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Apraxia A neurological disorder characterized by not being able to execute or carry out planned motor movements. Although the child has the physical ability and the desire, it is difficult for the student to plan out the motor movements. People with apraxia usually have learned the skill before and an injury has occurred that no longer allows them to plan out their motor movements. Causes Apraxia results from brain damage. Some examples are: Tumor Infract Trauma

Degenerative dementia Born with a lesion on the brain Stroke Types

Buccofacial or orofacial apraxia are the most common types of apraxia. Buccofacial is the inability to carry out facial movements such as liking lips, whistling, winking and coughing. Limb-kinetic apraxia- effects precise movements with leg or arm. Movements may be clumsy. May be difficult to work on fine motor movements as well. Ideomotor apraxia- effects proper movement in response to verbal commands Ideational apraxia- effects coordination of multiple activities, sequential movements Constructional - effects the ability to draw or construct in it simplest format. Oculomotor- effect eye movements

Prognosis The prognosis for individuals with apraxia varies and depending on what caused the damaged to happen. Some individuals improve greatly while others may show very little improvement. A person with apraxia usually needs to be supervised. It may be difficult for them to get through daily routines and activities. Screening for apraxia during activities sees if the child can: Tap their foot Wave goodbye Brush their teeth Whistle Pretend to blow out birthday candles on a cakes Jump up and down Treatment There is no specific treatment for apraxia. Physical and occupational therapy have been known to help to show improvements. If apraxia is the underlying disorder than they should treat the dominant disorder. Teaching Strategies For the child with apraxia, motor planning and logical sequencing can be quite difficult. This can be observed during gross/fine motor activities as well as when communicating. Providing visual cues within a logical framework can assist the child during play and transitioning from one activity to another. Providing concrete examples or gestures specific to the task or objective can also improve performance. There are many different approaches that can be used to help facilitate communication and understanding. The following are suggestions that are successful when working with the child with apraxia: Sign language Pictures Communication book Photographs Symbols Natural gestures Picture Exchange Communication System (PECS) Augmentative devices

Recommended Activities Rhythmic activities Swimming Dance Gymnastics Stretching Yoga Web Sites www.speechville.com / www.apraxia-kids.org