Re: Question: picking up on the last consonant?

[Guest guest]

In my opinion this is all just par for the course for apraxia. Yes

apraxia can and does overlap with other communication impairments,

and yes some may call some of what we see a dyslexic or auditory or

phonological processing disorder tendency -but we need to try

various therapies and know which best benefit our children which is

why I wrote this

http://www.cherab.org/information/adhd-speech.html

So until we know more, go by which diagnosis provides the most

appropriate therapy. You'll know because Benny is progressing.

Try this motor cue idea: Put up one hand and say just the " p " sound as see if

he

can imitate that in isolation. (most children when apraxic can say

certain sounds in isolation but can't say it with other sounds -it's

all the motor planning) If he can imitate the " p " sound in isolation which

would

be great, then put up the other hand and say in isolation " ark "

without the " p " sound and see if he can imitate " ark " in isolation

(he should be able to since that's the " word " he uses for park

already it appears)

Then take both hands and slowly clap them together while saying " p "

and " ark " Do this around three to six times and make it seem like

you are just having the best time doing this. Then...do it slow and

see if he tries to imitate.

To cue Benny just teach him he can use his own hands to do the

same. For a two syllable word you can do this with two leaves on

the ground, or two pebbles, or anything! It's just a motor planning

thing. For a three syllable word down the road you could do the

same with three, etc. For longer words Tanner preferred things that

spinned.

If however Benny can't make a specific sound even in isolation and

even when cued -that's where touch cueing comes in, as well as

creative ways to trick them into making the desired sound. For

example here is just one of the many tried and true suggestions from

The Late Talker book. Here is a suggestion for

the " p " sound that worked for Tanner:

" BLOWING UP NAPKINS. At the dinner table, hold a paper napkin in

front of your face so that your child can't see you. Keep it close

to your mouth while saying the sound " p " and the napkin will blow up

to reveal your face. Then start laughing as if it is the funniest

thing you've ever done, and get someone else to do it. Don't demand

that your son has a go, but you'll probably find that he wants to

follow suit, thereby learning how to say " p. " Once he masters

the " p " sound move on to other sounds. "

Be creative!

If I didn't say it today already might I add you are an awesome

grandma and Benny is so lucky to have you!

=====

[Guest guest]

Hi!

dyslexic speech... Austen (4.4) is " apraxic

dyslexic " . My favorite one is that he says Mooney for

Nemo.

Now an intro from us. Austen's speech was moving

right along, he was saying his own name at a year and

really starting to talk by the time he was 3. In

October after his 3rd birthday, he fell backwards out

of the front of our van out onto the curb and busted

his little head open. It took 11 staples to close him

up, and his speech disappeared. It took us several

months to make the connection, and the HMO we had

never followed up on his head trauma with CT scan or

otherwise. I feel bad that it took us that long to

make the connection but his dad was going through

Chemotherapy and we were constantly running 2.5 hours

back and forth to doctor visits. We were supposed to

start speech therapy after he had a hearing screening

but when the insurance ran out we had to chage Docs.

So Austen;s actual diagnosis was 1st my diagnosis,

back in early summer. Then when he started preschool

they did an IEP for his speech and the speech teacher

diagnosed him, we moved out of state shortly after

that to be closer to the cancer center that best deals

with my husbands cancer, now he is being seen 2 times

a week by school speech teacher, he has progressed

alot since going to school here, much more than when

he was in the immersion class (10 kids w/ IEP's and 10

w/out IEP's) in California. He still cant say his

name, though. He can count to 10 with help, says

train (tain), park (parr), walmart (sounds like RONALD

though) Knows his name starts with A and can say A.

McDOnalds is Donal, plane is pain, says daddy mommy

bootie, pee, poop, toy is Hoy, hulk is hull, barney is

bonnie, wiggles is widdle,

most of his ending letters are left off words.

So basically thats our story,

mom to Austen 4.4

--- Kathleen Eickwort <Kathleen_E@...> wrote:

> This morning I took Benny to the park. He

> understood where we were

> going, I kept saying " Park, " and he kept replying,

> " Car, Awk, awk!, Go

> awk! " I tried " puh,puh, ark, " but he can't seem to

> keep both

> consonants in mind at once. It's funny because he

> used to leave off

> the end ones and now it's some of the beginning

> ones. He was trying so

> hard to say it, I felt kind of bad for him. Is

> there something like

> speech dyslexia going on? Is phonological

> processing disorder related

> to central auditory processing disorder?

>

> Peace,

> Kathy E.

> Benny's grandma

>

>

>

=====

http://journals.aol.com/bjenicat/JENYCAT

http://members.ebay.com/aboutme/raiderfan2001/

[Guest guest]

Kathleen--

I'm glad I'm not the only one who's picked up on this--I've often

described Drew's apraxia to people as dyslexia of the mouth myself!

What wrote below about trying individual sounds (and thanks

, for reminding me that I was remembering this dropping of

letters anywhere in the word as typical apraxic) is something I've

found to be true, although we still have problems with Drew putting

the sounds together even if he can say certain sounds apart. For

example, if he wants me to toot on his whistle, I have him

say, " blow " . Drew will say " bow! " (which is one of the closest

approximations of any words he has), and I'll take it apart

to " buh " , " lll " , " ohhh " , and he'll do each sound, but he still won't

put them together. Ah, I guess that's part of the reasons we get the

help of SLPs-- to figure out how to accomplish that better.

Now here's a question that's somewhat related, but somewhat not. As

many people know (or even are equally experiencing), my hubby is

under the delusion that despite having a developmental pediatrician

tell him in his face that his son has apraxia, my husband is

determined that my son is a late bloomer who is blase' about learning

how to talk. (I know, insane talk, but you can't convince him

otherwise.)

