Speech therapy for a child with CAS focuses on the motor learning principles that support speech production. Therapy involves providing support for the child to learn how to plan and coordinate the movements needed for intelligible speech. A child with CAS may know exactly what they want to say, but the breakdown occurs with the brain's ability to send the right signals to the speech articulators, so children may have difficulties making the sounds with the correct order, prosody, and timing. Children with CAS need intensive and frequent practice of speech movements and varying prosody in order for them solidify the correct motor plan for how to say the word. After assessing what sounds are in the child's inventory and what sounds they can make with support, I form speech target words that start with simpler word shapes, such as "Go" or "Up," and expand to more complex word shapes. The words that I choose for speech targets are specific and meaningful to each child. I don't pick random words from a deck; instead, I look at what vowels, consonants, and syllable shapes I have to work with per the child's assessment results and form words, such as names of family, favorite things, verbs, personal needs, core words, etc. that the child would frequently say throughout the day. These words are highly used, highly motivating, and can be incorporated into daily routines for practice. Practice will look different depending on where we are in the therapeutic process. At first, I will just pick a few words and use blocked practice to practice the target words with many repetitions while giving feedback on their performance. The feedback on their performance, along with cueing from me, helps the child get the motor movement correct and correct after lots of trials. I will fade the supports as soon as possible in order for the child to generalize and produce the target words independently and not rely on supports for each trial. Eventually, in order to promote generalization, I would randomize the target words. Parent involvement and home practice is very important for children's progression with speech targets. Again, to highly the motor learning principles, the child needs multiple blocks of practice with their target sounds, so children will need to practice in therapy, but also at home.