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APRAXIA IN CHILDREN
- An Unrecognised Barrier to Learning
What
is Apraxia?
"The
terms Apraxia and Dyspraxia are used interchangeably. Both terms refer to
disturbances of praxis, known as motor planning. They are usually referring
to oral motor planning deficits. Dyspraxic children
have difficulties with expressive side of language. It is the output from the
brain that causes the dysfunction. Most cases of Dyspraxia are idiopathic, of
unknown origin."
Lucker - Lazerson, MA,
CCC – SLP (http://www.isn.net-jypsy/apraxia.htm - link no longer active)
The
word Apraxia comes from a Greek word "a" which means "to do
without" and Greek word "pratto"
which means "to do". Thus
Apraxia roughly translates into "without being able to do".
(Source: http://www.medfriendly.com/ideationalapraxia.html)
Scientists
recognise many forms and kinds of Apraxia. The way scientists describe and
characterise apraxia differs according to the scientist's field and personal
experience.
The main types of
Apraxia are listed below:
Motor Apraxia - disturbance of
voluntary movements in which one cannot use objects for the purposes for
which they were designed.
Ideomotor Apraxia is a disturbance
of voluntary movements in which a person cannot translate an idea of
thought into the performance of simple motor acts.
Ideational
Apraxia
is a disturbance of voluntary movement in which one cannot use objects for
the purposes for which they were designed. He cannot use a tool due to a
motor deficiency. Motor movement is not lost, however the person's movements
appear confused because he cannot form a plan how to sequence those
movements when using an object.
Developmental
Apraxia
is defined as a disorder of sensory integration interfering with the
ability to plan and execute skilled or non-habitual motor tasks. The
dysfunction is characterised by clumsiness in motor activity, a lack of
knowing how to go about executing a specific motor task, reduced sensory motor
proficiency, and an inadequate extra ocular control. Dressing,
constructive manipulation, drawing, cutting, pasting, assembling and learning
to write are difficult for an Apraxic person.
Ideomotor Apraxia
or Motor Command Apraxia is defined as inability to carry out a previously
learned motor task. It is a disorder of planning, timing and spatial
organisation. It is usually the cause of learning difficulties
manifesting itself in poor learning habits, disruptive behaviour,
underperforming in all subjects.
Dressing Apraxia is an inability
to dress himself properly. The person with dressing
Apraxia will place their clothing upside down, backward and will be unable to
self correct. The inability to change even after demonstration is typical of
an Apraxic person.
Constructional
Apraxia
is the inability to copy, draw or construct. Constructional Apraxia limits
the person's ability to manipulate the environment effectively.
Expressive
Apraxia
is a type of Apraxia affecting language.
List
of signs of APRAXIA to watch for
These
signs are often misinterpreted, and insufficient methods of remedial programs
are applied. It usually treats the symptoms not the cause. If only the
symptoms are targeted, some improvement is possible but generally in time the
progress slows down again and a different approach is looked for.
- Omits or
adds syllables, pronounces some sounds incorrectly and is not able to
repeat the correct version of words.
- The language
might be delayed, or might be very immature for the age. The child may
have problems to form sentences, cannot find the words to express himself. The child might be impatient to express
himself altogether.
- Seems to be
generally clumsy, cannot catch a ball, cannot use scissors, shows
problems using any tools, kitchen utensils etc.
- Picks up
things and drops them again, misplaces things, replaces items from place
to place without an apparent reason.
-
Wonders
often around the room handling things and putting them down again.
-
Problems
with dressing himself. Does not do his buttons up. Has problems putting
socks on (does not know how to go about it). Cannot zip up his jumper
etc.
- Cannot
remember sequences of steps to carry out a task.
- Cannot
remember more than one instruction at a time.
- Gets
frustrated and impatient or withdrawn from listening when given an
instruction or explanation.
- Shows of signs of withdrawal (day dreaming) during activities or lessons.
- Does not
participate in games or starts and then wonders or runs off.
- Concentration
span varies but is generally very short.
- Is overly
sensitive, his feelings are often hurt.
- Does not
start work with the others, but has to be encouraged to do so.
- Does not
stick at a task, seems to lose interest quickly.
- Does not
want to stand in lines, hates waiting and taking turns.
- Uses either
hand for picking up things, or for manipulative tasks.
- Though he is
using either hand he cannot freely put both hands together in a
synchronised way. Often he has one hand hanging down and uses one hand
only, even if the task requires two hands. When reminded of other hand,
he switches hands, and one is again hanging down.
- Cannot draw
a line or a circle, just scribbles one big scribble or a little round
scribble.
- Cannot
colour in, stays on one spot and does not move or scribbles all over.
- Cannot join
two points with a straight line, looses the direction easily.
- Cannot move
his eyes from one spot to another and join the lines.
- Cannot copy
a shape or a movement.
- Cannot copy
a number or a letter. Does not seem to follow instructions describing
how to form the letter correctly.
- Seems to
learn the letters or numbers but cannot produce them.
- Has
difficulty to comprehend new concepts and learn new skills.
- Never
understands what he should do or where should he put it.
- Seems to
listen but does not comprehend what was said.
- Can read but
it looks as if he cannot read well, as he does not apply the skill.
- Does
hesitate before he starts anything.
- Is aware
that if he does not attempt a task, he cannot be blamed that he
misunderstood the instructions and done it all wrong.
- Starts to
work by the time the others have finished.
- Learns a
skill and then he gets muddled and upset, relearns the skill and gets it
few times right and then gets stuck again.
- Does not
attempt to work unless encouraged and lead.
- Cannot
“think” of anything to write about, does not know how to start, where to
get information, or what is important and what is irrelevant.
- Does not
seem to remember what should be done and by when it should be handed in.
- Forgets his
books and loses his pencils.
- Is
disorganised, messy, and forgetful.
- Seems to be
disinterested, not caring.
- Gets lost in
time. Time means nothing to him, there are no time limits. Understands
only now and not after. Has limited idea when events will take place,
can not anticipate or plan.
- Is all the
time on the move, getting from one thing to another.
- Lack of
order makes it difficult to keep his possessions to be organised and
tidy, his homework done.
- When
interrupted, forgets what he is doing, and usually does not continue in
that activity.
Developmental
Apraxia is defined as a disorder of sensory integration and central
organisation interfering with the ability to plan and execute skilled or
non-habitual motor tasks. Although the person may have adequate
comprehension, sensory and motor function, he may demonstrate difficulty in
performance. The dysfunction is characterized by clumsiness in motor activity
tasks, reduced quality of oral motor proficiency, inadequate extra ocular
control. Skill development is slower than age expectation, resulting in
learning difficulties. (fragments from):
Hana
Jay DE Sydney, BSpEd Charles Uni Prague
© Jays' Education.
IBN 1 876578 74 2 APRAXIA - AN UNRECOGNISED BARRIER TO ALL
LEARNING.
To
find out more or talk to Hana, please, fill out the enquiry form to your
left or call us
Phone/Fax: (07) 3822 1813
Skype: jays.education
 Jays’ Education
Phone/Fax: (07) 3822 1813
Address: 704 Old Cleveland Rd East, Wellington Point QLD 4160 Australia
Website: www.jayseducation.com Email: info@jayseducation.com
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