Volume 4, 2026 – Issue 3
AI-Assisted Teaching for Children with Childhood Apraxia of Speech: Perceptions of Cognitive and Speech-Motor Support
Mariyah Ambreen 
1
European International University, Paris, France
* Corresponding author: mariyah87@gmail.com
DOI: 10.5281/zenodo.23583643
Abstract
Childhood Apraxia of Speech (CAS) is a motor speech disorder that can affect speech-motor planning, expressive communication, and participation in learning. This qualitative study explored how special educators, speech-language pathologists, occupational therapists, a cognitive-behavior therapist, and parents perceive the use of artificial intelligence (AI)-assisted tools for children with CAS aged 6–12. Twelve participants from Saudi Arabia, the United Arab Emirates, and Pakistan took part in semi-structured interviews. Data were analyzed thematically, with interpretation informed by Cognitivism, Bloom’s Taxonomy, and principles of motor learning represented through Dynamic Temporal and Tactile Cueing (DTTC). Five themes were identified: gradual academic and phonological gains; AI as supplemental support for speech practice rather than a replacement for therapy; increased engagement, motivation, and independence; the need for balanced and supervised use; and demand for more personalized, multilingual, and clinically aligned tools. Participants commonly associated AI-assisted practice with repetition, immediate feedback, phoneme practice, vocabulary recall, and increased willingness to participate. Professional participants were more cautious about claims concerning speech-motor planning and emphasized clinician-led intervention. The findings support a hybrid model in which therapists define goals, AI tools provide structured opportunities for repeated practice, parents reinforce learning at home, and educators connect practice to classroom objectives. Larger longitudinal studies using objective clinical measures are needed to evaluate effectiveness beyond stakeholder perceptions.
Keywords: childhood apraxia of speech, artificial intelligence, special educational needs, speech-motor planning, phonological working memory
Published
2026/10/31
—
Section
Research Papers
How to Cite (APA)
16359756
{16359756:KJEID99Q}
1
apa
50
default
2842
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KJEID99Q%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ambreen%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BAmbreen%2C%20M.%20%282026%29.%20AI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support.%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20%26lt%3Bi%26gt%3B4%26lt%3B%5C%2Fi%26gt%3B%283%29%2C%2094%26%23×2013%3B109.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23583643%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23583643%26lt%3B%5C%2Fa%26gt%3B%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22AI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mariyah%22%2C%22lastName%22%3A%22Ambreen%22%7D%5D%2C%22abstractNote%22%3A%22Childhood%20Apraxia%20of%20Speech%20%28CAS%29%20is%20a%20motor%20speech%20disorder%20that%20can%20affect%20speech-motor%20planning%2C%20expressive%20communication%2C%20and%20participation%20in%20learning.%20This%20qualitative%20study%20explored%20how%20special%20educators%2C%20speech-language%20pathologists%2C%20occupational%20therapists%2C%20a%20cognitive-behavior%20therapist%2C%20and%20parents%20perceive%20the%20use%20of%20artificial%20intelligence%20%28AI%29-assisted%20tools%20for%20children%20with%20CAS%20aged%206%5Cu201312.%20Twelve%20participants%20from%20Saudi%20Arabia%2C%20the%20United%20Arab%20Emirates%2C%20and%20Pakistan%20took%20part%20in%20semi-structured%20interviews.%20Data%20were%20analyzed%20thematically%2C%20with%20interpretation%20informed%20by%20Cognitivism%2C%20Bloom%5Cu2019s%20Taxonomy%2C%20and%20principles%20of%20motor%20learning%20represented%20through%20Dynamic%20Temporal%20and%20Tactile%20Cueing%20%28DTTC%29.%20Five%20themes%20were%20identified%3A%20gradual%20academic%20and%20phonological%20gains%3B%20AI%20as%20supplemental%20support%20for%20speech%20practice%20rather%20than%20a%20replacement%20for%20therapy%3B%20increased%20engagement%2C%20motivation%2C%20and%20independence%3B%20the%20need%20for%20balanced%20and%20supervised%20use%3B%20and%20demand%20for%20more%20personalized%2C%20multilingual%2C%20and%20clinically%20aligned%20tools.%20Participants%20commonly%20associated%20AI-assisted%20practice%20with%20repetition%2C%20immediate%20feedback%2C%20phoneme%20practice%2C%20vocabulary%20recall%2C%20and%20increased%20willingness%20to%20participate.%20Professional%20participants%20were%20more%20cautious%20about%20claims%20concerning%20speech-motor%20planning%20and%20emphasized%20clinician-led%20intervention.