This Postgraduate certificate Dysarthriawill provide you with a sense of security in the performance of your profession, which will help you grow personally and professionally”

Speech therapy is a healthcare discipline focused on the study, prevention, assessment, and intervention of speech, language, and communication disorders, as well as other related pathologies. In their daily work, healthcare professionals require extensive and up-to-date resources to intervene in the specific challenges of language and speech in students with these disorders. 

This program will equip students with the knowledge and resources necessary to identify, assess, and intervene in these disorders, considering the social, family, and emotional dimensions surrounding the speech pathologies derived from these highly visible conditions. 

The program places special emphasis on emerging active methodologies and, as a distinguishing element, offers a practical application of augmentative and alternative communication systems to ensure access and adaptation for patients with these needs. 

This course provides an overview of the anatomical and physiological foundations, as well as the principles of speech therapy intervention. It establishes the competencies that healthcare professionals must develop, not only in the clinical field but also in technology and specific resources, such as access systems if necessary. Alongside this technical approach, psychological competence and emotional management are addressed in this type of disorder, ensuring that therapies are multidirectional and effective. 

The course also reviews key concepts in speech therapy, covering both prelinguistic and peripheral aspects. It offers proposals for improving sessions, classes, and re-education processes from the perspective of an integrated and comprehensive speech therapy approach. This approach unites the efforts of all educational agents and acts holistically, considering the individual as a whole and evaluating the speech therapy process not only from a perceptual-motor and communicative standpoint but also from a psychosocial perspective. 

Update your knowledge through the Postgraduate certificate in Dysarthria”

This Postgraduate certificate in Dysarthria contains the most complete and up-to-date scientific program on the market. The most important features include:

• The development of practical cases presented by experts in Dysarthria 
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice 
• The latest developments in Dysarthria 
• Practical exercises where the process of self-assessment can be used to improve learning 
• Special emphasis on innovative methodologies in the field of Dysarthria 
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
• Content that is accessible from any fixed or portable device with an Internet connection 

This Postgraduate certificate can be the best investment you can make in selecting a professional development program for two reasons: in addition to updating your knowledge in Dysarthria, you will earn a certificate from TECH Global University”

The program features a faculty made up of professionals from the field of Dysarthria, who share their extensive experience in this area, as well as recognized specialists from leading societies and prestigious universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive learning experience designed to prepare for real-life situations. 

The design of this program focuses on Problem-Based Learning (PBL), through which the medical professional will be tasked with solving various professional practice scenarios presented throughout the academic course. To support this, the professional will have access to an innovative interactive video system created by renowned experts in the field of Dysarthria, who have extensive teaching experience. 

Increase your decision-making confidence by updating your knowledge through this program”

Take the opportunity to learn about the latest advances in this field and apply it to your daily practice”

The structure of the contents has been designed by a team of professionals from the best educational institutions and universities worldwide, who are aware of the relevance of up-to-date, innovative training and are committed to quality teaching using new educational technologies.

A comprehensive educational program, structured in well-developed teaching units, oriented towards efficient and swift learning that is compatible with your personal and professional life”

Module 1. Dysarthria in Children and Adolescents

1.1. Initial Considerations

1.1.1. Introduction to the Module

1.1.1.1. Introduction to the Module

1.1.2. Module Objectives
1.1.3. History of Dysarthrias
1.1.4. Prognosis of Dysarthrias in Childhood and Adolescence

1.1.4.1. Prognosis of Child Development in Children with Dysarthria

1.1.4.1.1. Language Development in Children with Dysarthria
1.1.4.1.2. Speech Development in Children with Dysarthria

1.1.5. Early Intervention in Dysarthria

1.1.5.1. What is Early Intervention?
1.1.5.2. How Does Early Intervention Help in Dysarthria?
1.1.5.3. The Importance of Early Intervention in Dysarthria Treatment

1.1.6. Prevention of Dysarthrias

1.1.6.1. How Can Dysarthria Be Prevented?
1.1.6.2. Are There Prevention Programs?

1.1.7. Neurology in Dysarthria

1.1.7.1. Neurological Implications in Dysarthria

1.1.7.1.1. Cranial Nerves and Speech Production
1.1.7.1.2. Cranial Nerves involved in Phonorespiratory Coordination
1.1.7.1.3. Motor Integration in the Brain Related to Speech

