Graduate School of Nursing Dissertations

ORCID

0000-0002-9589-3993

Publication Date

2021-04-30

Document Type

Dissertation, Doctoral

Department

Graduate School of Nursing

Dissertation Committee Chair

Nancy Morris, PhD, ANP-BC

Keywords

CAS, childhood apraxia of speech, nursing, speech impairment, Transitions Theory

Subject Categories

Nursing

Abstract

PURPOSE: The purpose of this qualitative descriptive study was to explore the experiences of emerging adults with idiopathic CAS, as they reflected on their transitions through childhood, adolescence, and young adulthood.

SPECIFIC AIMS:

  1. Describe the experiences of emerging adults with idiopathic CAS as they reflect on developmental stages of childhood, adolescence, and young adulthood, including the situational experiences of transition occurring between elementary, middle, high school, and post-secondary education, training, or work.
  2. Identify strategies and the effectiveness of the strategies utilized by emerging adults with idiopathic CAS to manage experiences during different developmental stages and situational experiences of transition occurring between elementary, middle, high school, and post-secondary education, training, or work.

FRAMEWORK: Meleis’ Transitions Theory.

DESIGN: A qualitative descriptive design with purposive sampling was used. Data was analyzed using thematic analysis.

RESULTS: Findings support the use of Transitions Theory. Three major themes were identified: The Child’s Environment, Implications of CAS, and Strategies. The school environment contributed to many implications for children. Older children were able to develop strategies to overcome challenges. In the school setting, children did not access nurses for concerns related to their CAS.

CONCLUSIONS: CAS creates many challenges for children. Emerging adults with CAS report that environments in which people are knowledgeable, patient, understanding, accepting, and supportive help them express themselves freely despite their speech impairment. The nurse’s role in supporting children with CAS during grade school is untapped as they were largely invisible to the children as a potential resource for anything other than an injury or illness. To better facilitate supportive environments in which children with CAS can flourish, nursing assessment and interventions are needed.

DOI

10.13028/t1t2-t954

Rights and Permissions

Copyright © 2021 Meza. This is an open access dissertation licensed under the terms of the Creative Commons Attribution License.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Available for download on Thursday, November 25, 2021

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Nursing Commons

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