So...knowing that there are some parents here that have children who

have speech problems but NOT apraxia, what are some of the signs that

they are just late bloomers? Apraxia has some tell-tale signs, I

would think that being a late bloomer has tell-tale signs where an

expert can easily say, nah, not apraxia, just truly late in talking

etc. What would those late bloomer signs be? I ask because while I

firmly believe in my son's diagnosis-- it's SOO obvious to everyone

but the hubby-- that in giving him the " benefit of the doubt " (yeah

right), I would want to know so I can point out to him that Drew

doesn't have these signs of being a late bloomer. I mean, really, a

kid not really being interested one way or the other to talk, and he

only talks if we push him? Give me a break, I know, but this is what

I have to live with, unfortunately.

Any info would be most helpful.

Thanks,

le (SAHM to Drew 2.8 yrs, clearly has apraxia, mild DSI and

hypotonia)

> In my opinion this is all just par for the course for apraxia. Yes

> apraxia can and does overlap with other communication impairments,

> and yes some may call some of what we see a dyslexic or auditory or

> phonological processing disorder tendency -but we need to try

> various therapies and know which best benefit our children which is

> why I wrote this

> http://www.cherab.org/information/adhd-speech.html

>

> So until we know more, go by which diagnosis provides the most

> appropriate therapy. You'll know because Benny is progressing.

>

> Try this motor cue idea: Put up one hand and say just the " p "

sound as see if he

> can imitate that in isolation. (most children when apraxic can say

> certain sounds in isolation but can't say it with other sounds -

it's

> all the motor planning) If he can imitate the " p " sound in

isolation which would

> be great, then put up the other hand and say in isolation " ark "

> without the " p " sound and see if he can imitate " ark " in isolation

> (he should be able to since that's the " word " he uses for park

> already it appears)

>

> Then take both hands and slowly clap them together while saying " p "

> and " ark " Do this around three to six times and make it seem like

> you are just having the best time doing this. Then...do it slow

and

> see if he tries to imitate.

>

> To cue Benny just teach him he can use his own hands to do the

> same. For a two syllable word you can do this with two leaves on

> the ground, or two pebbles, or anything! It's just a motor

planning

> thing. For a three syllable word down the road you could do the

> same with three, etc. For longer words Tanner preferred things

that

> spinned.

>

> If however Benny can't make a specific sound even in isolation and

> even when cued -that's where touch cueing comes in, as well as

> creative ways to trick them into making the desired sound. For

> example here is just one of the many tried and true suggestions

from

> The Late Talker book. Here is a suggestion for

> the " p " sound that worked for Tanner:

>

> " BLOWING UP NAPKINS. At the dinner table, hold a paper napkin in

> front of your face so that your child can't see you. Keep it close

> to your mouth while saying the sound " p " and the napkin will blow

up

> to reveal your face. Then start laughing as if it is the funniest

> thing you've ever done, and get someone else to do it. Don't demand

> that your son has a go, but you'll probably find that he wants to

> follow suit, thereby learning how to say " p. " Once he masters

> the " p " sound move on to other sounds. "

>

> Be creative!

>

> If I didn't say it today already might I add you are an awesome

> grandma and Benny is so lucky to have you!

>

> =====

>

[Guest guest]

le-

I think at least in my experience, that a late bloomer

" who isnt interest in talking " wouldnt get frustrated

when they are trying to " tell " you something. Austen

gets really frustrated when he is trying to tell us

something and we cant get what he is saying.

Just my thought on it though.

Jen

--- windsornot <windsornot@...> wrote:

> Kathleen--

>

> I'm glad I'm not the only one who's picked up on

> this--I've often

> described Drew's apraxia to people as dyslexia of

> the mouth myself!

> What wrote below about trying individual sounds

> (and thanks

> , for reminding me that I was remembering this

> dropping of

> letters anywhere in the word as typical apraxic) is

> something I've

> found to be true, although we still have problems

> with Drew putting

> the sounds together even if he can say certain

> sounds apart. For

> example, if he wants me to toot on his whistle, I

> have him

> say, " blow " . Drew will say " bow! " (which is one of

> the closest

> approximations of any words he has), and I'll take

> it apart

> to " buh " , " lll " , " ohhh " , and he'll do each sound, but

> he still won't

> put them together. Ah, I guess that's part of the

> reasons we get the

> help of SLPs-- to figure out how to accomplish that

> better.

>

> Now here's a question that's somewhat related, but

> somewhat not. As

> many people know (or even are equally experiencing),

> my hubby is

> under the delusion that despite having a

> developmental pediatrician

> tell him in his face that his son has apraxia, my

> husband is

> determined that my son is a late bloomer who is

> blase' about learning

> how to talk. (I know, insane talk, but you can't

> convince him

> otherwise.)

>

> So...knowing that there are some parents here that

> have children who

> have speech problems but NOT apraxia, what are some

> of the signs that

> they are just late bloomers? Apraxia has some

> tell-tale signs, I

> would think that being a late bloomer has tell-tale

> signs where an

> expert can easily say, nah, not apraxia, just truly

> late in talking

> etc. What would those late bloomer signs be? I ask

> because while I

> firmly believe in my son's diagnosis-- it's SOO

> obvious to everyone

> but the hubby-- that in giving him the " benefit of

> the doubt " (yeah

> right), I would want to know so I can point out to

> him that Drew

> doesn't have these signs of being a late bloomer. I

> mean, really, a

> kid not really being interested one way or the other

> to talk, and he

> only talks if we push him? Give me a break, I know,

> but this is what

> I have to live with, unfortunately.

>

> Any info would be most helpful.

>

> Thanks,

>

> le (SAHM to Drew 2.8 yrs, clearly has apraxia,

> mild DSI and

> hypotonia)