1.1.8. Dysarthria vs. Apraxia

1.1.8.1. Introduction to the Unit
1.1.8.2. Apraxia of Speech

1.1.8.2.1. Concept of Apraxia of Speech
1.1.8.2.2. Characteristics of Apraxia of Speech

1.1.8.3. Difference between Dysarthria and Apraxia of Speech

1.1.8.3.1. Classification Table

1.1.8.4. Relationship between Dysarthria and Apraxia of Speech

1.1.8.4.1. Is There a Relationship Between Both Disorders?
1.1.8.4.2. Similarities Between Both Disorders

1.1.9. Dysarthria and Dyslalia

1.1.9.1. What is Dyslalia?
1.1.9.2. Difference Between Dysarthria and Dyslalia
1.1.9.3. Similarities Between Both Disorders

1.1.10. Aphasia and Dysarthria

1.1.10.1. What is Aphasia? (small definition)
1.1.10.2. Difference Between Dysarthria and Childhood Aphasia
1.1.10.3. Similarities Between Dysarthria and Childhood Aphasia

1.2. General Characteristics of Dysarthria

1.2.1. Conceptualization

1.2.1.1. Concept of Dysarthria
1.2.1.2. Symptoms of Dysarthria

1.2.2. General Characteristics of Dysarthrias
1.2.3. Classification of Dysarthria According to the Site of Injury

1.2.3.1. Dysarthria from Upper Motor Neuron Disorders

1.2.3.1.1. Speech Characteristics
1.2.3.1.2. Dysarthria from Lower Motor Neuron Disorders

1.2.3.1.2.1. Speech Characteristics

1.2.3.1.3. Dysarthria due to Cerebellar Disorders

1.2.3.1.3.1. Speech Characteristics

1.2.3.1.4. Dysarthria due to Extrapyramidal Disorders

1.2.3.1.4.1. Speech Characteristics

1.2.3.1.5. Dysarthria due to Disorders of Multiple Motor Systems

1.2.3.1.5.1. Speech Characteristics

1.2.4. Classification Based on Symptoms 

1.2.4.1. Spastic Dysarthria

1.2.4.1.1. Speech Characteristics

1.2.4.2. Flaccid Dysarthria

1.2.4.2.1. Speech Characteristics

1.2.4.3. Ataxic Dysarthria

1.2.4.3.1. Speech Characteristics

1.2.4.4. Dyskinetic Dysarthria

1.2.4.4.1. Speech Characteristics

1.2.4.5. Mixed Dysarthria

1.2.4.5.1. Speech Characteristics

1.2.4.6. Spastic Dysarthria 

1.2.4.6.1. Speech Characteristics

1.2.5. Classification Based on Articulatory Involvement 

1.2.5.1. Generalized Dysarthria
1.2.5.2. Dysarthric State
1.2.5.3. Residual Dysarthria

1.2.6. Etiology of Pediatric Dysarthria 

1.2.6.1. Cerebral Injury
1.2.6.2. Brain Tumor
1.2.6.3. Brain Tumor
1.2.6.4. Cerebrovascular Accident
1.2.6.5. Other Causes
1.2.6.6. Medications

1.2.7. Prevalence of Dysarthria in Children and Adolescents

1.2.7.1. Current Prevalence of Dysarthria
1.2.7.2. Changes in Prevalence Over Time

1.2.8. Language Characteristics in Dysarthria

1.2.8.1. Are There Language Difficulties in Children with Dysarthria? 
1.2.8.2. Characteristics of the Alterations

1.2.9. Speech Characteristics in Dysarthria

1.2.9.1. Are There Speech Production Alterations in Children with Dysarthria? 
1.2.9.2. Characteristics of the Alterations

1.2.10. Semiology of Dysarthria 

1.2.10.1. How to Detect Dysarthria? 
1.2.10.2. Relevant Signs and Symptoms of Dysarthria

1.3. Classification of Dysarthria

1.3.1. Other Disorders in Children with Dysarthria

1.3.1.1. Motor Alterations
1.3.1.2. Physiological Alterations
1.3.1.3. Communication Alterations
1.3.1.4. Alterations in Social Relationships

