LEVELS TRAINING PROGRAM: LEVEL 2 COURSE REQUIREMENT

1.2 ASHA CEUs • 1.2 AOTA CEUs - click through for more info on our ASHA CEU Policy and Process

Instructor: Renee Roy Hill

Course Description 

Day 1: Motor Speech 101

Historically, clinicians find it difficult to diagnose and treat speech disorders that fall under the umbrella of motor speech disorders particularly when a diagnostic incident has not occurred or the child with a single diagnosis. Children with motor speech sound disorders  include the client with Childhood Dysarthria (CD), Childhood Apraxia of Speech (CAS) and Oral-Motor Disorders (OMD’s) fall into this category.  In Motor Speech 101, part of this multi-level class series, TalkTools Instructor Renee Roy Hill will discuss differential diagnosis of SSD’s particularly focusing on the characteristics of motor speech disorders that differentiate them from other developmental speech sound disorders such as a Phonological Disorder or Developmental Articulation Disorder.  This course will begin with a self-study to focus on Defining motor speech disorders by function and characteristic, as well as look at various assessment tools available to assist the clinician in identifying the correct diagnosis in speech. We will then begin to look at the client with a dual diagnosis and its implications. Treatment Options currently used for CAS and CD will be explored to include what the research says, current recommended approaches and the criteria for choosing them. 

The 2nd part of Motor Speech 101 will introduce you to Renee Roy Hill’s Sensory-Motor Approach to working with clients who may not respond or are not yet ready for traditional approaches that focus solely on speech production. This will include a deep look into the client with a dual diagnosis to include CAS, CD, OMD’S, autism, Down Syndrome, CP and other disorders that may have a motor component to their functional problems in speech. Learners will begin with Renee’s Sensory-Motor Approach to assessment and the key components needed for identifying where to begin treatment to include:

1. Key Muscles for speech clarity
2. Motor aspects of speech production and why we might start there
3. Functional goals for motor speech therapy focusing on speech production
   

This course will conclude with tying in OPT and Myofunctional techniques along with the principles of motor learning with a focus on speech production to develop a speech-focused program plan for the client with a motor speech disorder or dual diagnosis.

Learning Outcomes 

Participants will be able to:

• Define a Sensory-Motor Approach for Speech Clarity and who might benefit
• Understand when an alternative treatment approach is recommended and why
• Identify the 4 Domain Evaluation Process
• Discover how a Multi-Sensory Approach to shaping speech clarity can be effective for clients with dual diagnosis or persistent articulation errors
• Develop a framework for when to use a motor based approach and why:  Speech from a systems perspective:  Dysarthria, CAS, Persistent articulation Errors, OMD’s
• Learn the Muscle-Motor connection and specific bridging techniques to move from motor activity to speech (and the muscle link)
• Review strategies for working with clients who are pre-verbal or pre-imitation

Day 2: Motor Speech 102

Historically, clinicians are taught to develop speech by modeling (look at me, copy me).  Most techniques, regardless of the diagnosis rely on this method and many clients do well.  However, there are many students who cannot make a change to speech with only auditory and visual cues.  These clients with “oral placement disorders”, a term coined by Sara Rosenfeld-Johnson and Diane Bahr to describe the client who cannot make a change to speech using auditory and visual cuing alone, often struggle to make the progress we hope to see.  These clients may benefit from a multi-sensory approach to include tactile input based on phonetic placement and motor learning theories.  This class will discuss how and when a sensory-motor approach might benefit.  These principles and techniques can be applied with a variety of clients to include clients with Speech Sound Disorders (SSD’s) as well as those with dual diagnosis (Oral-Motor Disorder (OMD) and apraxia, Dysarthria and Down Syndrome, Autism and Apraxia) to name a few.  Participants will learn how a stable motor system is key to speech development and the necessary underlying skills for each sound.  Motor development will be reviewed and its place in assessment and treatment will be discussed.      

The course will: 1) Review the underlying motor system as a pre-requisite to the standard production of speech sounds, 2) Review OPT as a modern extension of phonetic placement theory, 3) Discuss dual diagnosis, 4) Review important components of a motor speech assessment to include the sensory and motor system when identifying a dual diagnosis such as apraxia and dysarthria/OMD, 6) Bottom up approach to speech production- learn the systems, 6) Teaching vocalizing on command, 7) Using a tool/tactile cue to facilitate speech motor planning, 8) Teach a therapy approach using techniques for motor sequencing with a bottom up approach when a client is not able to vocalize on command and has a limited phonemic repertoire, and 9) Discuss how this approach is intended as an adjunct to current therapy techniques.

Learning Outcomes:  

1. Define goals of therapy using a Motor Based approach.
2. Understand the role of the muscle system in speech clarity. 
3. Learn what oral placement disorders and oral placement therapy are as related to speech clarity.
4. Discover what components of an assessment assist in identifying OPD in speech.
5. Learn Sensory-Motor Techniques to teaching a client to vocalize on command. 
6. Implement phonetic placement techniques to build a clients phonemic repertoire using tools and tactile cues as well as target persistent articulation errors.
7. Develop a framework for when to use tactile phonetic placement techniques and how to fade them. 

 

Timed Agenda

Register Now

Event Calendar