Procedural Learning, Grammar, and Motor Skills in Children With Childhood Apraxia of Speech, Speech Sound Disorder, and Typically Developing Speech

Purpose This case–control study sought to determine if (a) children with childhood apraxia of speech (CAS), other sound disorders (SSDs), and typical development would perform differently on a procedural learning assessment (b) whether grammatical ability impact group differences. Method Communication, motor, abilities were assessed in 48 CAS ( n = 13), SSD 20), 15), between 43 97 months age M 66 months, SD 12 months). Results On average, demonstrated motor impairments required an increased number exposures the visuospatial sequence demonstrate learning, compared peers or development. A subset from each unanticipated pattern wherein they evidenced uptick reaction time during second sequenced block. Children this still gains by fifth In contrast, showed poor outcomes characterized lower scores language assessments as well. Conclusions research provides partial support for deficit hypothesis Future should examine role serial task identifying at risk multisystem communication deficits. Supplemental Material https://doi.org/10.23641/asha.14173532