%20The%20findings%20support%20a%20hybrid%20model%20in%20which%20therapists%20define%20goals%2C%20AI%20tools%20provide%20structured%20opportunities%20for%20repeated%20practice%2C%20parents%20reinforce%20learning%20at%20home%2C%20and%20educators%20connect%20practice%20to%20classroom%20objectives.%20Larger%20longitudinal%20studies%20using%20objective%20clinical%20measures%20are%20needed%20to%20evaluate%20effectiveness%20beyond%20stakeholder%20perceptions.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23583643%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40325.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A13%3A41Z%22%7D%7D%5D%7D
Ambreen, M. (2026). AI-assisted teaching for children with childhood apraxia of speech: Perceptions of cognitive and speech-motor support. The International Journal of Technology, Innovation, and Education, 4(3), 94–109. https://doi.org/10.5281/zenodo.23583643
Download Citation: EndNote/Zotero/Mendeley (RIS)
Chicago
MLA
IEEE
Harvard
Vancouver
APA
Chicago
Chicago
MLA
IEEE
Harvard
Vancouver
APA
16359756
{16359756:KJEID99Q}
1
chicago-author-date
50
default
2842
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KJEID99Q%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ambreen%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BAmbreen%2C%20Mariyah.%202026.%20%26%23x201C%3BAI-Assisted%20Teaching%20for%20Children%20with%20Childhood%20Apraxia%20of%20Speech%3A%20Perceptions%20of%20Cognitive%20and%20Speech-Motor%20Support.%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%204%20%283%29%3A%2094%26%23×2013%3B109.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23583643%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23583643%26lt%3B%5C%2Fa%26gt%3B.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22AI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mariyah%22%2C%22lastName%22%3A%22Ambreen%22%7D%5D%2C%22abstractNote%22%3A%22Childhood%20Apraxia%20of%20Speech%20%28CAS%29%20is%20a%20motor%20speech%20disorder%20that%20can%20affect%20speech-motor%20planning%2C%20expressive%20communication%2C%20and%20participation%20in%20learning.%20This%20qualitative%20study%20explored%20how%20special%20educators%2C%20speech-language%20pathologists%2C%20occupational%20therapists%2C%20a%20cognitive-behavior%20therapist%2C%20and%20parents%20perceive%20the%20use%20of%20artificial%20intelligence%20%28AI%29-assisted%20tools%20for%20children%20with%20CAS%20aged%206%5Cu201312.%20Twelve%20participants%20from%20Saudi%20Arabia%2C%20the%20United%20Arab%20Emirates%2C%20and%20Pakistan%20took%20part%20in%20semi-structured%20interviews.%20Data%20were%20analyzed%20thematically%2C%20with%20interpretation%20informed%20by%20Cognitivism%2C%20Bloom%5Cu2019s%20Taxonomy%2C%20and%20principles%20of%20motor%20learning%20represented%20through%20Dynamic%20Temporal%20and%20Tactile%20Cueing%20%28DTTC%29.%20Five%20themes%20were%20identified%3A%20gradual%20academic%20and%20phonological%20gains%3B%20AI%20as%20supplemental%20support%20for%20speech%20practice%20rather%20than%20a%20replacement%20for%20therapy%3B%20increased%20engagement%2C%20motivation%2C%20and%20independence%3B%20the%20need%20for%20balanced%20and%20supervised%20use%3B%20and%20demand%20for%20more%20personalized%2C%20multilingual%2C%20and%20clinically%20aligned%20tools.%20Participants%20commonly%20associated%20AI-assisted%20practice%20with%20repetition%2C%20immediate%20feedback%2C%20phoneme%20practice%2C%20vocabulary%20recall%2C%20and%20increased%20willingness%20to%20participate.%20Professional%20participants%20were%20more%20cautious%20about%20claims%20concerning%20speech-motor%20planning%20and%20emphasized%20clinician-led%20intervention.%20The%20findings%20support%20a%20hybrid%20model%20in%20which%20therapists%20define%20goals%2C%20AI%20tools%20provide%20structured%20opportunities%20for%20repeated%20practice%2C%20parents%20reinforce%20learning%20at%20home%2C%20and%20educators%20connect%20practice%20to%20classroom%20objectives.%20Larger%20longitudinal%20studies%20using%20objective%20clinical%20measures%20are%20needed%20to%20evaluate%20effectiveness%20beyond%20stakeholder%20perceptions.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23583643%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40325.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A13%3A41Z%22%7D%7D%5D%7D
Ambreen, Mariyah. 2026. “AI-Assisted Teaching for Children with Childhood Apraxia of Speech: Perceptions of Cognitive and Speech-Motor Support.” The International Journal of Technology, Innovation, and Education 4 (3): 94–109. https://doi.org/10.5281/zenodo.23583643.
