For children with CAS, I use intervention approaches that incorporate the principles of motor learning, mainly dynamic temporal and tactile cuing (DTTC)/integral stimulation. I begin with a small stimulus set of functional words that contain sounds from the child's phonetic inventory or in syllable shapes that the child has mastered. For beginning targets, I consider the principles of motor learning that facilitate acquisition (massed practice, blocked schedule, knowledge of performance). The DTTC/integral stimulation hierarchy is used throughout treatment. To promote generalization, I focus on distributed and variable practice, along with knowledge of results and delayed or inconsistent feedback. As a child progresses in therapy, new targets are selected based on his/her current sound inventory and mastered syllable shapes. Targets are practiced until a child produces the word/syllable sequence with at least 80% cumulative accuracy and the 3-point scoring system is used to determine speech accuracy of any given target word/sequence. Prosody and rate are focused on during the course of treatment. Parents are coached on helping their child produced mastered words outside of the therapy setting and in strategies to increase their child's literacy skills.