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Dyspraxia (reviewed January 2000)
Do you have information on dyspraxia?
Dyspraxia (developmental verbal apraxia or developmental apraxia of speech-DAS) is a neurologically based speech disorder. it is caused by subtle brain impairment or
malfunctioning. No one currently knows exactly what this brain impairment is or what causes it.
Theories range from supposing the impairment is a very specific small injury or difference in the
speech area of the brain to saying that is not possible to isolate. Although some children with
DAS have had specific birth or prenatal injuries or periods without oxygen, most DAS children
have nothing in their birth or prenatal histories that would suggest a possible cause of the DAS. It
is interesting that there are a great deal of similarities in the histories of children with DAS,
however, it has not been shown that any one or any specific combination of factors is responsible
for the DAS. At this time, we simply do not know what causes DAS.
DAS is a speech disorder that interferes with a child's ability to correctly pronounce sounds,
syllables and words. It is the loss of ability to consistently position the articulators (face, tongue,
lips, jaw) for the production of speech sounds and for sequencing those sounds into syllable or
words. Generally, there is nothing wrong with the muscles themselves. The child does not have
difficulty with non-speech activities performed with the muscles such as coughing, chewing or
swallowing. However, the area of the brain that tells the muscle how to move and what to do to
make a sound or series of sounds is damaged or not fully developed. This makes retrieving the
"motor plan" for saying a word difficult.
A child who has DAS will not simply "grow out of it." Without speech therapy, the child's
communications skills may improve as he grows older, but his speech will still be filled with
errors and be difficult to understand. Therapy for DAS is generally intensive (2-3 times per
week) and is started as soon as the disorder is identified and the child is old enough to participate
in therapy (18-30 months). Therapy does not provide a "quick fix". Most apraxic children will be
in therapy at least 2 years and sometimes significantly longer. However, all but the most severely
apraxic children who receive intervention will eventually be competent oral communicators. In
sever cases, augmentative communication will be needed. (From an articles by Ann S. Guild, MACCC/SLP,
www.tayloredmktg.com).
Following are links to related Internet resources and Internet discussion groups,
as well as selected citations from the ERIC database and the search terms we used to find the
citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
dyspraxia
EJ496325 EC610200
Feature Analysis of Singleton Consonant Errors in Developmental
Verbal Dyspraxia
(DVD).
Thoonen, G.; And Others
Journal of Speech and Hearing Research, v37 n6 p1424-40 Dec
1994
ISSN:
0022-4685
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT
(143)
Journal Announcement: CIJMAY95
Target Audience: Researchers
This study attempted to quantify diagnostic characteristics
related to consonant
production of developmental verbal dyspraxia (DVD) in 11 Dutch
children (ages 6 and 7). The
study was able to quantify diagnostic characteristics but found
very few qualitative differences
in error patterns between children with DVD and 11 age-matched
children with normal speech.
Descriptors: *Clinical Diagnosis; *Consonants; *Error Analysis
(Language); Expressive
Language; Foreign Countries; Individual Characteristics;
*Phonology; *Speech Impairments;
Young Children
Identifiers: Netherlands; *Verbal Dyspraxia
EJ382203 EC211569
Interrelating Reception and Expression in Speechreading
Training.
van Uden, Antoine
M. J.
Volta Review, v90 n5 p261-72 Sep 1988
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
POSITION
PAPER (120)
Journal Announcement: CIJMAY89
This paper identifies characteristics of poor speechreaders,
defines developmental dyspraxia in
profoundly hearing-impaired children, and outlines the
speechreading process. An active
training method is described in which expressive and receptive
skills are integrated, by having
hearing-impaired people speechread their own speech via
videotape recording and playback.
Descriptors: Elementary Secondary Education; *Expressive
Language; *Hearing Impairments;
Integrated Activities; *Lipreading; *Receptive Language;
*Training Methods; Videotape
Recorders; Videotape Recordings
Identifiers: *Dyspraxia
EJ360875 EC200607
Evaluation of Praxis in Preschoolers.