16359756
{16359756:KJEID99Q}
1
modern-language-association
50
default
2842
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KJEID99Q%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ambreen%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BAmbreen%2C%20Mariyah.%20%26%23x201C%3BAI-Assisted%20Teaching%20for%20Children%20with%20Childhood%20Apraxia%20of%20Speech%3A%20Perceptions%20of%20Cognitive%20and%20Speech-Motor%20Support.%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20vol.%204%2C%20no.%203%2C%20Oct.%202026%2C%20pp.%2094%26%23×2013%3B109%2C%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23583643%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23583643%26lt%3B%5C%2Fa%26gt%3B.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22AI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mariyah%22%2C%22lastName%22%3A%22Ambreen%22%7D%5D%2C%22abstractNote%22%3A%22Childhood%20Apraxia%20of%20Speech%20%28CAS%29%20is%20a%20motor%20speech%20disorder%20that%20can%20affect%20speech-motor%20planning%2C%20expressive%20communication%2C%20and%20participation%20in%20learning.%20This%20qualitative%20study%20explored%20how%20special%20educators%2C%20speech-language%20pathologists%2C%20occupational%20therapists%2C%20a%20cognitive-behavior%20therapist%2C%20and%20parents%20perceive%20the%20use%20of%20artificial%20intelligence%20%28AI%29-assisted%20tools%20for%20children%20with%20CAS%20aged%206%5Cu201312.%20Twelve%20participants%20from%20Saudi%20Arabia%2C%20the%20United%20Arab%20Emirates%2C%20and%20Pakistan%20took%20part%20in%20semi-structured%20interviews.%20Data%20were%20analyzed%20thematically%2C%20with%20interpretation%20informed%20by%20Cognitivism%2C%20Bloom%5Cu2019s%20Taxonomy%2C%20and%20principles%20of%20motor%20learning%20represented%20through%20Dynamic%20Temporal%20and%20Tactile%20Cueing%20%28DTTC%29.%20Five%20themes%20were%20identified%3A%20gradual%20academic%20and%20phonological%20gains%3B%20AI%20as%20supplemental%20support%20for%20speech%20practice%20rather%20than%20a%20replacement%20for%20therapy%3B%20increased%20engagement%2C%20motivation%2C%20and%20independence%3B%20the%20need%20for%20balanced%20and%20supervised%20use%3B%20and%20demand%20for%20more%20personalized%2C%20multilingual%2C%20and%20clinically%20aligned%20tools.%20Participants%20commonly%20associated%20AI-assisted%20practice%20with%20repetition%2C%20immediate%20feedback%2C%20phoneme%20practice%2C%20vocabulary%20recall%2C%20and%20increased%20willingness%20to%20participate.%20Professional%20participants%20were%20more%20cautious%20about%20claims%20concerning%20speech-motor%20planning%20and%20emphasized%20clinician-led%20intervention.%20The%20findings%20support%20a%20hybrid%20model%20in%20which%20therapists%20define%20goals%2C%20AI%20tools%20provide%20structured%20opportunities%20for%20repeated%20practice%2C%20parents%20reinforce%20learning%20at%20home%2C%20and%20educators%20connect%20practice%20to%20classroom%20objectives.%20Larger%20longitudinal%20studies%20using%20objective%20clinical%20measures%20are%20needed%20to%20evaluate%20effectiveness%20beyond%20stakeholder%20perceptions.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23583643%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40325.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A13%3A41Z%22%7D%7D%5D%7D
Ambreen, Mariyah. “AI-Assisted Teaching for Children with Childhood Apraxia of Speech: Perceptions of Cognitive and Speech-Motor Support.” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, Oct. 2026, pp. 94–109, https://doi.org/10.5281/zenodo.23583643.
