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The Co-occurrence of

Possible DCD and Suspected CAS

Holly Duchow, MSc

Alanna Lindsay, MSc

Kayla Roth, MSc

Sylvia Schell, BScR

Delanie Allen, BEd

Carol A. Boliek, PhD

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Objectives

• Review of CAS and DCD

• Explore the co-occurrence of suspected

CAS and possible DCD

• What is an SLP’s role in DCD?

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Check In

• Let’s talk about:

–Childhood Apraxia of Speech (CAS)?

–Developmental Coordination

Disorder (DCD)?

• Have you ever considered that CAS and

DCD may be related?

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CAS Indicators:

• Inconsistent consonant and

vowel productions

• Lengthened or disrupted

transitions between sounds and

syllables

• Inappropriate intonation and

stress

• Speech clarity remains low after

a period of treatment

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What is DCD?

• Neuro-developmental disorder

• Marked impairment of motor coordination

• Impacts ability to perform and learn new motor tasks

• Interferes with:

– activities of daily living

– academic achievement

– engagement in play

• 5-6% of population

• Cause unknown

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Motor Skills

• Can impact:

–Fine motor

–Gross motor

–Both

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Possible Relationship?

• Motor deficit in DCD may affect the speech motor

system

• Co-occurrence of CAS and DCD is unknown

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Research Challenge

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Method

35 Families ParticipatedSample

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10

Method

•sCAS Checklist - SLP

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sCAS Checklist

• “Please check off the indicators that made you suspect

that the client has CAS.”

• 4 ‘clusters’

– 1. Inconsistent errors

– 2. Assembly of the motor plan

– 3. Implementation of the motor plan

– 4. Prosodic differences/history of babbling

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Method

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Method

• Probability Statistics

• Exploratory Analyses

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Results

• 49% of our sample had co-occurring

sCAS and pDCD

• Significantly greater (z-value = 8.3, p <

0.000) than DCD in the general

population (9%)

• DCD Questionnaire Scores correlated

with:

• Age*

• Physical Activity Level+

• Speech Motor Planning Cluster+

(* significant; + trend)

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Results

Preliminary predictors

of pDCD scores:

• Physical Activity

Level PLUS the two

Motor Speech

Clusters

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Conclusion

Multidisciplinary Assessment and Intervention Approach

Translate to Practice

Formal Prevalence

Study

Validate sCAS

Checklist

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SLP Checklist

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SLP Checklist

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Little DCDQ (ages 3-4)

http://www.dcdq.ca/little-dcdq-ca.html

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http://www.dcdq.ca

DCDQ (ages 5-15)

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Co-morbidities

DCD is VERY often associated with:

• Speech and Language impairments

• Attention Deficit Hyperactivity Disorder

• Anxiety and Depression

• Autism Spectrum Disorders

• Learning disabilities

• Joint Hyper-Mobility Syndrome

• Benign epilepsy with centro-temporal spikes (BECTS)

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Co-occurrences

DCD may also co-occur with:

• Executive function difficulties

• Decreased motivation

• Sleep disturbances

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CanChild

• https://www.canchild.ca/

– What is DCD?

– At School

– At Home

– At Play

– Strategies

• http://elearning.canchild.ca/dcd_workshop/index.html

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Participation

9

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Classroom Considerations

•Sit at front of room

•Minimize copying

•Let student present

information verbally or with

graphic organizers

•Break tasks into small steps

•Provide adequate time for

completion of tasks

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Executive Function

• Working memory

• Self-control

• Flexibility

• Attention

• TEACH:

– Checklists

– Planners

– Time management

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Consequences

• Obesity

• Poor cardiovascular health

• Mental health risks

10

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Transition to Adulthood

Success depends on collaborative efforts by family and

team members to:

• problem solve

• implement strategies and suggestions

• navigate program options

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Questions

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Acknowledgments

Thanks to:

• Research Challenge

• Management Team

• Central Zone East SLP colleagues

Funding for this project was generously provided by the

AHS Research Challenge and AHS Children’s

Rehabilitation Services Central Zone East

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