Editorial

Editorial

Carolina BODEA-HAŢEGAN

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DOI:10.26744/rrttlc.2022.8.2.01
Published on line: 10/31/2022
Articolele cuprinse în numărul II al Revistei Române de Terapia Tulburărilor de Limbaj și Comunicare-RRTTLC din anul 2022 oferă cititorilor experiențe științifice și practice valoroase, îmbogățind semnificativ literatura de specialitate logopedică din țara noastră. Constatăm cu mare bucurie diversitatea cu care autorii ne surprind cu fiecare articol în parte, și, în același timp, originalitatea crescută a materialelor care subliniază preocuparea vie a specialiștilor pentru a propune cititorilor materiale consistente, cu valoare specific adăugată.
Volumul se deschide cu un inedit material în care se valorifică utilizarea roboților în terapia logopedică. Astfel, articolul – Dezvoltarea abilităților de comunicare eficientă cu ajutorul robotului Ozobot Evo în contextul TSA, aduce în prim plan posibilități variate de realizare a terapiei logopedice, posibilități care potrivesc foarte bine în contextul specific al tulburării de spectru autist și care deschide perspectiva spre utilizarea tehnicii și a tehnologiilor și în contextul terapeutic al dezvoltării limbajului și comunicării.
Un studiu experimental consistent și cu mare aplicabilitate practică, continuând calea deschis prin Proba de evaluare și antrenare a fluenței în citire-PEAFC, la nivel de ASTTLR este cel de-al doilea articol cuprins în revistă O propunere de adaptare pentru limba română a unei probe de fluență verbală fonematică (testul de asociere orală controlată a cuvintelor – COWAT).
Abordarea terapeutică în echipă, în contextul implantării cohleare, unde nevoia de generalizare a achizițiilor lingvistice este crescută și părintele devine, în mod, implicit co-terapeut, propusă prin articolul Relația dintre abilitarea lingvistică și resursele de reziliență din cadrul sistemului familial la copiii cu implant cohlear, subliniază printr-un studiu amplu de caz implicațiile pozitive la nivel de persoană și familie, ceea ce atrage nu numai câștig din punctul de vedere strict logopedic, ci și câștig în planul calității vieții. De altfel, acest câștig, considerăm noi că este cel pe care orice terapeut ar trebui să îl urmărească și să îl aibă bine conturat ca finalitate al întregului demers terapeutic, indiferent pe ce dimensiune își derulează activitatea de reabilitare.
Problematica și nevoia implicării părintelui în procesul terapeutic, este dezbătută și în cadrul articolului Consiliere și educație parentală pentru familiile copiilor cu dizabilități, iar pentru ca această implicare să fie una potrivită și de valoare, părintele trebuie ajutat și sprijinit.
Nevoia de conturare a specificului terapiei logopedice în diferite contexte diagnostice, așa cum este cel al ADHD-ului, este adusă în prim plan prin studiul intitulat Importanța dezvoltării comunicării și limbajului în ADHD. Chiar dacă acesta este un articol preponderent teoretic, aplicabilitatea lui practică rezidă din fixarea reperelor terapeutice logopedice în acest context unde terapia limbajului este mai puțin adusă în prim plan.
Elemente tehnice, de specialitate, în contextul limbii semnelor, aduse în discuție prin studiul conturat în articolul – Particularități fonologice și morfologice ale limbii semnelor – percepția participanților auzitori asupra procesului de învățare, surprinde importanța abordării multidimensionale a educației specializate în vederea facilitării și înțelegerii comunicării persoanelor cu dizabilități auditive. Un articol care, încă o dată, surprinde cititorul prin finele și de profunzime implicații pe care psihopedagogia persoanelor cu dizabilități de auz le poate implica.
O lucrare cu atât mai inedită este și cea intitulată Opiniile specialiștilor privind utilizarea umorului în terapia tulburărilor de limbaj și comunicare, un articol în care elementul de unicitate al tematicii este unanim acceptat, având în vedere literatura de specialitate logopedică din țară.
Elementul de unic se regăsește și în articolul următor din acest număr al revistei, unde nu numai că este abordată problematica afaziei din context multilingv, ci această problematică este ilustrată prin filtrarea teoretică de natură psiholingvistică- Afazia în contextul multilingv: Abordare din perspectivă psiholingvistică.
Având în vedere că domeniul de aplicabilitate al terapiei limbajului este unui din ce în ce mai în extindere, coexistența tablourilor de tulburare de limbaj și diferite forme de dizabilitate, sindroame ne obligă să găsim soluții teoretice și practice tot mai adaptate și particulare. O astfel de problematică este cea prin care se tratează asocierea apraxiei cu tulburarea de spectru autist, o asociere cu un grad crescut de noutate, nu numai în practica logopedică din țară, ci și în practica logopedică internațională. Astfel, RRTTLC aduce în prim plan nu numai materiale utile, ci problematici noi, care nu au mai fost tratate în literatura românească (vezi articolul Apraxia și tulburarea de spectru autist).
Tematica este completată de ultimul articol al revistei care vine să reliefeze specificiatea procesărilor și integrărilor senzoriale din tulburarea de spectru autist, reliefate pe grupe de vârstă și nivel de dezvoltare.
Propunem astfel cititorilor o incursiune bine argumentată în studii și cercetări bazate pe dovezi științifice actuale în domeniul logopedic, racordate la elemente de noutate și preocupări contemporane internaționale. Sperăm ca prin aceste materiale să deschidem noi direcții terapeutice și să contribuim la valorificarea maximală a contextelor terapeutice în favoarea celor care au nevoie de contribuții terapeutice aducătoare de sens în viețile lor, copii, părinți, familii.
Cluj-Napoca 25.10.2022

