Treatment addresses improving the ability to make accurate movement gestures for production of all speech sounds in CV, VC, CVC, pseudowords, phrases, and spontaneous productions. The principles of motor learning are incorporated from the initial session. Movement size (big/little), speed (fast/slow), and tension (tight/lose) are introduced as these terms will be used to encourage oral movements. Beginning with the child’s current sound repertoire, syllable shapes will be determined to create functional target words, introducing only one or two new ones to maximize functionality. Vowels may be the most important target early in treatment because vowels carry a great deal of responsibility for intelligibility. The focus of treatment is on the movement gestures at the level of the syllable rather than the sound. Treatment will need to be frequent and intense, beginning with shorter but more frequent drill. Drill will be organized in a block method of drill, with distributed blocks throughout the session. Verbal praise will be provided as often as the literature indicates with knowledge of performance or knowledge of results as indicated. Using Integral Stimulation Steps, the client is encouraged to "watch me" as each stimulus item is modeled by the clinician. Integral Stimulation steps can include simultaneous productions, repetition, mimed and/or time delayed responses. Hand cues that focus on the movement gesture are provided with each stimulus item, incorporating Dynamic Temporal and Tactile Cueing. Prosody (melody, phrasing, rhythm, accent, pausing) is addressed in each stimulus item presentation from the beginning, as robotic speech can be associated with CAS. "Overlearned language", through the use of repetitive stories (ex. "The Dress I'll Wear to the Party"), nursery rhymes (ex. "Little Boy Blue"), and/or songs (ex. "London Bridge"), is presented in each session. Specific hand cues are used to target oral movements in words in the readings, as the child is beginning to learn to listen and watch the clinician.

As the child demonstrates increased movement combinations the vowel sounds that are initially produced (whether this is 2 or 15) are typically presented with the /m/ sound in CV, VC, CVC, pseudowords, and phrases (ex. "me", "I'm", "mom", "me-moe-me", "I am mom."....). The next sound is not introduced until an accuracy of 95% for the presented sound is achieved at the CV, VC, CVC and pseudoword levels of speech. The client is required to "watch me" as each stimulus item is presented. Hand cues (DTTC), Integral Stimulation Techniques, prolongation and/or exaggeration of the specific sounds/movements, are provided as long as they are needed. The next speech sounds to be introduced are determined by that specific child’s strength and weaknesses.