CAS Comprehensive Assessment

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Assessment Because the diagnostic criteria for CAS is not firmly established the challenge in diagnosis and assessment becomes differentiating CAS from other speech sound disorders such as speech delay and dysarthria and specific language impairment (SLI) (Lewis et al., 2004). Many other speech sound disorders show similar signs as those in children with CAS (McCabe, Rosenthal, & McLeod, 1998). Children suspected of having CAS are referred to a speech-language pathologist for a comprehensive assessment. Comprehensive assessment utilizes a number of activities and measures including formal, informal assessment tools. It is important for speech-language pathologists to select instruments that are psychometrically sound for the assessment (Dollaghan, 2004). Comprehensive assessment includes the case history, oral-motor assessment, hearing screening, and oral mechanism assessment (American Speech-Language-Hearing Association, n.d.b). Oral/mechanism examination is important for differentiation of dysarthria and other speech sound disorders from CAS. It can also assist in identifying apraxia of speech and oral apraxia, which may or…show more content…
These provide intensive and frequent practice of speech targets, include sensory input for speech production such as tactile, visual, and cognitive cues, focus on accurate speech movement, and utilize specific conditions of practice such as blocked practice targets, and provide feedback (Maas et al, 2008). There are a number of intervention programs available including the Kaufman Speech to Language Protocol utilizing behavioral principles to aide in motor-speech shaping (Kaufman, 1995), Nuffield Dyspraxia Program, which focuses on speech output and motor programming skills (Williams & Stephens, 2010), and Training Syllable Sequences focused on using nonsense syllables to train motor planning flexibility (Velleman, 2003; Velleman & Strand,

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