Dezvoltarea abilităților de comunicare eficientă cu ajutorul robotului Ozobot Evo în contextul TSA

Dezvoltarea abilităților de comunicare eficientă cu ajutorul robotului Ozobot Evo în contextul TSA

The development of efficient communication abilities by using OZOBOT robot in ASD context

Dorina Anca TALAȘ
Abstract

This paper presents the impact of robots in education and language therapy. The first part of the paper presents the results of research in which educational robots have been used in the instructional-educational process and some reference studies in which different robots have been tested in speech and language therapy. The second part of the paper presents the Ozobot Evo robot, the OzoBlockly app, the Evo by Ozobot app and the Ozobot Classroom platform. The last part of the paper presents the results of using the Ozobot Evo robot in therapy for a first grade student diagnosed with ASD (developing effective communication skills, increasing motivation, improving task solving time and problem solving) and some examples of activities that can be organized in language therapy sessions. The findings highlight the impact of using educational robots in achieving the proposed goals in therapy.

Keywords: robots, Ozobot Evo, language and communication, apps, ASD
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DOI:10.26744/rrttlc.2022.8.2.02


References
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Picka, K.; Dosedla, M.; Stuchlikova, L. (2020). Robotic didactic aid Ozobot in Czech schools. In Proceedings of the 2020 18th International Conference on Emerging eLearning Technologies and Applications (ICETA), Košice, Slovenia, 12–13 November 2020; pp. 525–533.
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O propunere de adaptare pentru limba română a unei probe de fluență verbală fonematică (testul de asociere orală controlată a cuvintelor – COWAT)

O propunere de adaptare pentru limba română a unei probe de fluență verbală fonematică (testul de asociere orală controlată a cuvintelor – COWAT)

A model of addapting in Romanian language of a verbal phonemic fluency test (The Controlled Oral Word Association Test -COWAT)

Ovidiu-Cristian TUDOREAN, Alois GHERGUȚ
Abstract

Verbal fluency is an indicator of good cognitive functioning. The Controlled Oral Word Association Test (COWAT) is part of the examination tools in neuropsychology. For English there are stratified standards by age and background (Tombaugh, Kozak, & Rees, 1999). The phonemic combinations used are F-A-S, C-T-L or P-R-W. These combinations are not specific to the Romanian language. This study proposes a way to identify phonemes that could be specific to the Romanian language for an adapted version of the COWAT test.

