Search

This article describes the development of an intervention for Rory, a thirteen year old male student diagnosed with verbal dyspraxia. The intervention took place in a secondary classroom. The stages in which the consultant to the classroom engaged in the development and delivery of a short‐term intervention are presented. The intervention involved the use of visual cues as a scaffold to writing and the provision of immediate feedback through conferencing. The student was also encouraged to use self monitoring. The aim of the intervention was to improve writing skills, demonstrated by increased sentence length and complexity. Significant progress was made by the student during the trial of the intervention. The process used by the consultant ‐ examining the situation and developing an intervention to specifically match the need of the student, has the potential to provide a model for those engaged in the development of responsive intervention in inclusive settings.

In spite of adequate dietary regimen, many patients with galactosemia have developmental abnormalities. We studied 8 patients with galactosemia, aged 9 months to 19 years who had all been treated with a galactose-free diet from an early stage. Neurological functioning, general developmental, and language and speech development were assessed in all cases. The results show that even medically well treated children and young adults with galactosemia are at risk to develop disabilities, including mental retardation, speech and language disabilities. Verbal dyspraxia was diagnosed in 3 of 6 patients, who had acquired verbal language, all with IQ 70 or below. This may indicate that verbal dyspraxia is just one symptom among others in patients with galactosemia and mental retardation.

This paper discusses the relationship between the dysarthrias and verbal dyspraxia in adults and children, and examines these conditions with reference to current theories and a model. The empirical basis for the study described here was the examination in depth of the speech of six subjects, each of whom presented with neurological disorders of different origins: two adults, chosen to exemplify the acquired conditions of dysarthria and dyspraxia, and four children. The speech analyses used profiling techniques of segmental phonological and prosodic assessment, and electropalatographic (EPG) examination, and the profiles thus obtained were compared between subjects and across client groups. The hypothesis was that in-depth analyses would provide distinguishing characteristics between the two neurological conditions, such that the children with suspected developmental verbal dyspraxia would demonstrate differences from those with developmental dysarthria, and clear similarities to the dyspraxic adult. The ...

This paper discusses the relationship between the dysarthrias and verbal dyspraxia in school-aged children. Using perceptual profiling and instrumental (electropalatographic) techniques, the speech of a small subject group was analysed in depth, in order to compare the two neurological conditions. The aim of the study was to provide distinguishing characteristics between the conditions. The rationale for the conclusion from the study is examined in relation to clinical implications.

The relationship between oral-stereognosis (O.S.) and the nature and severity of verbal dyspraxia was investigated in 16 post-C.V.A. dyspraxic patients. Scores for oral stereognosis were correlated with — (1) repetition of sounds and sentences in the Mayo Clinic Test of Verbal Dyspraxia (Darley, 1975); (2) words and phrases from Speech and Language Disturbances subtest of the Minnesota Test of Differential Diagnosis and Aphasia. In addition, subjects were assigned to one of four groups depending upon their presenting verbal symptoms, i.e., substitution; substitution and perseveration; substitution and initiation; and substitution, perseveration and initiation. Results indicated that O.S. scores correlated highly with the sounds and phrases subtests as well as with errors of substitution providing that the subject did not exhibit difficulties on initiation. Results were discussed in terms of the possible locus of brain lesion. Low scores on the O.S. test may indicate lesions to the post central kinesthetic...