to imitation in - apraxia kids
TRANSCRIPT
“Strategies to Elicit Imitation in the Treatment of Childhood Apraxia of Speech,” Presented by: Amy Krantz, MS, CCC‐SLP, April, 2016, Sponsored by: CASANA
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Strategies to Elicit Imitation in the Treatment of Childhood
Apraxia of SpeechAmy Krantz, M.S. CCC‐SLP
Apri l 19, 2016
Presentation Overview
WHY IS THE CHILD NOT IMITATINGTECHNIQUES TO INCREASE
IMITATION/COMMUNICATION SKILLS
Factors that Imped Imitation
Anxiety
Skill
Will
“Strategies to Elicit Imitation in the Treatment of Childhood Apraxia of Speech,” Presented by: Amy Krantz, MS, CCC‐SLP, April, 2016, Sponsored by: CASANA
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Body part specific
1. Object 2. Gestures 3. Speech
Prelinguisticskill
Skill: Imitation FactsIs the child not imitating at all, or just not imitating speech?
Where the child is at in the process of developing imitation skills determines the starting point for intervention
Pretend Play
(middle of the 2nd year)
Synchronic Imitation
(middle of the 2nd year)
Deferred Imitation
(as early as 6‐9 months)
Skill: Imitation Development Nielsen & Dissanayake (2004)
“Strategies to Elicit Imitation in the Treatment of Childhood Apraxia of Speech,” Presented by: Amy Krantz, MS, CCC‐SLP, April, 2016, Sponsored by: CASANA
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“Imitation” video
Will:• Skill observed in other situations
• Avoidance behaviors/Refusal
• Motivation
Anxiety:• Withdrawn/Non‐responsive or hesitant
• Low risk taker/perfectionist
“Strategies to Elicit Imitation in the Treatment of Childhood Apraxia of Speech,” Presented by: Amy Krantz, MS, CCC‐SLP, April, 2016, Sponsored by: CASANA
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TechniquesTARGETING SKILL AND ANXIETY
6 Evidence Based Techniques DeThorn, L.S., Johnson, C.J., Walder, L.., & Mahurin‐Smith, J. (2009)
Technique Target
Provide access to AAC Skill, Anxiety
Minimize pressure to speak Anxiety
Imitate the child Skill
Utilize exaggerated intonation and slowed tempo Skill
Augment auditory, visual, tactile, and proprioceptive feedback
Skill
Avoid emphasis on nonspeech‐like articulator movements: focus on function
Skill
Child Profile 1Not yet imitating object action sequences
Not yet imitating gestures
May also need joint attention/symbolic referent skills
May also need social referencing skills
May have co‐morbid DX, such as autism
BE CAREFUL DIAGNOSING CAS AT THIS STAGE!!!
“Strategies to Elicit Imitation in the Treatment of Childhood Apraxia of Speech,” Presented by: Amy Krantz, MS, CCC‐SLP, April, 2016, Sponsored by: CASANA
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Imitate the Child (Contingent Imitation)May trigger mirror neuron firing
Some research shows better generalization if done through parent training
Imitate both verbal and non‐verbal actions
Expand child’s actions/vocalizations in your imitation Add an exaggerated sigh to an imitated yawn
Add an additional syllable/phrase to imitated vocalizations
Add an additional “action” to the object imitation
Additional Strategies: Ingersoll & Gergans 2007Linguistic Mapping: describe objects/actions that are the focus of the child’s attention
Successfully increased object imitation through parent modeling1. Parent modeled an action with a toy related to play up to 3x’s/minute (combined with
verbal description)
2. Prompts given for child to complete the action if not imitated after the 3rd model◦ Physical guidance
◦ Verbal command
◦ Gestural prompt
Successfully increased gestural imitation through similar hierarchy
Child Profile 2Imitating object actions and gestures
Has joint attention/symbolic referent skills
May or may not have co‐morbid DX
Attempts speech imitation, but often unsuccessful
“Strategies to Elicit Imitation in the Treatment of Childhood Apraxia of Speech,” Presented by: Amy Krantz, MS, CCC‐SLP, April, 2016, Sponsored by: CASANA
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Augment auditory, visual, tactile, and proprioceptive feedback
Exaggerated intonation/slowed tempo
Child Profile 3Imitating object actions and gestures
Has joint attention/symbolic referent skills
May or may not have co‐morbid DX
