Since each child with CAS is so different, I take a whole-child approach and work on specific areas of break-down for that child. When starting, I make sure that the child has a mode of communication to get their needs met. I use total communication and find the best mode for that child whether it be AAC, ASL, or speech. Often, depending on the severity of the child, I use a DTTC approach, using a small amount (10 or less) of functional words with high intensity repetition using a multisensory cuing approach. When moving past DTTC, I focus on high practice movement of phonemes connected to each other in syllable shapes rather than sounds in isolation continuing with the best multisensory cueing approach for that child. I also keep in mind the language and reading risk of children with CAS and use dynamic assessment to determine appropriate language and phonological awareness goals to keep the child on track academically.