16359756
{16359756:KJEID99Q}
1
ieee
50
default
2842
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KJEID99Q%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ambreen%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%20style%3D%26quot%3Bclear%3A%20left%3B%20%26quot%3B%26gt%3B%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-left-margin%26quot%3B%20style%3D%26quot%3Bfloat%3A%20left%3B%20padding-right%3A%200.5em%3B%20text-align%3A%20right%3B%20width%3A%201em%3B%26quot%3B%26gt%3B%5B1%5D%26lt%3B%5C%2Fdiv%26gt%3B%26lt%3Bdiv%20class%3D%26quot%3Bcsl-right-inline%26quot%3B%20style%3D%26quot%3Bmargin%3A%200%20.4em%200%201.5em%3B%26quot%3B%26gt%3BM.%20Ambreen%2C%20%26%23x201C%3BAI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support%2C%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20vol.%204%2C%20no.%203%2C%20pp.%2094%26%23×2013%3B109%2C%20Oct.%202026%2C%20doi%3A%2010.5281%5C%2Fzenodo.23583643.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%20%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22AI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mariyah%22%2C%22lastName%22%3A%22Ambreen%22%7D%5D%2C%22abstractNote%22%3A%22Childhood%20Apraxia%20of%20Speech%20%28CAS%29%20is%20a%20motor%20speech%20disorder%20that%20can%20affect%20speech-motor%20planning%2C%20expressive%20communication%2C%20and%20participation%20in%20learning.%20This%20qualitative%20study%20explored%20how%20special%20educators%2C%20speech-language%20pathologists%2C%20occupational%20therapists%2C%20a%20cognitive-behavior%20therapist%2C%20and%20parents%20perceive%20the%20use%20of%20artificial%20intelligence%20%28AI%29-assisted%20tools%20for%20children%20with%20CAS%20aged%206%5Cu201312.%20Twelve%20participants%20from%20Saudi%20Arabia%2C%20the%20United%20Arab%20Emirates%2C%20and%20Pakistan%20took%20part%20in%20semi-structured%20interviews.%20Data%20were%20analyzed%20thematically%2C%20with%20interpretation%20informed%20by%20Cognitivism%2C%20Bloom%5Cu2019s%20Taxonomy%2C%20and%20principles%20of%20motor%20learning%20represented%20through%20Dynamic%20Temporal%20and%20Tactile%20Cueing%20%28DTTC%29.%20Five%20themes%20were%20identified%3A%20gradual%20academic%20and%20phonological%20gains%3B%20AI%20as%20supplemental%20support%20for%20speech%20practice%20rather%20than%20a%20replacement%20for%20therapy%3B%20increased%20engagement%2C%20motivation%2C%20and%20independence%3B%20the%20need%20for%20balanced%20and%20supervised%20use%3B%20and%20demand%20for%20more%20personalized%2C%20multilingual%2C%20and%20clinically%20aligned%20tools.%20Participants%20commonly%20associated%20AI-assisted%20practice%20with%20repetition%2C%20immediate%20feedback%2C%20phoneme%20practice%2C%20vocabulary%20recall%2C%20and%20increased%20willingness%20to%20participate.%20Professional%20participants%20were%20more%20cautious%20about%20claims%20concerning%20speech-motor%20planning%20and%20emphasized%20clinician-led%20intervention.%20The%20findings%20support%20a%20hybrid%20model%20in%20which%20therapists%20define%20goals%2C%20AI%20tools%20provide%20structured%20opportunities%20for%20repeated%20practice%2C%20parents%20reinforce%20learning%20at%20home%2C%20and%20educators%20connect%20practice%20to%20classroom%20objectives.%20Larger%20longitudinal%20studies%20using%20objective%20clinical%20measures%20are%20needed%20to%20evaluate%20effectiveness%20beyond%20stakeholder%20perceptions.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23583643%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40325.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A13%3A41Z%22%7D%7D%5D%7D
[1]
M. Ambreen, “AI-assisted teaching for children with childhood apraxia of speech: Perceptions of cognitive and speech-motor support,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, pp. 94–109, Oct. 2026, doi: 10.5281/zenodo.23583643.
