AI Article Synopsis
- The study aimed to investigate speech and writing skills in children with suspected childhood apraxia of speech (CAS) compared to those with other speech disorders.
- Ten children with CAS were tracked from preschool to school age and assessed alongside two other groups: one with isolated speech-sound disorders and another with combined speech-sound and language disorders.
- Results indicated improvements in articulation for some children with CAS, but persistent challenges in language and sequencing, with CAS children showing more similarities to those with combined disorders than to those with isolated issues.
Article Abstract
Purpose: The primary aim of this study was to examine differences in speech/language and written language skills between children with suspected childhood apraxia of speech (CAS) and children with other speech-sound disorders at school age.
Method: Ten children (7 males and 3 females) who were clinically diagnosed with CAS (CAS group) were followed from the preschool years (ages 4-6) to school age (ages 8-10) and were compared with children with isolated speech-sound disorders (S group; n = 15) and combined speech-sound and language disorders (SL group; n = 14). Assessments included measures of articulation, diadochokinetic rates, language, reading, and spelling.
Results: At follow-up, 8 of the children with CAS demonstrated improvement in articulation scores, but all 10 continued to have difficulties in syllable sequencing, nonsense word repetition, and language abilities. The children also exhibited comorbid disorders of reading and spelling. Group comparisons revealed that the CAS group was similar to the SL group, but not the S group during the preschool years. By school age, however, the SL group made more positive changes in language skills than the CAS group.
Clinical Implications: These findings suggest that the phenotype for CAS changes with age. Language disorders persist in these children despite partial resolution of articulation problems. Children with CAS are also at risk for reading and spelling problems.
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| http://dx.doi.org/10.1044/0161-1461(2004/014) | DOI Listing |
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