Keywords: Verbal fluency; COWAT, adaptation for Romanian language.
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DOI: 10.26744/rrttlc.2022.8.2.03


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Relația dintre abilitarea lingvistică și resursele de reziliență din cadrul sistemului familial la copiii cu implant cohlear

Relația dintre abilitarea lingvistică și resursele de reziliență din cadrul sistemului familial la copiii cu implant cohlear

The relation between the linguistic developmental level and the resilience resources within the familial system in children with cochlear implants

Carmela Lavinia IRIMEȘ, Carmen COSTEA-BĂRLUȚIU
Abstract

The training of the ability to develop and use language represents a big challenge in the rehabilitation process of children with cochlear implants. Listening and the practice of hearing represents an important part of the process, while the steps in the process of language acquisition and development need to be carefully planned, in an individualized manner. The role of the parents is central in the speech therapy of young children with cochlear implants. Families experience a high degree of distress and burden, but many of them become stronger and more resilient following the process of rehabilitation of language. The current article discusses several important aspects in the rehabilitation process of young children with cochlear implants and emphasizes the role of the family involvement, as a resource for the child and the speech therapist. A single longitudinal case study is detailed, as a model of the speech therapy in the case of a child with hearing impairment, following cochlear implant. A model of collaborative approach with the family is presented and the intertwining of the child’s progress and family adjustment in the process is discussed.

Keywords: hearing impairment, cochlear implantation, speech therapy, family coping and resilience

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DOI: 10.26744/rrttlc.2022.8.2.04


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Importanța dezvoltării comunicării și limbajului în ADHD

Importanța dezvoltării comunicării și limbajului în ADHD

The importance of speech and language development in ADHD

Ioana Mădălina ORIAN, Andreea Garofița BACIU
Abstract

ADHD is the most common behavioral and learning problem in children and one of the most common reasons for medical examination. The DSM-5 classifies ADHD as a neurodevelopmental disorder that appears before the age of 12 and may persist into adulthood.
Although ADHD is not accompanied by significant language delays in the use of syntax and semantics, recent studies show a notable association between ADHD and communication disorders. These disorders are present at the level of expressive language, the pragmatic component and the organization of speech. The mentioned disorders are present both in social communication and in the intrapersonal sphere (the language used for self-control).
Through the analysis of several studies, the present paper wishes to highlight the importance of speech and language development to children with ADHD, which helps both socially and in self-control.

Keywords: attention deficit hyperactivity disorder, communication disorders, reading and writing disorders, speech language impairments, learning disabilities
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DOI: 10.26744/rrttlc.2022.8.2.05


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Particularități fonologice și morfologice ale limbii semnelor – percepția participanților auzitori asupra procesului de învățare

Particularități fonologice și morfologice ale limbii semnelor – percepția participanților auzitori asupra procesului de învățare

Phonological and morphological features of sign language – hearing participants’ perceptions on the learning process

Ioana TUFAR, Ioana Letiția ȘERBAN
Abstract

Based on the investigation of the phonological and morphological characteristics of Sign Language and on past research regarding students’ perception on the learning process, this paper presents the perception of 87 Romanian students on the acquisition process of the Romanian Sign Language. The study involved participants who followed and graduated a basic training course in Romanian Sign Language. Examining the resulting data, recommendations were drawn up regarding the teaching and the learning process of sign language according to the phonological, morphological, and semantical characteristics and explaining the involvement of iconicity in this process.