May attempt some vocalizations at home, but freezes when demands are placed
May be extremely shy
May be discouraged by previous failed speech attempts
“Strategies to Elicit Imitation in the Treatment of Childhood Apraxia of Speech,” Presented by: Amy Krantz, MS, CCC‐SLP, April, 2016, Sponsored by: CASANA
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Minimize Pressure to SpeakBuild rapport
Play therapy
Avoid direct requests for imitation
Minimize time pressure
Simultaneous vocalization (say it with me)
Use of a puppet
Model the ability to laugh at yourself when you make a mistake
Consider the environment
Play Therapy Hierarchy • Younger children
• Used to establish trust/build rapport
• Good hierarchy for children with high anxiety
Parallel Play
Non‐verbal
Imitation
Environmental Noises
Speech
Any of the Previous Profiles
“Strategies to Elicit Imitation in the Treatment of Childhood Apraxia of Speech,” Presented by: Amy Krantz, MS, CCC‐SLP, April, 2016, Sponsored by: CASANA
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Access to Augmentative and Alternative Communication
“aided language stimulation”video
Focus on Function
References Bekkering, H., Brass, M., Woschina, S., & Jacobs, A. M. (2005). Goal‐directed imitation in patients with ideomotor apraxia. Cognitive Neuropsychology, 22(3/4), pp. 419‐432. Billard, A. (2001). Learning motor skills by imitation: A biologically inspired robotic model. Cybernetics and Systems: An International Journal, 32, pp. 155‐193. Demiris, Y. & Meltzoff, A. (2008). The robot in the crib: A developmental analysis of imitation skills in infants and robots. Infant and Child Development, 17, pp. 43‐53. DeThorne, L. A., Johnson, C. J., Walder, L., & Mahurin‐Smith, J. (2009). When “Simon Says” doesn’t work: Alternatives to imitation to facilitating early speech development. American Journal of Speech‐Language Pathology, 18, pp. 133‐145. Feeley, K. M., Jones, E. A., Blackburn, C., & Bauer, S. (2011). Advancing imitation and requesting skills in toddlers with Down syndrome. Research in Developmental Disabilities, 32, pp. 3415‐2430. Goldenberg, G. & Karnath, H. (2006). The neural basis of imitation is body part specific. The Journal of Neuroscience, 26(23), pp. 6282‐6287. Hurley, S. (2008). The shared circuits model (SCM): How control, mirroring, and stimulation can enable imitation, deliberation, and mindreading. Behavioral and Brain Sciences, 31, pp. 1‐58. Ingersoll, B. & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36(4), pp. 487‐505. Ingersoll, B. & Gergans, S. (2006). The effect of a parent‐implemented imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, pp. 163‐175. Newmeyer, A. J., Grether, S., Grasha, C., White, J., Akers, R., Aylward, C., Ishikawa, K., & deGrauw, T. (2007). Fine motor function and oral‐motor imitation skills in preschool‐age children with speech‐sound disorders. Clinical Pediatrics, 46(7), pp. 604‐611. Moore, R. (2013). Imitation and conventional communication. Biol Philos, 28, pp. 481‐500. Murata, N. M. & Tan, C. A. (2009). Collaborative teaching of motor skills for preschoolers with developmental delays. Early Childhood Education Journal, 36, pp. 483‐489. Newmeyer, A. J., Grether, S., Grasha, C., White, J., Akers, R., Aylward, C., Ishikawa, K., & deGrauw, T. (2007). Fine motor function and oral‐motor imitation skills in preschool‐age children with speech‐sound disorders. Clinical Pediatrics, 46(7), pp. 604‐611.
Nielsen, M. & Dissanayake, C. (2004). Pretend play, mirror self‐recognition and imitation: a longitudinal investigation through the second year. Infant Behavior & Development, 27, pp. 342‐365. Reynolds, J. E., Licari, M. K., Billington, J., Chen, Y., Aziz‐Zadeh, Werner, J., Winsor, A. M., & Bynevelt, M. (2015). Mirror neuron activation in children with developmental coordination disorder: A functional MRI study. International Journal of Developmental Neuroscience, 47, pp. 309‐319. Schreibman, L. & Ingersoll, B. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36(4), pp. 487‐505. Young, G., Rogers, S., Hutman, T., Rozga, A., Sigman, M., & Ozonoff, S. (2011). Imitation from 12‐24 months in autism and typical development: A longitudinal rasch analysis. Developmental Psychology, 47(6), pp. 1565‐1578.