16359756
{16359756:KJEID99Q}
1
harvard1
50
default
2842
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KJEID99Q%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ambreen%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BAmbreen%2C%20M.%20%282026%29%20%26%23x201C%3BAI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support%2C%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%204%283%29%2C%20pp.%2094%26%23×2013%3B109.%20Available%20at%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23583643%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23583643%26lt%3B%5C%2Fa%26gt%3B.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22AI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mariyah%22%2C%22lastName%22%3A%22Ambreen%22%7D%5D%2C%22abstractNote%22%3A%22Childhood%20Apraxia%20of%20Speech%20%28CAS%29%20is%20a%20motor%20speech%20disorder%20that%20can%20affect%20speech-motor%20planning%2C%20expressive%20communication%2C%20and%20participation%20in%20learning.%20This%20qualitative%20study%20explored%20how%20special%20educators%2C%20speech-language%20pathologists%2C%20occupational%20therapists%2C%20a%20cognitive-behavior%20therapist%2C%20and%20parents%20perceive%20the%20use%20of%20artificial%20intelligence%20%28AI%29-assisted%20tools%20for%20children%20with%20CAS%20aged%206%5Cu201312.%20Twelve%20participants%20from%20Saudi%20Arabia%2C%20the%20United%20Arab%20Emirates%2C%20and%20Pakistan%20took%20part%20in%20semi-structured%20interviews.%20Data%20were%20analyzed%20thematically%2C%20with%20interpretation%20informed%20by%20Cognitivism%2C%20Bloom%5Cu2019s%20Taxonomy%2C%20and%20principles%20of%20motor%20learning%20represented%20through%20Dynamic%20Temporal%20and%20Tactile%20Cueing%20%28DTTC%29.%20Five%20themes%20were%20identified%3A%20gradual%20academic%20and%20phonological%20gains%3B%20AI%20as%20supplemental%20support%20for%20speech%20practice%20rather%20than%20a%20replacement%20for%20therapy%3B%20increased%20engagement%2C%20motivation%2C%20and%20independence%3B%20the%20need%20for%20balanced%20and%20supervised%20use%3B%20and%20demand%20for%20more%20personalized%2C%20multilingual%2C%20and%20clinically%20aligned%20tools.%20Participants%20commonly%20associated%20AI-assisted%20practice%20with%20repetition%2C%20immediate%20feedback%2C%20phoneme%20practice%2C%20vocabulary%20recall%2C%20and%20increased%20willingness%20to%20participate.%20Professional%20participants%20were%20more%20cautious%20about%20claims%20concerning%20speech-motor%20planning%20and%20emphasized%20clinician-led%20intervention.%20The%20findings%20support%20a%20hybrid%20model%20in%20which%20therapists%20define%20goals%2C%20AI%20tools%20provide%20structured%20opportunities%20for%20repeated%20practice%2C%20parents%20reinforce%20learning%20at%20home%2C%20and%20educators%20connect%20practice%20to%20classroom%20objectives.%20Larger%20longitudinal%20studies%20using%20objective%20clinical%20measures%20are%20needed%20to%20evaluate%20effectiveness%20beyond%20stakeholder%20perceptions.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23583643%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40325.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A13%3A41Z%22%7D%7D%5D%7D
Ambreen, M. (2026) “AI-assisted teaching for children with childhood apraxia of speech: Perceptions of cognitive and speech-motor support,” The International Journal of Technology, Innovation, and Education, 4(3), pp. 94–109. Available at: https://doi.org/10.5281/zenodo.23583643.
