Childhood Apraxia of Speech
Causes, Signs and Symptoms, Diagnosis, Treatment, and Prognosis of Childhood Apraxia of Speech
Childhood apraxia of speech (CAS), also called Apraxia of Speech (AOS) or developmental apraxia, is an oral motor speech disorder. Children with CAS find it difficult to produce the sounds they want to make because they cannot correctly plan the movement of the muscles that control the articulators (lips, tongue, teeth, jaw, and velum). Note that poor motor planning is not referring to weakness or paralysis of the muscles. Typically, our brain sends the movement plan to our speech muscles once we have decided what to say. In CAS, though, the child’s brain does not send the proper instructions to the muscles used to adjust the positioning of the articulators and the speed and rhythm of the speech. If the brain signals are not transmitted correctly, then the child’s speech movements will be difficult to coordinate, resulting in unintelligible speech.
A short lesson on motor planning: Speech is a quick process, but a lot of motor planning is working behind the scenes. Think about the way we say consonants. You may be thinking of consonant letters, like B, C, D, and F. However, in speech, the consonants are actually sounds (written inside of forward slashes such as /b/ for the B sound) that are created by the articulators as they control the air that is released from the lungs. For stopping consonants, we stop the outgoing air by closing off the air stream with our lips, tongue, or velum. Try it now. Say each of these consonants slowly: /b/, /k/, and /d/. Notice how your tongue and mouth move for each letter compared to when you say the vowels A, E, I, O, and U. Vowel sounds require a lot less movement.
Now imagine only being able to speak in vowel sounds. Say this sentence while skipping the consonant sounds: “Hi, my name is Jane.” The result is an unintelligible speech like that of a child with CAS. In fact, some children with apraxia struggle with saying vowel sounds as well as consonants. A skilled speech-language pathologist is required to identify the level at which the child’s speech sounds are affected by poor motor planning.
It is important to note that children with CAS may have a combination of other disorders, such as general apraxia that affects the movement of the whole body, but they may also have otherwise normal language skills despite their troubles with producing speech.
Grandson just diagnosed. Could the fact that father had severe dyslexia and 30 second attention span be a contributing factor?
We always account for the familial history of speech and language issues, but it doesn’t necessarily mean it’s a contributing factor. Good speech-language pathologists keep all factors in mind during the initial evaluation and refer to other Specialists if we see issues related to decreased attention span and other learning difficulties. Hope this helps.
As a classroom teacher, how would I assist a student with CAS in a general and special education classroom setting?
Hi – I applaud you for exploring specific ways to better assist your student with CAS. It would be most helpful to consult with the child’s SLP to see what augmentative communication (sign, pictures) they are using while they are learning speech. A collaborative approach – SLP / Teacher – working together to use the same cues and target words will lead to a better outcome.