact and associated healthcare barriers

IntroductionThough access to surgical care for cleft lip/palate has expanded in low- and middle-income countries (LMICs), post-palatoplasty speech therapy is often lacking due to limited healthcare infrastructure and personnel. This mixed-methods study seeks to: 1) evaluate the impact of task-shifted speech therapy on a standardized speech score; 2) describe the experiences of families with post-operative cleft care and associated barriers; and 3) understand how to optimize cleft care by exploring the experiences of children who had nominal improvements after task-shifted speech therapy. MethodsA convergent parallel mixed-methods study was conducted in Nepal. Standardized speech scores were compared by a blinded speech-language pathologist before and after the speech intervention. Semi-structured interviews (SSIs) and focus groups with families evaluated cleft care experiences and barriers. Qualitative and quantitative data were merged and analyzed. ResultsThirty-nine post-palatoplasty children with speech deficits (ages 3–18) underwent task-shifted speech therapy, and demonstrated significant improvements in composite speech scores targeted by exercises (p<0.0001) and weakness (p=0.0002), with improvements in misarticulation (p=0.07) and glottal stop (p=0.05) that trended towards significance. Forty-seven SSIs demonstrated that the greatest barriers to follow-up were family responsibilities (62%), travel/distance (53%), and work (34%). In five focus groups, families expressed a desire to improve their child's speech and seek formal speech therapy. The speech intervention was found to be beneficial because of the compassionate staff, free lodging/food, and ability to socialize with other cleft patients and families. After merging quantitative and qualitative data, we noted that younger children between 3 and 5 years old and families who traveled greater distances for healthcare access benefited less from the speech therapy intervention. ConclusionsTask-shifted speech therapy has the potential to improve cleft lip/palate speech in LMICs. Multiple biosocial issues limit access to appropriate post-operative care.

ИСПОЛЬЗОВАНИЕ ПОЛИСЕНСОРНОГО ПОДХОДА В ФОРМИРОВАНИИ ФУНКЦИОНАЛЬНОГО БАЗИСА ЧТЕНИЯ ДОШКОЛЬНИКОВ С ОБЩИМ НЕДОРАЗВИТИЕМ РЕЧИ

Увеличение числа детей с общим недоразвитием речи и повышение современных требований ФГОС к эффективности обучения грамоте позволяют актуализировать проблему подготовки к обучению чтению дошкольников с общим недоразвитием речи. Предложен комплексный подход к процессу формирования функционального базиса чтения у дошкольников с общим недоразвитием речи, который основан на использовании полисенсорного подхода. The increase in the number of children with general speech underdevelopment and the increase in the current requirements of the Federal State Educational Standard to the effectiveness of literacy training make it possible to actualize the problem of preparing preschoolers with general speech underdevelopment to learn reading. The article proposes a comprehensive approach to the process of forming the functional basis of reading in preschoolers with general underdevelopment of speech, which is based on the use of a polysensory approach. The influence of the use of the polysensory approach in the formation of the functional basis of reading in preschoolers with General underdevelopment of speech is investigated. The significance of the study is to supplement the theoretical ideas about the originality of speech and non-speech processes of teaching reading to children with general underdevelopment of speech. The expediency of an alternative approach to the training of preschool children with general underdevelopment of speech, including a polysensory approach, is substantiated. The speech therapy program is based on the polysensory approach in the formation of the functional basis of reading in preschool children with general underdevelopment of speech, using all units of reading and including work on the development of attention, visual perception, memory, phonemic hearing and speech.

Effect of speech therapy intervention program for non-fluent aphasic patients after stroke.

the objective of this paper is to verify the effect of speech therapy intervention program in patients with non-fluent aphasia due to stroke in language tasks related to verbal fluency in semantic and phonological categories. Patients with aphasia due to stroke were selected to take part in this study. Two groups were formed: diagnosed patients with Broca/transcortical motor aphasia (GA), and a control group (healthy individuals). GA took a fluency verbal task (FAS, other complementary categories: phonological /p/ /l/ and semantic: "fruits" and "names"). These patients were all engaged in a language intervention program developed by the authors of this study. GA received speech therapy sessions (ten sessions lasting for an hour once a week), following a specific language program. After the sessions, the patients were re-evaluated. GA had statistical significant improvement in the verbal fluency task after the speech therapy program (p-value < 0,001). The speech language therapy program we proposed was efficient enough to show improvement in the results for GA in the verbal fluency task.