Keywords: sign language, phonology, morphology, semantics, iconicity
pdf

DOI: 10.26744/rrttlc.2022.8.2.06


References
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Baker, S. A., Idsardi, W. J., Golinkoff, R. M., & Petitto, L. A. (2005). The perception ofhandshapes in American Sign Language. Memory & Cognition, 33(5), 887–904
Best, C. T., Mathur, G., Miranda, K. A., & Lillo-Martin, D. (2010). Effects of sign language experience on categorical perception of dynamic ASL pseudosigns. Attention, Perception,& Psychophysics, 72(3), 747–762.
Caselli N.K., Pyers J.E. (2019) Degree and not type of iconicity affects sign language vocabulary acquisition Journal of Experimental Psychology: Learning, Memory, and Cognition., 46 (1) (2019), pp. 127-139, 10.1037/xlm0000713
Caselli, Naomi & Emmorey, Karen & Cohen-Goldberg, Ariel. (2021). The signed mental lexicon: Effects of phonological neighborhood density, iconicity, and childhood language experience. Journal of Memory and Language. 121. 104282. 10.1016/j.jml.2021.104282.
Dye, M. W. G. & Shih, S-I. (2006). Phonological priming in British Sign Language. In L.Goldstein, D. H. Whalen, & C. T. Best (Eds.), Laboratory Phonology 8 (pp. 241–264).Boston, MA: De Gruyter Mouton.
Emmorey K. (2014) Iconicity as structure mapping. Phil. Trans. R. Soc. B 369: 20130301. http://dx.doi.org/10.1098/rstb.2013.0301 (consultat în 14.10.2022)
Emmorey, K., Gertsberg, N., Korpics, F., & Wright, C. E. (2009). The influence of visual feedback and register changes on sign language production: A kinematic study with deafsigners. Applied Psycholinguistics, 30, 187–203
Emmorey, K., McCullough, S., & Brentari, D. (2003). Categorical perception in American Sign Language. Language and Cognitive Processes, 18(1), 21–45.
Hildebrandt, U. & Corina, D. (2002). Phonological similarity in American Sign Language,Language and Cognitive Processes, 17(6), 593–612
Kimmelman Vadim, Imashev Alfarabi, Mukushev Medet, Sandygulova Anara (2020) Eyebrow position in grammatical and emotional expressions in Kazakh-Russian Sign Language: A quantitative study. Disponibil online la https://www.uib.no/en/hf/136874/complex-system-facial-expressions-sign-language (consultat în 15.10.2022)
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Opiniile specialiștilor privind utilizarea umorului în terapia tulburărilor de limbaj și comunicare

Opiniile specialiștilor privind utilizarea umorului în terapia tulburărilor de limbaj și comunicare

The use of humour in speech and language therapy – specialists’ opinions

Teodora POPESCU1
Abstract

This paper addresses an important and innovative subject for the speech language therapy settings and it is the first research study which investigates specialists’ opinions on the use of humour in the Romanian speech and language therapy domain. The design of the study implies the development of a new questionnaire created during the research. Data were collected through this survey in an on-line format and thematic analysis method for data analysis was performed. In this research participants were SLTs (N=210) who work in different urban and rural areas in Romania. The research results highlight the presence of humour in SLTs settings and the interest in this field among specialists, suggesting that humour has notable implications in SLT’s domain. Access to humour for people with language impairment is dependent on: age; level of language development; specificity of language impairment; type of humour used. The main difficulties in understanding and using humour for children with language disorders are related to: understanding abstract linguistic concepts; vocabulary limits and constraints; poor executive functions; understanding social rules; accepting another person’s perspective. Humour can be incorporated into speech and language therapy activities in a variety of ways and used at different stages of the speech and language therapy approach.

