Multidisciplinary Early Intervention in a Child with Autism and Childhood Apraxia of Speech

• Published in: Indian Pediatrics Case Reports 2021-07, Vol.1 (3), p.182-185
• Main Authors: Dalwai, Samir H., Parakh, Anushka, Garg, Manish, Chawla, Barkha, Joshi, Madhura Rohit, Kumari, Shruti
• Format: Article
• Language: English
• Subjects: childhood apraxia of speech; pediatric speech sound disorder; phonology
• ISSN: 2772-5170; 2772-5189
• DOI: 10.4103/ipcares.ipcares_136_21

Background: Childhood apraxia of speech (CAS) is a neurological pediatric speech sound disorder, in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits. It is a common comorbidity in autism spectrum disorder (ASD) and requires detailed analysis to identify the typical errors in speech. Clinical Description: A 25-month-old boy presented with speech delay. The evaluation revealed an impaired absence of meaningful speech, impaired nonverbal communication and social skills, repetitive atypical behavior, and sensory issues with normal hearing. Although autism was suspected, the diagnosis could not be established, and intervention was started based on strengths and weaknesses. There was minimal improvement and discordance between receptive and expressive language was noted. Manifestations evolved over 15 months until a diagnosis of ASD was established by standard protocol. CAS was diagnosed at almost 4 years when a few meaningful words had developed and errors in oral movements, articulation, and phonological development were identified. Management and Outcome: Initially, the child received multidisciplinary management customized according to the strengths, weaknesses, and needs of the child. There was minimal improvement in communication, social interaction, and overall functioning. Identification of autism and slight changes in intervention did not bring about any remarkable changes. Once CAS was identified, and the focus of management changed there was a remarkable improvement in speech, and mild improvement in other aspects. Conclusion: Nonverbal or minimally verbal children with autism should be evaluated for CAS, especially if there is discordance between expressive and receptive language.