16359756
{16359756:KJEID99Q}
1
vancouver-author-date
50
default
2842
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KJEID99Q%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ambreen%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BAmbreen%20M.%20AI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support.%20The%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%20%5BInternet%5D.%202026%20Oct%2031%3B4%283%29%3A94%26%23×2013%3B109.%20Available%20from%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40325.pdf%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40325.pdf%26lt%3B%5C%2Fa%26gt%3B%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22AI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mariyah%22%2C%22lastName%22%3A%22Ambreen%22%7D%5D%2C%22abstractNote%22%3A%22Childhood%20Apraxia%20of%20Speech%20%28CAS%29%20is%20a%20motor%20speech%20disorder%20that%20can%20affect%20speech-motor%20planning%2C%20expressive%20communication%2C%20and%20participation%20in%20learning.%20This%20qualitative%20study%20explored%20how%20special%20educators%2C%20speech-language%20pathologists%2C%20occupational%20therapists%2C%20a%20cognitive-behavior%20therapist%2C%20and%20parents%20perceive%20the%20use%20of%20artificial%20intelligence%20%28AI%29-assisted%20tools%20for%20children%20with%20CAS%20aged%206%5Cu201312.%20Twelve%20participants%20from%20Saudi%20Arabia%2C%20the%20United%20Arab%20Emirates%2C%20and%20Pakistan%20took%20part%20in%20semi-structured%20interviews.%20Data%20were%20analyzed%20thematically%2C%20with%20interpretation%20informed%20by%20Cognitivism%2C%20Bloom%5Cu2019s%20Taxonomy%2C%20and%20principles%20of%20motor%20learning%20represented%20through%20Dynamic%20Temporal%20and%20Tactile%20Cueing%20%28DTTC%29.%20Five%20themes%20were%20identified%3A%20gradual%20academic%20and%20phonological%20gains%3B%20AI%20as%20supplemental%20support%20for%20speech%20practice%20rather%20than%20a%20replacement%20for%20therapy%3B%20increased%20engagement%2C%20motivation%2C%20and%20independence%3B%20the%20need%20for%20balanced%20and%20supervised%20use%3B%20and%20demand%20for%20more%20personalized%2C%20multilingual%2C%20and%20clinically%20aligned%20tools.%20Participants%20commonly%20associated%20AI-assisted%20practice%20with%20repetition%2C%20immediate%20feedback%2C%20phoneme%20practice%2C%20vocabulary%20recall%2C%20and%20increased%20willingness%20to%20participate.%20Professional%20participants%20were%20more%20cautious%20about%20claims%20concerning%20speech-motor%20planning%20and%20emphasized%20clinician-led%20intervention.%20The%20findings%20support%20a%20hybrid%20model%20in%20which%20therapists%20define%20goals%2C%20AI%20tools%20provide%20structured%20opportunities%20for%20repeated%20practice%2C%20parents%20reinforce%20learning%20at%20home%2C%20and%20educators%20connect%20practice%20to%20classroom%20objectives.%20Larger%20longitudinal%20studies%20using%20objective%20clinical%20measures%20are%20needed%20to%20evaluate%20effectiveness%20beyond%20stakeholder%20perceptions.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23583643%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40325.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A13%3A41Z%22%7D%7D%5D%7D
Ambreen M. AI-assisted teaching for children with childhood apraxia of speech: Perceptions of cognitive and speech-motor support. The International Journal of Technology, Innovation, and Education [Internet]. 2026 Oct 31;4(3):94–109. Available from: https://ijtie.com/wp-content/uploads/2026/10/N40325.pdf
16359756
{16359756:KJEID99Q}
1
apa
50
default
2842
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KJEID99Q%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ambreen%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BAmbreen%2C%20M.%20%282026%29.%20AI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support.%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20%26lt%3Bi%26gt%3B4%26lt%3B%5C%2Fi%26gt%3B%283%29%2C%2094%26%23×2013%3B109.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23583643%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23583643%26lt%3B%5C%2Fa%26gt%3B%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22AI-assisted%20teaching%20for%20children%20with%20childhood%20apraxia%20of%20speech%3A%20Perceptions%20of%20cognitive%20and%20speech-motor%20support%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mariyah%22%2C%22lastName%22%3A%22Ambreen%22%7D%5D%2C%22abstractNote%22%3A%22Childhood%20Apraxia%20of%20Speech%20%28CAS%29%20is%20a%20motor%20speech%20disorder%20that%20can%20affect%20speech-motor%20planning%2C%20expressive%20communication%2C%20and%20participation%20in%20learning.