Cari Ebert – PESI – Suspected Apraxia and Early Intervention

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Cari Ebert – PESI – Suspected Apraxia and Early Intervention

Providing Effective Early Intervention Services

Being able to effectively communicate is how young children interact, socialize, and learn. There is cause for concern when a young child has strong cognitive and receptive language skills, but is essentially non-verbal. It is important for therapists to be able to differentially diagnose an expressive language delay from suspected Childhood Apraxia of Speech (CAS). Therapy for a toddler with suspected CAS should have a set of unique parameters that will facilitate the development of motor planning skills. Because children with suspected CAS often progress slowly and demonstrate highly inconsistent verbal productions, it can be difficult to measure progress and documentation can be a challenge. Caregiver involvement is a critical component of early intervention services and each family needs to be provided with functional strategies that can be embedded into their daily routines to help their child become an effective verbal communicator.

This recording is packed full of clinically relevant ideas and activities to fine-tune therapy sessions for young children with suspected CAS. After watching this course you will look at your caseload in a whole new light and be able to pinpoint which children are in need of more specialized programming. Therapists will gain hands-on knowledge of ways to modify existing therapy materials designed for older kids with CAS to make them fun and functional for use with toddlers. From assessment, to therapy materials, to documentation standards, participants will discover ways to create the best therapy model for toddlers on their caseload with suspected Childhood Apraxia of Speech.

Speaker

Cari Ebert, MS, CCC-SLP
CARI EBERT, MS, CCC-SLP, is a pediatric Speech-Language Pathologist in private practice in the Kansas City, Missouri area. She received her Bachelor of Arts degree from the University of Iowa and Master of Science degree from Southern Illinois University at Carbondale. For 20 years, Ms. Ebert has served as a therapist, consultant, and a nationally recognized speaker.

She works with young children, ages birth to five, and their families and believes that early intervention is the key to future success. She has dedicated her career to helping young children achieve their maximum potential with speech, language, and social development. Ms. Ebert’s son has autism spectrum disorder and apraxia, allowing her to engage this topic, both as a clinician and a parent of a child with special needs. She embraces the coaching model of service delivery and empowers parents to help their child develop. Ms. Ebert presents evidence-based, clinically-relevant information regarding early child development. Whether you are a pediatric therapist or an early childhood educator, you will benefit from the fun, effective therapy solutions found in her seminars.

Speaker Disclosures:

Financial: Cari Ebert is the owner of Summit Speech Therapy, LLC. She receives a speaking honorarium from PESI, Inc.

Non-financial: Cari Ebert is a parent of a child with special needs.

Objectives

1. Describe how to recognize the characteristics of CAS in late-talking toddlers, and how this informs treatment interventions
2. Develop the ability to differentially diagnose suspected CAS from an expressive language delay, autism spectrum disorder, dysarthria, and a phonological impairment
3. Acquire practical and effective treatment interventions for treating toddlers with suspected CAS
4. Articulate the importance of partnering with families throughout the early intervention process to maximize each child’s potential
5. Recognize the academic issues associated with CAS, and how this informs treatment interventions
6. Outline methods for creating functional IFSP outcomes

Outline

OVERVIEW

• Defining apraxia
  • types of apraxia
  • clinical definitions
  • explanation for families
• Birth to 3 programs and eligibility issues
• Early brain development

ASSESSMENT OF CAS

• Formal vs. informal assessment
• Characteristics of toddlers with suspected CAS
• Characteristics of 3-5 year olds with CAS
• Academic issues and CAS
• Co-existing conditions
• Informal assessment hierarchy

DIAGNOSIS

• Should we diagnose CAS in toddlers?
• Misdiagnosing CAS
• Prevalence of CAS
• Making a differential diagnosis

THERAPY

• Frequency and duration of services in early intervention
• Purpose of EI
• Family participation
• Fun and effective therapy without drill work
• Goals and activities for the pre-verbal child
• Articulation vs. motor planning therapy
• Strategies for families and caregivers
• To sign or not to sign
• Picture communication
• Prognosis

DOCUMENTATION

• Writing IFSP outcomes
• Functional vs. isolated skills
• Documenting functional gains

CASE STUDIES

Target Audience

• Case Managers
• Occupational Therapists
• Occupational Therapy Assistants
• Pediatricians
• Physical Therapists
• Physical Therapist Assistants
• Speech-Language Pathologists
• Nurses
• Nurse Practitioners

Reviews

Jack Q
“very well made, good speaker 10/10”

Tara C
“AWESOME speaker and content”

Tyann N
“I enjoyed this presentation and felt it was a beneficial use of my time. ”

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