Parham, L. Diane
Occupational Therapy in Health Care, v4 n2 p23-36 Sum
1987
Language:
English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
NON-CLASSROOM MATERIAL (055)
Journal Announcement: CIJFEB88
A rationale and procedures are presented for occupational
therapy evaluation of the preschooler
whose problems suggest dyspraxia. Two evaluative domains are
examined: sensory processing
(assessment of tactile, proprioceptive, vestibular, auditory and
visual functions) and praxis
(ideation, motor planning and execution). Procedures include
standardized test items, parent
interviews, and behavior observation.
Descriptors: Auditory Perception; Cerebral Palsy; *Clinical
Diagnosis; Cognitive Processes;
Diagnostic Tests; *Handicap Identification; *Occupational
Therapy; *Perceptual Handicaps;
*Perceptual Motor Coordination; Perceptual Motor Learning;
Physical Disabilities; Preschool
Children; Psychomotor Skills; Screening Tests; *Sensory
Integration; Visual Perception
Identifiers: *Dyspraxia
EJ353413 CE518019
Developmental Dyspraxia: Is It a Unitary Function?
Ayres, A. Jean; And Others
Occupational Therapy Journal of Research, v7 n2 p93-110 Mar-Apr
1987
Language:
English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT
(143)
Journal
Announcement: CIJSEP87
A group of 182 children (ages four through nine) with known or
suspected sensory integrative
dysfunction were assessed using tests and clinical observations
to examine developmental
dyspraxia. The study did not justify the existence of either a
unitary function or different types
of developmental dyspraxia.
Descriptors: Children; Learning Disabilities; Medical
Evaluation; *Perceptual Handicaps;
*Sensory Integration
Identifiers: *Developmental Dyspraxia; *Sensory Integrative
Dysfunction
EJ325320 EC180804
Adapted Cuing Technique for Use in Treatment of Dyspraxia.
Klick, Susan L.
Language, Speech, and Hearing Services in the Schools, v16 n4
p256-59 Oct 1985
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT
(143)
Journal
Announcement: CIJFEB86
The Adapted Cuing Technique (ACT) was created to accompany oral
stimulus presentation in
treatment of dyspraxia. ACT is consistent with current
treatment theory, emphasizing patterns
of articulatory movement, manner of production, and
multimodality facilitation. A case study
describes the use of ACT in the treatment of a five-year-old
child.
Descriptors: *Cues; *Speech Handicaps; *Speech Therapy; Young
Children
Identifiers:
*Adapted Cuing Technique; *Dyspraxia
ED352780 EC301710
Learning Disabilities: Glossary of Some Important Terms. ERIC
Digest #E517.
Lokerson, Jean
Council for Exceptional Children, Reston, Va.; ERIC
Clearinghouse on Handicapped and
Gifted Children, Reston, Va. 1992
3p.
Sponsoring Agency: Office of Educational Research and
Improvement (ED), Washington, DC.
Contract No: RI88062007
Report No: EDO-EC-92-7
Available From: Council for Exceptional Children, 1920
Association Dr., Reston, VA
22091-1589 ($1, minimum order $5 prepaid).
EDRS Price - MF01/PC01 Plus Postage.
Language: English
Document Type: ERIC PRODUCT (071); DICTIONARY (134); ERIC
DIGESTS
(SELECTED) (073)
Geographic Source: U.S.; Virginia
Journal Announcement: RIEMAY93
This digest presents definitions of 30 important terms in the
field of learning disabilities. They
are: accommodations, assistive technology, attention deficit
disorder, brain imaging techniques,
brain injury, collaboration, developmental aphasia, direct
instruction, dyscalculia,
dysgraphia,dyslexia, dysnomia, dyspraxia, learned helplessness,
learning modalities, learning
strategy approaches, learning styles, locus of control,
metacognitive learning, minimal brain
dysfunction, multisensory learning, neuropsychological
examination, perceptual handicap,
prereferral process, resource program, self-advocacy, specific
language disability, specific
learning disability, subtype research, and transition.
Descriptors: *Definitions;
Elementary Secondary Education; *Learning Disabilities
Identifiers: ERIC Digests
ED327019 EC232666
Developmental Speech and Language Disorders: Hope through
Research.