Keywords: humour, SLT, sense of humour, use of humour

pdf

DOI: 10.26744/rrttlc.2022.8.2.07


Reference
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Chahboun, S., Kvello, Ø., & Page, A. G. (2021). Extending the field of extended language: A literature review on figurative language processing in neurodevelopmental disorders. Frontiers in Communication, 6. https://www.frontiersin.org/article/10.3389/fcomm.2021.661528
Chadwick, D. D., & Platt, T. (2018). Investigating humor in social interaction in people with intellectual disabilities: A systematic review of the literature. Frontiers in Psychology, 9, 1745. https://doi.org/10.3389/fpsyg.2018.01745
Constantinescu, M.-V. (2012). Umorul politic românesc în perioada comunistă: Perspective lingvistice. Ed. Univ. din București.
Dionigi, A., Duradoni, M., & Vagnoli, L. (2021). Humor and anxiety: The relationship between the comic styles, worry and general well-being. Personality and Individual Differences, 181, 111028. https://doi.org/10.1016/j.paid.2021.111028
Eagleton, T. (2019). Umor. București: Baroque Books&Arts.
Erdoğdu, F., & Çakıroğlu, Ü. (2021). The educational power of humor on student engagement in online learning environments. Research and Practice in Technology Enhanced Learning, 16(1), 9. https://doi.org/10.1186/s41039-021-00158-8
Gonot-Schoupinsky, F. N., Garip, G., & Sheffield, D. (2020). Laughter and humour for personal development: A systematic scoping review of the evidence. European Journal of Integrative Medicine, 37, 101144. https://doi.org/10.1016/j.eujim.2020.101144
Heidari‐Shahreza, M. A. (2021). Humor in the language classroom: Pedagogical benefits and practical considerations. TESOL Journal, 12(2). https://doi.org/10.1002/tesj.572
Heidari-Shahreza, M. A. (2020). Humor-integrated Language Learning (HILL): Teaching with and about humor. Lexington Books.
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Afazia în contextul multilingv: Abordare din perspectivă psiholingvistică

Afazia în contextul multilingv: Abordare din perspectivă psiholingvistică

Aphasia in multilingual context-a psycholingusitic approach

Mălina ȘOGOR
Abstract

To begin with, the first sign depicted on people with aphasia is a language disorder, acquired after a damage to the central nervous. The existing studies in this area explain the roots of aphasia throughout a medical and phonological perspective, while the psycholinguistic approach is considerably more narrowed.
Taking into consideration the increasing number of people who are speaking more than one language and who are at risk of developing a medical condition that can lead to aphasia and other associated communication deficiencies, it is critical for speech-language pathologists to assess the situation from different angles, particularly to incorporate medical, linguistic and psycholinguistic viewpoints.
The aim of this article is emphasizing the main approaches which are being addressed in explanation of language production and understanding how bilingual persons are affected by aphasia, whereas a complex and multilingual approach is crucial to be taken into consideration during the intervention.

Keywords: communication, speech and language therapy, multiple disabilities, reflection journal, individualised approaches

 

References
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Ansaldoa, A. I., Marcottea, K., Schererc, L., & Raboyeaua, G. (2008). Language therapy and bilingual aphasia: Clinical implications of psycholinguistic and neuroimaging research. Journal of Neurolinguistics, 539-557.
Baker, E., Croot, K., McLeod, S., & Paul, R. (2001). Psycholinguistic Models of Speech Development and Their Application to Clinical Practice. Journal of Speech, Language, and Hearing Research, 685-702.
Lorenzen, B., & Murray, L. L. (2008). Bilingual Aphasia: A Theoretical and Clinical Review. American Journal of Speech-Language Pathology, 299-317.
Fabbro, F. (2001). The Bilingual Brain: Bilingual Aphasia. Brain and Language, 201-210.
Kay, J., Lesser, R., & Coltheart, M. (1996). Psycholinguistic assessments of language processing in aphasia (PALPA): An introduction. Aphasiology, 159-215.
Hallowell, B. (2022). Aphasia and other acquired neurogenic language disorders : a guide for clinical excellence. San Diego: Plural Publishing.
Hayden, S. (2022). Using the System approach for Aphasia: An introduction for Speech and Language Therapists. New York: Routledge.
Edwards, S. (2005). Fluent Aphasia. Edinburgh: Cambridge University Press.
Bemania, Z., Moayedfarb, S., & Ghasisin, L. (2021). Psycholinguistic variables influencing word retrieval in Persian-speaking people with aphasia. Aphasiology, 1-15.
Peñaloza, C., Martin, N., Laine, M., & Rodríguez-Fornells, A. (2022). Language learning in aphasia: A narrative review and critical analysis of the literature with implications for language therapy. Neuroscience & Biobehavioral Reviews.

