My overall philosophy is that treatment should be fun and functional. I do not believe in using just one approach to treatment and will tailor my treatment to the individual child. However, I primarily use Dynamic Temporal and Tactile Cueing (DTTC) and incorporate the principles of motor learning. Target Selection:- I select targets based on the child's current phonetic and phonemic inventories as well as the syllable shapes they produce. - I will change on variable at a time: new sounds are introduced in "old" syllable shapes and new syllable shapes are introduced using "old" sounds- I choose initial stimuli based on vowel errors - The number of targets depends on the severity, ranging from 5 targets for severe CAS up to 10 targets for mild CAS.- When selecting stimuli, I consider parent input, words that are extremely important for the (e.g. child's name, names of pets/family members, favorite food/toy), and core vocabulary research (words that are used frequently are going to be more functional for the child) - Once a target meets criteria, a new one is introduced- Targets move from an "acquisition" phase to a "retention" phase DTTC: - The goal is to improve the child's ability to assemble, retrieve, and execute motor plans for speech - At first, maximum cues are provided. They are then faded, giving the child increasing responsibility for programming and executing the motor plan on his or her own. - The constant adding and facing of cues is the most important aspect of this method. - A variety of cues (tactile, gestural, visual, auditory, phonetic placement) may be used as needed. I am PROMPT level 1 trained and will often incorporate the touch cues from PROMPT as part of this system. Principles of Motor Learning (PML): I incorporate the PML into my treatment sessions to maximize motor learning. I aim to maximize the number of trials per session by using quick reinforcers and short breaks. When a target is first introduced, I use a modified block approach and move to random practice as the target becomes more accurate. At first, specific, frequent feedback is provided, fading to infrequent, less specific feedback as accuracy improves. Other Approaches: For a child with more mild CAS or one who primarily needs to work on prosody, I may select Rapid Syllable Transition Treatment (ReST) as the treatment approach. Even if I do not use ReST in its entirety, I have found the framework helpful for teaching the concepts of "sounds, beats, & smooth."