%20This%20qualitative%20study%20explored%20how%20special%20educators%2C%20speech-language%20pathologists%2C%20occupational%20therapists%2C%20a%20cognitive-behavior%20therapist%2C%20and%20parents%20perceive%20the%20use%20of%20artificial%20intelligence%20%28AI%29-assisted%20tools%20for%20children%20with%20CAS%20aged%206%5Cu201312.%20Twelve%20participants%20from%20Saudi%20Arabia%2C%20the%20United%20Arab%20Emirates%2C%20and%20Pakistan%20took%20part%20in%20semi-structured%20interviews.%20Data%20were%20analyzed%20thematically%2C%20with%20interpretation%20informed%20by%20Cognitivism%2C%20Bloom%5Cu2019s%20Taxonomy%2C%20and%20principles%20of%20motor%20learning%20represented%20through%20Dynamic%20Temporal%20and%20Tactile%20Cueing%20%28DTTC%29.%20Five%20themes%20were%20identified%3A%20gradual%20academic%20and%20phonological%20gains%3B%20AI%20as%20supplemental%20support%20for%20speech%20practice%20rather%20than%20a%20replacement%20for%20therapy%3B%20increased%20engagement%2C%20motivation%2C%20and%20independence%3B%20the%20need%20for%20balanced%20and%20supervised%20use%3B%20and%20demand%20for%20more%20personalized%2C%20multilingual%2C%20and%20clinically%20aligned%20tools.%20Participants%20commonly%20associated%20AI-assisted%20practice%20with%20repetition%2C%20immediate%20feedback%2C%20phoneme%20practice%2C%20vocabulary%20recall%2C%20and%20increased%20willingness%20to%20participate.%20Professional%20participants%20were%20more%20cautious%20about%20claims%20concerning%20speech-motor%20planning%20and%20emphasized%20clinician-led%20intervention.%20The%20findings%20support%20a%20hybrid%20model%20in%20which%20therapists%20define%20goals%2C%20AI%20tools%20provide%20structured%20opportunities%20for%20repeated%20practice%2C%20parents%20reinforce%20learning%20at%20home%2C%20and%20educators%20connect%20practice%20to%20classroom%20objectives.%20Larger%20longitudinal%20studies%20using%20objective%20clinical%20measures%20are%20needed%20to%20evaluate%20effectiveness%20beyond%20stakeholder%20perceptions.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23583643%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40325.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A13%3A41Z%22%7D%7D%5D%7D
Ambreen, M. (2026). AI-assisted teaching for children with childhood apraxia of speech: Perceptions of cognitive and speech-motor support. The International Journal of Technology, Innovation, and Education, 4(3), 94–109. https://doi.org/10.5281/zenodo.23583643
References
Alasiri, R. M., et al. (2024). Quality of life of autistic children and supported programs in Saudi Arabia. Cureus.
Alduais, A. (2024). Childhood apraxia of speech: A descriptive and prescriptive model of assessment and diagnosis. MDPI.
Alrudayni, M. (2025). Moving towards inclusive education: Policy evolution in Saudi Arabia. International Journal of Educational Research.
Amery, R. (2022). Developing augmentative and alternative communication systems in languages other than English: A scoping review. Perspectives of the ASHA Special Interest Groups.
Banik, S. (2021). Exploring the involvement-patronage link in the phygital retail experiences. Journal of Retailing and Consumer Services, 63.
Barnett, C. P., et al. (2015). Monogenic and chromosomal causes of isolated speech and language impairment. Journal of Medical Genetics, 52, 719-729.
Batat, W. (2022). What does phygital really mean? A conceptual introduction to the phygital customer experience framework. Journal of Strategic Marketing, 1-24.
Bhardwaj, A. S., et al. (2024). Transforming pediatric speech and language disorder diagnosis and therapy: The evolving role of artificial intelligence. Health Sciences Review, 18.
Bislick, L. W., et al. (2012). Do principles of motor learning enhance retention and transfer of speech skills? A systematic review. Aphasiology.
Dodd, B. R. (2018). Articulation or phonology? Evidence from longitudinal error data. Clinical Linguistics & Phonetics, 32, 1027-1041.
Donaldson, A. L. (2023). Autistic communication: A survey of school-based professionals. Perspectives of the ASHA Special Interest Groups, 8, 1248-1267.
Drigas, A. (2013). A review on artificial intelligence in special education. Communications in Computer and Information Science.
Forrest, K. (2003). Diagnostic criteria of developmental apraxia of speech used by clinical speech-language pathologists. American Journal of Speech-Language Pathology, 376-380.
Furlong, L. E., et al. (2017). Computer-based speech therapy for childhood speech sound disorders. Journal of Communication Disorders, 50-69.
Green, J. R. (2024). Artificial intelligence in communication sciences and disorders: Introduction to the forum. Journal of Speech, Language, and Hearing Research, 4157-4161.
