IEP goals are written in order to address a child’s individual needs. Most children with Childhood Apraxia of Speech (CAS) will have needs in more than one communication area. A child with CAS, who clearly has speech production needs, may also struggle with social pragmatics, have difficulty with expressive language, have atypical variations in the melody of their speech, and may need to supplement their verbal speech attempts with an augmentative and alternative communication (AAC) system. What is the difference between these communication need areas, and does the child with CAS need a goal for each one? This 90-minute webinar will focus on how goals can be written for different communication need areas. Resources will be provided describing methods for effective IEP goal writing. And cases will be reviewed demonstrating children with different communication profiles including examples of the goals written based on their specific need areas.
Participants will be able to: 1) differentiate between various speech and language need areas, 2) describe important basic elements of IEP goal writing, 3) identify appropriate IEP goals for various speech and language needs, and 4) identify important considerations for IEP goal writing for children with CAS.
Minutes 1 - 20 Differentiating Communication Needs - Childhood Apraxia of Speech, Phonological Processes/Phonological Disorder/Phonological Pattern Errors, Articulation Disorders, Dysarthria, Language Disorders (expressive, receptive and mixed), Pragmatic Disorders, Voice Disorders, Phonological Processing Disorder, Prosody Errors, Functional Communication/AAC
Minutes 20 - 40 IEP Goal Writing – The purpose; the basic components; addressing various communication needs in a single child; special considerations for children with CAS
Minutes 40 - 60 Case Examples and Sample Goals
Minutes 60 - 90 Questions/Discussion