1.3.2. Cerebral Palsy in Children

1.3.2.1. Concept of Cerebral Palsy
1.3.2.2. Dysarthria in Cerebral Palsy

1.3.2.2.1. Consequences of Dysarthria in Acquired Brain Injury

1.3.2.3. Dysphagia

1.3.2.3.1. Concept of Dysphagia
1.3.2.3.2. Dysarthria and Dysphagia
1.3.2.3.3. Consequences of Dysarthria in Acquired Brain Injury

1.3.3. Acquired Brain Injury

1.3.3.1. Concept of Acquired Brain Injury
1.3.3.2. Dysarthria in Acquired Brain Injury

1.3.3.2.1. Consequences of Dysarthria in Acquired Brain Injury

1.3.4. Multiple Sclerosis

1.3.4.1. Concept of Multiple Sclerosis
1.3.4.2. Dysarthria in Multiple Sclerosis

1.3.4.2.1. Consequences of Dysarthria in Acquired Brain Injury

1.3.5. Acquired Brain Injury in Children

1.3.5.1. Concept of Acquired Brain Injury in Children
1.3.5.2. Dysarthria in Acquired Brain Injury in Children

1.3.5.2.1. Consequences of Dysarthria in Acquired Brain Injury

1.3.6. Psychological Consequences in Children with Dysarthria

1.3.6.1. How Does Dysarthria Affect Child Development Psychologically?
1.3.6.2. Psychological Aspects Affected

1.3.7.  Social Consequences in Children with Dysarthria

1.3.7.1. Does Dysarthria Affect Social Development in Children? 

1.3.8. Consequences in Communication Interactions in Children with Dysarthria

1.3.8.1. How Does Dysarthria Affect Communication? 
1.3.8.2. Communicative Aspects Affected

1.3.9. Social Consequences in Children with Dysarthria

1.3.9.1. How Does Dysarthria Affect Social Relationships? 

1.3.10. Economic Consequences

1.3.10.1. Professional Intervention and Economic Cost for Families

1.4. Other Classifications of Dysarthria in Children and Adolescents

1.4.1. Speech Therapy Evaluation and Its Importance in Children with Dysarthria

1.4.1.1. Why Should Dysarthria Cases Be Evaluated by a Speech Therapist? 
1.4.1.2. What Is the Purpose of Evaluating Dysarthria Cases by a Speech Therapist? 

1.4.2.  Clinical Speech Therapy Evaluation
1.4.3. Evaluation and Diagnostic process

1.4.3.1. Medical History
1.4.3.2. Documentary Analysis
1.4.3.3. Family Interview

1.4.4. Direct Exploration

1.4.4.1. Neurophysiological Examination
1.4.4.2. Trigeminal Nerve Examination
1.4.4.3. Accessory Nerve Examination
1.4.4.4. Glossopharyngeal Nerve Examination
1.4.4.5. Facial Nerve Examination

1.4.4.5.1. Hypoglossal Nerve Examination
1.4.4.5.2. Accessory Nerve Examination

1.4.5. Perceptive Exploration

1.4.5.1. Breathing Examination
1.4.5.2. Resonance
1.4.5.3. Oral Motor Control
1.4.5.4. Articulation

1.4.6. Other Aspects to Evaluate

1.4.6.1. Intelligibility
1.4.6.2. Automatic Speech
1.4.6.3. Reading
1.4.6.4. Prosody
1.4.6.5. Intelligibility/Severity Examination

1.4.7. Evaluation of the Dysarthric Child in the Family Context

1.4.7.1. People to Interview for Family Context Evaluation
1.4.7.2. Relevant Aspects in the Interview

1.4.7.2.1. Important Questions for the Family Interview

1.4.7.3. Importance of Family Context Evaluation

1.4.8. Evaluation of the Dysarthric Child in the School Context

1.4.8.1. Professionals to Interview in the School Context

1.4.8.1.1. The Tutor
1.4.8.1.2. The Speech and Language Teacher
1.4.8.1.3. The School Counselor

1.4.8.2. The Importance of School Evaluation for Children with Dysarthria

1.4.9. Evaluation of Dysarthric Children by Other Healthcare Professionals

1.4.9.1. Importance of Joint Evaluation
1.4.9.2. Neurological Evaluation
1.4.9.3. Physiotherapy Evaluation
1.4.9.4. Otolaryngological Evaluation
1.4.9.5. Psychological Evaluation

1.4.10. Differential Diagnosis

1.4.10.1. How to Conduct Differential Diagnosis in Children with Dysarthria? 
1.4.10.2. Considerations in Establishing the Differential Diagnosis