Grigos, M. I., et al. (2024). Dynamic Temporal and Tactile Cueing in young children with Childhood Apraxia of Speech: A multiple single-case design, 1042-1071.
Hayes, S., et al. (2022). Clinical practice patterns in Childhood Apraxia of Speech and augmentative and alternative communication: Implications for speech-language pathology education. Perspectives of the ASHA Special Interest Groups, 1490-1498.
Khoja, M. A. (2018). The human right to communicate: A survey of available services in Saudi Arabia. International Journal of Speech-Language Pathology, 102-107.
Maas, E. (2014). Motor-based intervention protocols in treatment of Childhood Apraxia of Speech (CAS). National Library of Medicine.
McCormack, J., et al. (2017). Implementation fidelity of a computer-assisted intervention for children with speech sound disorders. International Journal of Speech-Language Pathology, 265-276.
McKechnie, J. (2018). Automated speech analysis tools for children’s speech production: A systematic literature review. International Journal of Speech-Language Pathology, 583-593.
Nijland, L., et al. (2015). Cognitive functions in Childhood Apraxia of Speech, Journal of Speech, Language, and Hearing Research, 58(3), 550-565.
Ortiz, K. Z., et al. (2010). The relationship between severity of apraxia of speech and working memory, Dementia & Neuropsychologia, 4(1), 63-68. https://doi.org/10.1590/S1980-57642010DN40100011
Preston, J. L. (2019). Tutorial: Speech motor chaining treatment for school-age children with speech sound disorders. American Journal of Speech-Language Pathology, 343-355. https://doi.org/10.1044/2018_LSHSS-18-0081
Rvachew, S., & Matthews, T. (2017). Using the syllable repetition task to reveal underlying speech processes in Childhood Apraxia of Speech: A tutorial. Canadian Journal of Speech-Language Pathology and Audiology, 41, 106-126.
Shriberg, L. D. (1997). Developmental apraxia of speech: I. Descriptive and theoretical perspectives. Journal of Speech, Language, and Hearing Research, 273-285.
Shriberg, L. D., et al. (2017). A diagnostic marker to discriminate Childhood Apraxia of Speech from speech delay. Journal of Speech, Language, and Hearing Research, 60(4), S1096-S1117.
Stahl, N. A., & King, J. R. (2020). Understanding and using trustworthiness. Journal of Developmental Education, 44(1), 26-28.
Stringer, D. H. (2024). Position paper on Childhood Apraxia of Speech. Royal College of Speech and Language Therapists.
Vasileiou, K. (2018). Characterising and justifying sample size sufficiency in interview-based studies: Systematic analysis of qualitative health research over a 15-year period. BMC Medical Research Methodology.
Wambaugh, J. L. (2013). Treatment for acquired apraxia of speech: Examination of treatment intensity and practice schedule. American Journal of Speech-Language Pathology.
Yasmin Elsahar, S. H.-M. (2019). Augmentative and alternative communication (AAC) advances: A review of configurations for individuals with a speech disability, Sensors, 19(8), 1911. https://doi.org/10.3390/s19081911
Zaitoun, E., AlMahdawi, A., Alqawasmi, A., & Kaba, A. (2024). Enhancing speech production through AI-game-based practice activities in the UAE schools. IEEE Xplore.
Zisk, A. H. (2019). Augmentative and alternative communication for speaking autistic adults: Overview and recommendations. Autism in Adulthood, 1(2), 93-100.
Zorluoğlu, S. L., & Gün, N. (2024). Investigation of the Science Individualized Education Programs’ Learning Outcomes According to the Revised Bloom Taxonomy. Journal of Education and Future, 26, 67-80. https://doi.org/10.30786/jef.1379690
About the authors
- Mariyah Ambreen is an experienced educator, SEN advocate, and curriculum designer with over a decade of teaching and leadership experience in Saudi Arabia. She holds a PGCE (Level 7) from the Learning Resource Network, UK, and a Doctorate in Special Education from European International University, France. As a proud parent of a child with special needs, her professional and research interests focus on inclusive education, speech and language disorders, and AI-assisted learning. She has presented her work at educational conferences in the UAE and internationally through SciForum. Her work is dedicated to empowering children with special needs and supporting their families through innovative and inclusive educational practices.
mariyah87@gmail.com
↩︎