National Inst. of Neurological and Communicative Disorders and
Stroke (NIH), Bethesda, Md.
Mar 1988; 39p. Report No: NIH-88-2757
Available From: National Institutes of Health, Bethesda, MD
20892.
EDRS Price -
MF01/PC02 Plus Postage.
Language: English
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Maryland
Journal Announcement: RIEMAY91
Government: Federal
Target Audience: Practitioners; Parents
This pamphlet presents an overview of speech and language
disorders including a description
of symptoms, possible causes, identification, intervention, and
current research. Description of
the disorders includes examples of symptoms; the four components
and the physical tools of
speech; and the role of the brain, including its hemispheres,
problems during maturation, and its
language centers. Examples are given of speech disorders
(phonological impairment, verbal
dyspraxia, and dysarthria); language disorders (form errors,
content errors, and use errors) and
expressive and receptive language disorders. The concept of
delay versus disorder is discussed.
The process of handicap identification is described, noting
conditions which must be ruled out
and stressing the importance of early identification and
intervention. Current methods of
therapy are described, and research is cited indicating that
speech disorders may be outgrown by
adolescence but that difficulties involving language use may
persist into adulthood. Ongoing
research involves investigation of differences in brain
organization, investigation of the genetic
connection, and the use of computers to train children with
language impairments to process
speech and language more rapidly. Seven organizations are
listed to write or call for additional
information. A chart of language milestones for ages one
through six is also provided.
Descriptors: Brain Hemisphere Functions; Clinical Diagnosis;
*Communication Disorders;
Communication Research; Early Intervention; *Etiology; Expressive
Language; *Handicap
Identification; Hearing (Physiology); Incidence; *Intervention;
Language Acquisition;
*Language Handicaps; Parents as Teachers; Physical Development;
Physiology; Prenatal
Influences; Receptive Language; *Speech Handicaps; Speech
Pathology; Speech Therapy
Identifiers: National Institutes of Health
ED313835 EC221701
Identification of Additional Learning Difficulties in
Hearing-Impaired Children.
Alpin, D. Yvonne
Jul 1989; 26p.; In: Martin, David S., Ed. International
Symposium on Cognition, Education,
and Deafness (2nd, Washington, DC, July 5-8, 1989). Working
Papers: Volume I.
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: CONFERENCE PAPER (150); RESEARCH REPORT
(143)
Geographic Source: United Kingdom; England
Journal Announcement: RIEMAY90
Target Audience: Researchers
Of particular concern to educational psychologists when
assessing hearing- impaired children is
the identification of learning difficulties in addition to
deafness which might hinder progress
with language development. This study sought to replicate
research which showed that some
deaf children who have difficulty with fine motor movements and
body image also have
difficulty with speech musculature and thus with language
learning by purely oral methods, and
research which showed that relatively large percentages of deaf
children exhibit dyspraxic
features. A battery of diagnostic tests was administered to 106
British school-aged
hearing-impaired children to detect dyspraxia. Only a small
number of children were identified,
and the main profiles emerging on 12 dyspraxia subtests differed
from the profiles of former
research subjects. The link between fine motor, speech, and
certain memory tests was not
replicated. The eupraxic/dyspraxic profile did not emerge for
the subjects.
Descriptors: Deafness; *Diagnostic Tests; *Educational Diagnosis;
Elementary Secondary
Education; Foreign Countries; *Handicap Identification; *Hearing
Impairments; *Language
Acquisition; Memory; *Multiple Disabilities; Psychomotor Skills;
Speech Communication;
Speech Handicaps
Identifiers: *Dyspraxia; England
Available from your local book store or public library:
Developmental Dyspraxia: Identification and Intervention, A Manual for Parents and Professionals. Madeleine Portwood. David Fulton Publishers, Ormond House, 26-27 Boswell Street, London WC1N 3JD. http://www.fultonpublishers.co.uk
Inclusion for Children with Dyspraxia/DCD: A Handbook for Teachers. Kate Ripley. David Fulton Publishers, Ormond House, 26-27 Boswell Street, London WC1N 3JD. http://www.fultonpublishers.co.uk
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