Consiliere și educație parentală pentru familiile copiilor cu dizabilități

Consiliere și educație parentală pentru familiile copiilor cu dizabilități

Parent counselling and parental education for families with disabled children

Oana PREDA
Abstract

Parent counselling and parental education for families with disabled children. Generally, parental counseling and parental education is meant to develop parents’ potential to apply education methods in a personalized fashion in order to foster the social adaptation of children with disabilities as well as their school adaptation. For instance, as part of parental counselling, the speech-therapist is attentive for elaborate and propose on interactive guidance and on intervention techniques that allow them to observe parent-child interaction in various contexts where verbal communication is stimulated. Through such guidance, it is hoped that parents will develop their corrective-formative educational competences. Many researchers advocate for the establishment of the interactive guidance and the personalized programs for parental counselling and parental education, based on the “integrative ecological approach”.
Keywords: parental counselling, parental education, interactive guidance, integrative ecological approach

 

References
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Bronfenbrenner, U. (1993). The Ecology of Cognitive Development: Research Models and Fugitive Findings. În: R.H. Wozniak, K. W. Fischer (Edits.). Development in Context. Acting and Thinking in Specific Environments. Hillsdale, New Jersey, Lawrence Elbraum Association, Inc. Publishers: 3-44.
Da Silva, C., Rahmati, S. (2010). Emplois de fonctions des gestes dans un jeu de devinette par indices. Langage & pratiques, nr. 46: 74 – 85.
De Weck, G. (2001). Strategies d’étayage d’adultes en interaction avec des enfants normaux et dysphasiques. În: M. Almgren, A. Barrena et all. (Eds). Research on Child Language Acquisition. Somerville, MA Cascadilla Press: 352-386.
De Weck, G, Salazar Orvig, A. (2010). Interaction mère-enfant dysphasique: qu’y-a-t-il encore à comprendre ? Langage & pratiques, nr. 46: 7-16.
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Lahaye, W., Desmet, H., Pourtois, J-P. (1999). Quelques repères psycho-sociaux de l’intervention éducative en milieu familial. În: F. Peterander, O. Speck, G. Pithon, B. Terrise (sous la direction). Les tendances actuelles de l’intervention précoce en Europe. Hayen. Mardaga:51-66.
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Apraxia și tulburarea de spectru autist-TSA

Apraxia și tulburarea de spectru autist-TSA

Apraxia and autism spectrum disorder ASD

Carolina BODEA-HAȚEGAN
Abstract

This article, Apraxia and autism spectrum disorder focuses on detailing apraxia symptomatology with the main elements of this pathology. In the first part of the article terminology is approached, distinguishing between apraxia and dyspraxia. In the second part of the article the main symptomatology apraxia features are discussed and afterward they are put in relation with the ASD. In order to be able to identify the best way to approach apraxia in ASD context three research questions are raised: In what degree does the combination between ASD and apraxia slow down speech and language development? Which are the most frequent speech and language difficulties and causes which lead to the association of ASD with apraxia? Which are the most efficient intervention programs in the context of ASD associated with apraxia? To these three research questions answers are found by a deep and thorough theoretical investigation of the main studies and research in this field, results being discussed from the point of view of the way speech and language therapy field in Romania can approach apraxia in ASD contex.
Keywords: apraxia, dyspraxia, ASD, motor speech disorders, phonological disorders

pdf


References
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https://www.northernspeech.com/speech-sound-disorders/kaufman-speech-praxis-test-kspt/

The Kaufman Speech to Language Protocol


https://www.ndp3.org/
https://cahs.uc.edu/about/departments-schools/communication-sciences-and-disorders/speech-and-hearing-clinic/rapid-syllable-transition-treatment-rest-program.html

Dynamic Temporal and Tactile Cueing (DTTC)


https://yaelcenter.com/
https://www.ndp3.org/documents/rcslt2011dvdPolicyStatement.pdf
https://www.asha.org/practice-portal/clinical-topics/childhood-apraxia-of-speech/
https://www.asha.org/practice-portal/clinical-topics/acquired-apraxia-of-speech/