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Continuing Medical Education College of Medicine
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Psychiatry Grand Rounds: Diagnostic Considerations for Childhood Apraxia of Speech and Autism

activity
post test

Presented by:
Regilda Romero, PhD
Assistant Professor, Department of Psychiatry

Ann-Marie Orlando, PhD, CCC-SLP
Director and Assistant Professor, Department of Psychiatry

Faculty Disclosure:

Drs. Romero & Orlando have disclosed that they have no relevant financial relationships. No one else in a position to control content has any financial relationships to disclose. Conflict of interest information for the CME Advisory Committee members can be found on the following website: https://cme.ufl.edu/disclosure/. All relevant financial relationships have been mitigated.

Release Date: January 26, 2024
Expiration Date:  January 25, 2026

Target Audience: All physicians

Learning Objectives:

As a result of participation in this activity, participants should be able to:

  1. Define childhood apraxia of speech and autism.
  2. Compare and contrast symptoms of ASD and CAS.
  3. Describe the prevalence of CAS in individuals with ASD and vice versa.
  4. Identify potential treatment methods.

Requirements for successful completion: Certificates are awarded upon successful completion (80% proficiency) of the post-test.

Accreditation: The University of Florida College of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

Credit: The University of Florida College of Medicine designates this enduring material for a maximum of 1 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Resource(s) for further study:

  1. Black, L. I., Vahratian, A., & Hoffman, H. J. (2015). Communication Disorders and Use of Intervention Services among Children Aged 3-17 Years: United States, 2012. NCHS Data Brief. Number 205. Centers for Disease Control and Prevention.
  2. Conti E, Retico A, Palumbo L, Spera G, Bosco P, Biagi L, Fiori S, Tosetti M, Cipriani P, Cioni G, et al. (2020).  Autism spectrum disorder and childhood apraxia of speech: Early language-related hallmarks across structural MRI study. Journal of Personalized Medicine,10(4), 275.
  3. Crowe, K., & McLeod, S. (2020). Children’s English consonant acquisition in the United States: A review. American Journal of Speech-Language Pathology, 29(4), 2155-2169. https://doi.org/10.1044/2020_AJSLP-19-00168. License: CC BY-NC-ND 4.0  https://doi.org/10.3390/jpm10040275
  4. IPA Vowel Chart. https://www.internationalphoneticassociation.org/content/full-ipa-chart Retrieved January 24, 2024.
  5. Roth, F. P., & Worthington, C. K. (2023). Treatment resource manual for speech-language pathology. Plural Publishing.
  6. Shriberg, L. D., Paul, R., Black, L. M., & van Santen, J. P. (2011). The hypothesis of apraxia of speech in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 405–426.
  7. Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum, Autism Research, 6 (6), 468-478.

If you have any questions please feel free to contact Nancy Boyd at (352) 594-4298 or at nancy.boyd@ufl.edu