1.5. Characteristics of Dysarthrias

1.5.1. The Importance of Intervention in Dysarthria of Children and Adolescents

1.5.1.1. Consequences in Children Affected by Dysarthria
1.5.1.2. Evolution of Dysarthria Through Intervention

1.5.2. Objectives of Intervention in Children with Dysarthria

1.5.2.1. General Goals in Dysarthria

1.5.2.1.1. Psychological Objectives
1.5.2.1.2. Motor Objectives

1.5.3. Methods of Intervention
1.5.4. Steps to Take During Intervention

1.5.4.1. Agree on the Intervention Model
1.5.4.2. Establish Sequencing and Timing of the Intervention

1.5.5. The Child as the Primary Subject During Intervention

1.5.5.1. Support the Child's Skills During Intervention

1.5.6. General Considerations in Intervention

1.5.6.1. The Importance of Motivation in Intervention
1.5.6.2. Affection During Intervention

1.5.7. Suggested Activities  for Speech Therapy Intervention

1.5.7.1. Psychological Activities
1.5.7.2. Motor Activities

1.5.8. The Importance of Joint Rehabilitation Process

1.5.8.1. Professionals Involved in Dysarthria

1.5.8.1.1. Physiotherapist
1.5.8.1.2. Psychologist

1.5.9. Augmentative and Alternative Communication Systems as Support for Intervention

1.5.9.1. How Can These Systems Help in the Intervention with Children with Dysarthria? 
1.5.9.2. Choice of System: Augmentative or Alternative? 
1.5.9.3. Environments in Which to Establish Their Use

1.5.10. How to Establish the End of Treatment

1.5.10.1. Criteria for Ending Rehabilitation
1.5.10.2. Achievement of Rehabilitation Goals

1.6. Evaluation of Dysarthrias

1.6.1. Speech Therapy in Dysarthria

1.6.1.1 Importance of Speech Therapy Intervention in Child and Adolescent with Dysarthrias
1.6.1.2. What Does Speech Therapy for Dysarthria Entail? 
1.6.1.3. Objectives of Speech Therapy Intervention

1.6.1.3.1. General Objectives of Speech Therapy Intervention
1.6.1.3.2 Specific Objectives of Speech Therapy Intervention

1.6.2. Swallowing Therapy in Dysarthria

1.6.2.1. Swallowing Difficulties in Cases of Dysarthria
1.6.2.2. What Does Swallowing Therapy Entail? 
1.6.2.3. Importance of Swallowing Therapy

1.6.3. Postural and Body Therapy in Dysarthria

1.6.3.1. Postural Difficulties in Cases of Dysarthria
1.6.3.2. What Does Postural and Body Therapy Entail? 
1.6.3.3. Importance of Postural Therapy

1.6.4. Orofacial Therapy in Dysarthria

1.6.4.1. Orofacial Difficulties in Cases of Dysarthria
1.6.4.2. What Does Orofacial Therapy Entail? 
1.6.4.3. Importance of Postural Therapy

1.6.5. Breathing and Phonorespiratory Coordination Therapy in Dysarthria

1.6.5.1. Difficulties in Phonorespiratory Coordination in Cases of Dysarthria
1.6.5.2. What Does the Therapy Entail? 
1.6.5.3. Importance of Postural Therapy

1.6.6. Articulation Therapy in Dysarthria

1.6.6.1. Articulation Difficulties in Cases of Dysarthria
1.6.6.2. What Does the Therapy Entail? 
1.6.6.3. Importance of Postural Therapy

1.6.7. Phonatory Therapy in Dysarthria

1.6.7.1. Phonatory Difficulties in Cases of Dysarthria
1.6.7.2. What Does the Therapy Entail? 
1.6.7.3. Importance of Postural Therapy

1.6.8. Resonance Therapy in Dysarthria

1.6.8.1. Resonance Difficulties in Cases of Dysarthria
1.6.8.2. What Does the Therapy Entail? 
1.6.8.3. Importance of Postural Therapy

1.6.9. Vocal Therapy in Dysarthria

1.6.9.1. Vocal Difficulties in Cases of Dysarthria
1.6.9.2. What Does the Therapy Entail? 
1.6.9.3. Importance of Postural Therapy

