Cari Ebert – Apraxia Value Pack

Description

Apraxia Value Pack , Cari Ebert – Apraxia Value Pack download

Cari Ebert – Apraxia Value Pack

Course Summary

When childhood apraxia of speech (CAS) is suspected, ongoing assessment is critical to identify children who present with motor speech planning difficulties. Many of the young children speech-language pathologists (SLPs) evaluate, however, are minimally verbal, making standardized tests difficult to administer. The burden then falls on SLPs to use their informal assessment skills to determine which children present with characteristics consistent with speech motor planning deficits. This course provides an informal assessment guide for use with young children who are struggling learning to talk along with a discussion of later academic challenges often associated with CAS.

Learning Outcomes:  
As a result of this activity, the participant will be able to: 

1. Explain how speech therapy based on the principles of motor learning differs from traditional speech-language therapy approaches that are typically utilized with toddlers and preschoolers.
2. Outline 10 speech motor planning goals for use with minimally verbal young children.
3. List examples of play-based activities that facilitate repetitive speech practice without flash cards or drill work.

Timed Agenda:
Minutes 1-10   Getting parents and caregivers involved

Minutes 11-15   Prognostic indicators

Minutes 16-40  Motor based therapy approach

Minutes 41-100  Tools for success when treating suspected CAS

Minutes 101-160 Targeted motor speech goals for minimally verbal children with suspected CAS

Minutes 161-170  Motor planning goals for the older more verbal child

Minutes 171-180 Teletherapy and CAS

 Making a Differential Diagnosis when Childhood Apraxia of Speech is Suspected
2-Hour Self-Study Video Course

Course Summary

Working with minimally verbal young children requires SLPs to differentially diagnose between a delay and a disorder. When CAS is suspected, a different path of intervention must be followed based on the principles of motor learning. Before appropriate treatment can be provided, the correct diagnosis must be made. There are plenty of assessment tools available for use with older, more verbal children, but this course will focus on the differential diagnosis of minimally verbal children with suspected CAS. Characteristics of CAS are compared with other diagnoses of autism, dysarthria, phonological impairment, articulation disorder, and expressive speech/language delay. There is also a discussion regarding who makes the diagnosis of CAS and at what age a formal diagnosis can be made.

Learning Outcomes:  
As a result of this activity, the participant will be able to: 

1. Summarize why CAS can be difficult to diagnose in minimally verbal young children and when it is clinically appropriate to make the formal diagnosis.
2. Explain when a referral to a neurologist or a developmental pediatrician should be made by the SLP.
3. Compare the clinical symptoms of CAS with autism, dysarthria, phonological impairment, articulation disorder, and expressive speech/language delay.

Timed Agenda
Minutes 1-3   The complexity of speech production

Minutes 4-15   Who diagnoses CAS and when to refer on

Minutes 16-30  Making a diagnosis of CAS

Minutes 31-49  CAS or autism spectrum disorder

Minutes 50-65  CAS or dysarthria

Minutes 66-75   CAS or phonological impairment

Minutes 76-85  CAS or articulation disorder

Minutes 86-95 CAS or expressive speech/language delay

Minutes 96-120 Case studies

Treatment Strategies for Suspected Childhood Apraxia of Speech
3-hour Self-Study Video Course

Course Summary

Establishing a treatment plan based on the principles of motor learning is essential when working with minimally verbal young children with suspected childhood apraxia of speech (sCAS). Traditional language stimulation techniques such as self-talk, parallel talk, and sentence expansion will not support the development of motor speech planning skills in children with apraxia. 10 motor speech goals are outlined in this course along with a variety of effective strategies and activities to enhance repetitive speech practice in toddlers and preschool age children with CAS/sCAS.

Learning Outcomes:  
As a result of this activity, the participant will be able to: 

1. Explain how speech therapy based on the principles of motor learning differs from traditional speech-language therapy approaches that are typically utilized with toddlers and preschoolers.
2. Outline 10 speech motor planning goals for use with minimally verbal young children.
3. List examples of play-based activities that facilitate repetitive speech practice without flash cards or drill work.

Timed Agenda
Minutes 1-10   Getting parents and caregivers involved

Minutes 11-15   Prognostic indicators

Minutes 16-40  Motor based therapy approach

Minutes 41-100  Tools for success when treating suspected CAS

Minutes 101-160 Targeted motor speech goals for minimally verbal children with suspected CAS

Minutes 161-170  Motor planning goals for the older more verbal child

Minutes 171-180 Teletherapy and CAS

Meet the Speaker

Cari Ebert, MS, CCC-SLP is a pediatric speech-language pathologist in the Kansas City, Missouri area. She received her bachelor’s degree from the University of Iowa in 1993 and her master’s degree from Southern Illinois University at Carbondale in 1995. Cari is a therapist, consultant, author, product developer, and nationally recognized speaker who gets paid to do what she loves most—TALK! She specializes in autism, apraxia, and early intervention. Cari’s son has dual diagnoses of autism and apraxia, allowing her to engage audiences both as a professional and as a parent of a neurodivergent child. In 2018, Cari co-authored a book with Dave Hammer titled, The SLP’s Guide to Treating Childhood Apraxia of Speech. In 2020, she published a book on autism titled, The Learning to Learn Program.

Speaker Disclosures:

Financial: Cari is co-author of the book, The SLP’s Guide to Treating Childhood Apraxia of Speech and she is the creator of a variety of speech therapy products including Cari’s Silly Sounds, Animal Vowels, Talking Letters, Apraxia FAQs, and Is It Apraxia or… which she references in her apraxia trainings. Cari receives royalties from all book and product sales. She also benefits financially from all sales of this self-study course.

Non-financial: Cari has a son with autism and apraxia and shares personal experiences in her trainings.

Commonly Asked Questions:

1. Business Model Innovation: Acknowledge the reality of a legitimate enterprise! Our approach involves the coordination of a collective purchase, in which the costs are shared among the participants. We utilize this cash to acquire renowned courses from sale pages and make them accessible to individuals with restricted financial resources. Our clients appreciate the affordability and accessibility we provide, despite the authors’ concerns.
2. Apraxia Value Pack Course

• There are no scheduled coaching calls or sessions with the author.
• Access to the author’s private Facebook group or web portal is not permitted.
• No access to the author’s private membership forum.
• There is no direct email support available from the author or their team.