Speech Therapy Program for Cleft Palate Speakers Based on Experimental Data

Speech Therapy Program for Cleft Palate Speakers Based on Experimental Data

Analysis of oral-nasal balance after intensive speech therapy combined with speech bulb in speakers with cleft palate and hypernasality

ObjectiveTo evaluate the efficacy of the combination of a speech bulb with an intensive speech therapy program in hypernasal participants with cleft palate. MethodsTwenty hypernasal speakers with cleft palate (12 females and 8 males, median age 28.45 years), who were wearing speech bulbs underwent an intensive speech therapy program of 45 sessions over 3 weeks. Three experienced speech-language pathologists rated the participants’ speech recordings before and after intensive speech therapy, with and without the speech bulb. Nasometric recordings and long-term averaged spectra were also analyzed using repeated-measures ANOVAs. ResultsThe ANOVA of the hypernasality ratings showed significant effects of therapy [F (1,19) = 15.97; p < .001], speech bulb [F(1,190 = 28.54, p < .001] and a therapy –speech bulb interaction effect [F(1.19) = 22.30, p < 0.001]. The most favorable listener ratings of hypernasality were obtained post-therapy when participants were wearing their speech bulbs. Without the speech bulb, intensive speech therapy by itself did not result in a significant improvement. With speech bulb, nasalance scores for high [F (1,19) = 14.07, p < .001] and low pressure [F (1,19) = 14.84, p < .001] sentences were significantly lower post-therapy, providing preliminary evidence that an intensive speech therapy program may enhance the effect of a speech bulb. Before and after comparisons of individual nasalance profiles demonstrated variable improvement in 15 participants, no progress in 2 participants and more severe hypernasality after therapy in 3 participants. Long-term averaged spectra corroborated the findings of the perceptual analysis. Based on a frequency bin from 201 to 300 Hz, there was a significant within-subject effect for with and without speech bulb [F(1, 18) = 4.54, p = .047] as well as for before vs. after session [F (1,18) = 7.14, p = .015]. ConclusionThe speech bulb in combination with intensive speech therapy resulted in improved oral-nasal balance for the majority of participants. More research is needed to investigate long-term outcomes as well as individual factors contributing to therapy success.

Pilot Program Combining Acceptance and Commitment Therapy with Stuttering Modification Therapy for Adults who Stutter: A Case Report

Background: The impact of stuttering far exceeds its effects on speech production itself. It includes increased anxiety levels and avoidance of speech situations that may impact the general quality of life. Therefore, psychological treatment methods have been incorporated into speech therapy programs with positive results. Acceptance and commitment therapy (ACT) is a relatively recent addition to the field of stuttering. In this case report, we present a pilot program of integrating acceptance and commitment therapy (ACT) with stuttering modification therapy for adults who stutter. Method: Eight adults who stutter entered the approximately year-long program, which consisted of three parts: group ACT, individual/pair stuttering modification therapy, and monthly stabilization/follow-up sessions. Results: Improvement was observed in group mean measures of mindfulness skills, speech-related attitudes, anxiety, daily communication, quality of life, and stuttering frequency. Improvement in quality of life was also self-described by participants throughout the program. Conclusions: Participant improvement and positive self-reports suggest a potentially promising effect of combining ACT with stuttering modification therapy. Further research is needed to evaluate treatment efficacy.

Speech Therapy for Childhood Apraxia of Speech

Childhood apraxia of speech is a neurological speech sound disorder in which the child has inadequate the precision and consistency of movements underlying speech production in the absence of neuromuscular deficits. Children with apraxia of speech require intensive and specialized training in order to enable them to communicate effectively. The principles of the speech therapy program include stimulating speaking and communicating in daily life as well as practicing to speak clearly. The purpose of this article is to discuss the principles of speech therapy based on motor learning, speech stimulation and daily life communication, exercises to promote oral motor planning for each speech sound, and inclusion of the family into the team working with the child.