1.6.10 Prosody and Fluency Therapy

1.6.10.1. Difficulties in Prosody and Fluency in Cases of Dysarthria
1.6.10.2. What Does the Therapy Entail? 
1.6.10.3. Importance of Postural Therapy

1.7. Speech Therapy Assessment in Dysarthria

1.7.1. Introduction

1.7.1.1. Importance of Creating a Speech Therapy Intervention Program for Children with Dysarthria

1.7.2. Initial Considerations for Developing a Speech Therapy Program

1.7.2.1. Characteristics of Children with Dysarthria

1.7.3. Decisions for Planning Speech Therapy Intervention

1.7.3.1. Intervention Method to Be Used
1.7.3.2. Consensus on Sequencing Therapy Sessions: Key Aspects to Consider

1.7.3.2.1. Chronological Age
1.7.3.2.2. Child’s Extracurricular Activities
1.7.3.2.3. Scheduling

1.7.3.3. Establishing Intervention Guidelines

1.7.4. Objectives of the Speech Therapy Program for Dysarthria Cases

1.7.4.1. General Objectives of Speech Therapy Intervention
1.7.4.2. Specific Objectives of Speech Therapy Intervention

1.7.5. Areas of Speech Therapy Intervention in Dysarthria and Suggested Activities

1.7.5.1. Orofacial
1.7.5.2. Voice
1.7.5.3. Prosody
1.7.5.4. Speech
1.7.5.5. Language
1.7.5.6. Breathing

1.7.6. Materials and Resources for Speech Therapy Intervention

1.7.6.1. Suggested Materials on the Market for Speech Therapy Intervention with Description and Uses
1.7.6.2. Images of the Suggested Materials

1.7.7. Technological Educational Resources and Materials for Speech Therapy Intervention

1.7.7.1. Software Programs for Intervention

1.7.7.1.1. PRAAT Program

1.7.8. Methods of Intervention in Dysarthria

1.7.8.1. Types of Intervention Methods

1.7.8.1.1. Medical Methods
1.7.8.1.2. Clinical Intervention Methods
1.7.8.1.3. Instrumental Methods
1.7.8.1.4. Pragmatic Methods
1.7.8.1.5. Behavioral-Speech Therapy Methods

1.7.8.2. Choosing the Right Intervention Method for the Case

1.7.9. Speech Therapy Techniques and Suggested Activities

1.7.9.1. Breathing

1.7.9.1.1. Suggested Activities

1.7.9.2. Phonation

1.7.9.2.1. Suggested Activities

1.7.9.3. Articulation

1.7.9.3.1. Suggested Activities

1.7.9.4. Resonance

1.7.9.4.1. Suggested Activities

1.7.9.5. Speech Rate

1.7.9.5.1. Suggested Activities

1.7.9.6. Accent and Intonation

1.7.9.6.1. Suggested Activities

1.7.10. Augmentative and Alternative Communication Systems (AAC) as a Method of Intervention in Dysarthria

1.7.10.1. What Are AAC Systems? 
1.7.10.2. How Can AAC Systems Help in Intervention for Children with Dysarthria? 
1.7.10.3. How Can AAC Systems Assist in Communication for Children with Dysarthria? 
1.7.10.4. Choosing an Appropriate AAC Method Based on the Child's Needs

1.7.10.4.1. Considerations for Establishing a Communication System

1.7.10.5. Using Communication Systems in Different Developmental Environments of the Child

1.8. Speech Therapy Intervention in Dysarthria

1.8.1. Introduction to the Unit in the Development of the Dysarthric Child
1.8.2. Consequences of Dysarthria in the Family Context

1.8.2.1. How Do the Difficulties Affect the Child in the Home Environment? 

1.8.3. Communication Difficulties in the Home of the Dysarthric Child

1.8.3.1 What Barriers Are Present in the Home Environment? 

1.8.4. The Importance of Professional Intervention in the Family Environment and the Family-Centered Intervention Model

1.8.4.1. The Importance of Family in the Development of the Dysarthric Child
1.8.4.2. How to Perform Family-Centered Intervention for Children with Dysarthria 

1.8.5. Integrating the Family into Speech Therapy and School Intervention for Children with Dysarthria

1.8.5.1. Aspects to Consider When Integrating the Family into Intervention

1.8.6. Benefits of Family Integration in Professional and School Intervention

1.8.6.1. Coordination with Healthcare Professionals and Its Benefits
1.8.6.2. Coordination with Educational Professionals and Its Benefits

1.8.7. Advice for the Family Environment

1.8.7.1. Tips for Facilitating Oral Communication with the Dysarthric Child
1.8.7.2. Guidelines for Interacting with the Dysarthric Child at Home

1.8.8. Psychological Support for the Family 

1.8.8.1. Psychological Implications for Families with Children with Dysarthria
1.8.8.2. Why Provide Psychological Support? 

