Apraxia Value Pack - 4 Part Series - Self-study video series (Download)
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$120.00
$120.00
per item
- Get All 4 Parts of the Apraxia Self-Study Video Series:An Overview of Childhood Apraxia of Speech (1 hour video)
- Assessing Minimally Verbal Children with Suspected Apraxia of Speech (2 hour video)
- Making a Differential Diagnosis when Childhood Apraxia of Speech is Suspected (2 hour video)
- Treatment Strategies for Suspected Childhood Apraxia of Speech (2 hour video)
7 Hour Self-Study Video Download series
- What you will get:Access to download for 30 days
- A certificate of completion after you complete the included test
- A time ordered agenda for those professions that need it to receive CEUs
- The full presentation manual available in a pdf format
- ASHA CEU participant form for SLP's that have ASHA track their CEUs
- The list of reference materials
Earn .7 ASHA CEUs during this 7 hour Self-Study Video Series.
INFORMATION FOR EACH OF THE 4 COURSES
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Course #1 An Overview of Childhood Apraxia of Speech Course Summary Childhood Apraxia of Speech (CAS) is a complex speech sound disorder that can be challenging to assess, diagnose, and treat—especially in young children who are minimally verbal. This course will provide an overview of the different types of apraxia along with a review of ASHA’s 2007 Technical Report on CAS. Etiologies of CAS, how to explain CAS to families, available resources specific to CAS, and principles of motor learning will also be discussed. Learning Outcomes
1. Differentiate limb apraxia, oral apraxia, and verbal apraxia. 2. List and describe the etiologies of CAS. 3. Summarize how the principles of motor learning affect the treatment of motor speech disorders. Timed Agenda Minutes 1-3 Introduction Minutes 4-9 Defining praxis, apraxia and dyspraxia Minutes 10-15 Types of apraxia Minutes 16-25 ASHA Technical Report Minutes 26-30 Etiologies of CAS Minutes 31-35 Explaining CAS to parents Minutes 36-50 Principles of motor learning Minutes 51-60 Q & A 
This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional Area)
Course #3
Making a Differential Diagnosis when Childhood Apraxia of Speech is Suspected 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 or 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 will be compared with other diagnoses of autism, dysarthria, phonological impairment, and expressive speech/language delay. There will also be a discussion regarding who makes the diagnosis of CAS and at what age a formal diagnosis can be made. Learning Outcomes 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. Justify when a referral to a neurologist or a developmental pediatrician should be made. 3. Compare the clinical symptoms of CAS with autism, dysarthria, phonological impairment, and expressive speech/language delay. Timed Agenda Minutes 1-3 Introduction Minutes 4-15 Who diagnoses CAS and when to refer on Minutes 16-30 Making a diagnosis of CAS Minutes 31-45 CAS or autism spectrum disorder Minutes 46-60 CAS or dysarthria Minutes 61-70 CAS or phonological impairment Minutes 71-80 CAS or expressive speech/language delay Minutes 81-100 Case studies Minutes 100-120 Q & A 
This course is offered for 0.2 ASHA CEUs (Intermediate level, Professional Area)
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Course #2
Assessing Minimally Verbal Children with Suspected Childhood Apraxia of Speech 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 informal assessment to determine which children present with characteristics consistent with suspected CAS. This course will provide an informal assessment guide for use with young children who are struggling learning to talk. Co-existing conditions and later academic challenges of children with CAS will also be discussed. Learning Outcomes
1. Explain the rationale for using informal assessment with minimally verbal young children who are struggling learning to talk. 2. Summarize the atypical acquisition of prelinguistic milestones in young children with suspected childhood apraxia of speech. 3. Integrate informal assessment into the initial evaluation and ongoing diagnostic therapy sessions to assess the integrity of a young child’s motor speech planning system. Timed Agenda Minutes 1-3 Introduction Minutes 4-9 Setting the stage with suspected CAS Minutes 10-15 Formal vs. informal assessment Minutes 16-25 Typical development of prelinguistic sounds Minutes 26-60 Characteristics of minimally verbal children with suspected CAS (with video cases studies) Minutes 61-65 Review of recent research by Overby & Caspari Minutes 66-75 Later academic difficulties and CAS Minutes 76-109 Informal assessment guide Minutes 110-120 Q & A 
This course is offered for 0.2 ASHA CEUs (Intermediate level, Professional Area)
Course #4
Treatment Strategies for Suspected Childhood Apraxia of Speech Course Summary Establishing an appropriate treatment plan 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 will be 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 1. Describe how motor speech planning therapy differs from traditional speech-language therapy approaches that are typically utilized with toddlers and preschoolers. 2. Outline 10 motor speech planning goals for use with minimally verbal young children. 3. Give examples of appropriate motor speech planning activities that focus on enhancing repetitive speech practice without using flash cards or drill work. Timed Agenda Minutes 1-3 Introduction Minutes 4-20 Fun and effective therapy without drill work Minutes 21-40 Augmentative communication, multisensory cueing and other therapy strategies Minutes 41-55 Activities for eliciting multiple repetitions Minutes 56-95 Targeted motor speech goals (with video case studies) Minutes 96-99 Prognosis Minutes 100-120 Q & A 
This course is offered for 0.2 ASHA CEUs (Intermediate level, Professional Area)
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About Cari
Cari Ebert, M.S., CCC-SLP is a pediatric Speech-Language Pathologist in private practice 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. Ms. Ebert is a therapist, consultant, author and nationally recognized speaker who gets paid to do what she loves most…TALK! She works exclusively with young children, age birth to five, and their families and believes that early intervention is the key to future success. Ms. Ebert’s son has autism spectrum disorder and apraxia, allowing her to engage audiences both as a clinician and a parent of a child with special needs. She has an energetic personality and this translates to a high-energy speaking style. Join Ms. Ebert as she explores important issues for enhancing the development of young children…you’ll be glad you took the time!
Cari Ebert, M.S., CCC-SLP is a pediatric Speech-Language Pathologist in private practice 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. Ms. Ebert is a therapist, consultant, author and nationally recognized speaker who gets paid to do what she loves most…TALK! She works exclusively with young children, age birth to five, and their families and believes that early intervention is the key to future success. Ms. Ebert’s son has autism spectrum disorder and apraxia, allowing her to engage audiences both as a clinician and a parent of a child with special needs. She has an energetic personality and this translates to a high-energy speaking style. Join Ms. Ebert as she explores important issues for enhancing the development of young children…you’ll be glad you took the time!
Speaker Disclosure:
Financial: Cari Ebert owns Summit Speech Therapy, LLC (dba Cari Ebert Seminars) and receives a salary. She receives royalties from cariebertseminars.com product sales. Ms. Ebert also receives compensation for presenting this course.
Nonfinancial: Cari Ebert has a son with autism and apraxia and shares personal experiences in her seminars.
Financial: Cari Ebert owns Summit Speech Therapy, LLC (dba Cari Ebert Seminars) and receives a salary. She receives royalties from cariebertseminars.com product sales. Ms. Ebert also receives compensation for presenting this course.
Nonfinancial: Cari Ebert has a son with autism and apraxia and shares personal experiences in her seminars.