Incorporating Phonological Awareness Into Intervention

for Childhood Apraxia of Speech (CAS)

INTRODUCTION
Young children with childhood apraxia of speech (CAS) are at risk for difficulties in
phonological awareness, which impedes their early reading skills. Incorporating
phonological awareness into speech treatment for children with CAS can improve their
motor speech as well as early literacy skills. This session discusses the use of dynamic
tactile temporal cueing (DTTC) to achieve the correct sequencing of articulatory gestures
and explore how to incorporate phonics and phonological awareness instruction for pre-
practice and correction of speech sound errors. This holistic approach allows the child to
achieve better speech intelligibility while receiving explicit instruction to support a
foundation for early reading skills.

This course is a recorded session from the 2019 online conference “Innovative Methods
for Preschool Assessment, Collaboration, and Treatment.”

LEARNING OUTCOMES
You will be able to:
 implement DTTC in intervention
 incorporate print into stimuli for target phrases
 utilize phonics for explicit corrective feedback for speech sound errors

PROGRAM HISTORY and IMPORTANT INFORMATION

Recording length: 51 minutes
Online conference dates: February 20–March 4, 2019; October 16–28, 2019
End date: February 20, 2024

To earn continuing education credit, you must complete the learning assessment on or
before February 20, 2024.

This course is offered for 0.05 ASHA CEUs (Intermediate level, Professional area).

ASHA Self-Study WEB19011

Incorporating Phonological Awareness Into Intervention for Childhood Apraxia of Speech (CAS)

FACULTY
Amy Skinder-Meredith, PhD, CCC-SLP, is a clinical
professor and director of graduate studies at Washington
State University in Spokane. She is an experienced clinician
who has worked in university clinic, public school, hospital,
and private practice settings. Her primary clinical and
research interest is in children with motor speech disorders,
and she has published and presented her research on
childhood apraxia of speech (CAS) at national conferences.
She and her colleague Dr. Nancy Potter run an intensive 2-
week summer camp for children with CAS and their
families. She also runs two after school programs for children with CAS. The camp
focuses on motor speech, early literacy, language, parent education, and positive well-
being. Skinder-Meredith has given numerous workshops for practicing speech-language
pathologists across the U.S., in Canada, and in Guatemala on assessment and
treatment of CAS. She earned her PhD from the University of Washington under the
mentorship of Dr. Edythe Strand and Dr. Carol Stoel-Gammon.

Financial Disclosures:

 Employee of Washington State University

 Jan Norris, the author of the Phonic Faces program mentioned in the
presentation provides her materials a discount for speaker's university clinic
 Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

 Member of Professional Advisory Council for Apraxia-Kids, which was formerly

called Professional advisory board member for the Childhood Apraxia of Speech
Association of North America (CASANA)

ASHA Self-Study WEB19011