1.8.9. The Family as a Means of Generalization in Learning

1.8.9.1. The Importance of the Family for the Generalization in Learning
1.8.9.2. How Can Families Support the Child’s Learnings? 

1.8.10. Communication with the Children with Dysarthria

1.8.10.1. Communication Strategies in the Home Environment
1.8.10.2. Tips for Better Communication

1.8.10.2.1. Changes in the Environment
1.8.10.2.2. Alternatives to Oral Communication

1.9. Proposed Exercises for Speech Therapy Intervention in Dysarthria

1.9.1. Introduction to Unit

1.9.1.1. The Period of Childhood Schooling in Relation to the Prevalence of Dysarthria in Children and Adolescents 

1.9.2. The Importance of School Involvement During the Intervention Period

1.9.2.1. The School as a Developmental Environment for the Children with Dysarthria
1.9.2.2. Influence of the School on Child Development

1.9.3. School Support: Who and How Supports the Child at School? 

1.9.3.1. The Speech and Language Teacher
1.9.3.2. The School Counselor

1.9.4. Coordination Between Rehabilitation Professionals and Educational Professionals

1.9.4.1. Who Should Be Coordinated? 
1.9.4.2. Steps for Coordination

1.9.5. Consequences in the Classroom for the Dysarthric Child

1.9.5.1. Psychological Consequences in the Dysarthric Child
1.9.5.2. Communication with Classmates

1.9.6. Intervention Based on the Student’s Needs

1.9.6.1. Importance of Considering the Needs of Students with Dysarthria
1.9.6.2. How to Establish the Needs of the Student 
1.9.6.3. Participants in Establishing the Student’s Needs

1.9.7. Guidelines

1.9.7.1. Guidelines for Schools for Intervention with Children with Dysarthria

1.9.8. Educational Center Objectives

1.9.8.1. General Objectives of School Intervention
1.9.8.2. Strategies to Achieve the Objectives

1.9.9. Methods of Intervention in the Classroom to Promote the Integration of the Dysarthric Child
1.9.10. Using AAC Systems in the Classroom to Enhance Communication

1.9.10.1. How Can AAC Help in the Classroom with Dysarthric Students? 

1.10. Annexes

1.10.1. Dysarthria Guides 

1.10.1.1. Guide to Managing Dysarthria: Guidelines for People with Speech Issues
1.10.1.2. Guide for Educational Attention for Students with Oral and Written Language Disorders

1.10.2. Table 1. Dimensions Used in the Dysarthria Study at Mayo Clinic
1.10.3. Table 2. Classification of Dysarthrias Based on Dimensions Used in Mayo Clinic Study
1.10.4. Example of Interview for Clinical Speech Evaluation
1.10.5. Text for Reading Assessment: "Grandpa"
1.10.6. Websites for Dysarthria Information

1.10.6.1. MAYO CLINIC Website
1.10.6.2. Speech Therapy Space

1.10.6.2.1. Link to the Website

1.10.6.3. Ministry of Education, Culture, and Sport. Government of Spain

1.10.6.3.1. Link to website

1.10.6.4. American Speech-Language Hearing Association

1.10.6.4.1. Link to the Website

1.10.7. Journals for information about Dysarthria

1.10.7.1 Journal of Speech Therapy and Audiology. Elsselvier

1.10.7.1.1. Link to the Website

1.10.7.2. CEFAC Journal 

1.10.7.2.1. Link to the Website

1.10.7.3. Brazilian Society of Phonoaudiology Journal

1.10.7.3.1. Link to the Website

1.10.8. Table 4. Comparative Table of Differential Diagnoses of Dysarthria, Verbal Apraxia, and Severe Phonological Disorder
1.10.9. Table 5. Comparative Table: Symptoms According to Dysarthria Type
1.10.10. Dysarthria Information Videos

1.10.10.1. Link to Video on Dysarthria

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