Select Page

Download Video

In this module Cate discusses using dynamic assessment using repetition of nonwords, sentences and syllables (Dollaghan & Campbell, 1998) to help confirm Alex’s diagnosis of developmental apraxia. 

Alex’s variable productions and distortion during non-word repetition indicate that apraxia is indeed the likely diagnosis. Cate considered other possible diagnoses (selective mutism and second language acquisition) before confirming apraxia as the source of Alex’s communication difficulty. As with previous modules, Cate indicates where the information gathered would go in the final evaluation.

Find resources used throughout this playlist here:

Model Eval: 2;10-English/Spanish- Verbal Apraxia

Model Eval: 2;10- Verbal Apraxia IEP Goals

Critical Questions Document

Nonword Repetition and Child Language Impairment

Nonword Repetition Assessment Task

Find the playlist for the full set of videos in this module series here:

Differential Diagnosis in Preschool Evaluations: A Case Study (DDPE Playlist)

Find each of the modules from this playlist here:

Module 1: Why an Accurate Differential Diagnosis Matters

Module 2: Critical Questions for the Parent Interview Part 1

Module 3: Critical Questions for the Parent Interview Part 2

Module 4: Academic Language Expressive and Receptive Language

Module 5: Receptive Language Comprehension and Following Directions

Module 6: Eliciting Quality Narratives in Expressive Language

Module 7: Motor Speech, Articulation, and Speech Sound Inventory

Module 8: Dynamic Assessment: Nonword Repetition, Syllable and Sentence Repetition

Module 9: Putting it All Together in the Written Evaluation Report

Module 10: Developing Appropriate Goals for the IEP

Please find links to research mentioned in this module here:

Dollaghan, C., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41(5), 1136-1146.

Harris, H. F. (1996). Elective mutism: A tutorial. Language, Speech, and Hearing Services in Schools, 27, 10-15.

Preston, K. (2014). When a child goes silent. The ASHA Leader, 19, 34-38.