My treatment approach to working with children with apraxia of speech is evidenced-based, as I am guided by the principles of motor learning. While I feel that it is extremely important to individualize treatment and treatment approaches according to those that a particular child will respond best to, I primarily use the Dynamic Temporal and Tactile Cuing approach. Using cuing techniques such as tactile/kinesthetic, visual, and/or verbal cues allows me to help the child initially produce the sound, syllable shape, word, or phrase. The therapy process gradually allows the fading and reduction of cues until the child is able to retrieve the motor plan for the speech target independently. I will also use the "scaffolding" approach (Nancy Kaufman), where words are "built" with successive approximations as the child's phonemic repertoire and motor planning ability increases. The principles of motor learning research shows that repetitive practice is important for children with CAS, so getting in as many sessions per week is important. Getting the maximum number of responses per session is always a priority as well. Mass practice is used for new targets, whereas distributed (varied) practice is used for targets that are nearing mastery (motor learning/generalization). The child is taught to rely more and more on self/internal monitoring of speech as they progress, because that's what we do when we use conversational speech. I strive to keep each child motivated to "work" by incorporating games, books, toys, and movement that each child chooses. What's fun for one child may not be considered fun to another! I have significant experience working with children with autism, as well using behavior principles and sensory processing strategies for optimal regulation. This experience allows me to help prevent and/or handle behavior problems and maintain motivation for the hard work I am asking the child to do. Early success in therapy is important. It motivates the child and enables them to see themselves as a competent communicator and allows for them to be praised and socially reinforced. For pre-verbal or minimally verbal children, many times I will incorporate sign language or AAC (augmentative and alternative communication) with early verbal attempts as a way to increase communication, decrease frustration, and facilitate the spoken word. Later on, I might use sign language as a cueing strategy for sentence structure. I will choose meaningful and functional words as targets as much as possible so the child can be an active communicator in their environment as soon as possible.