This presentation follows the longitudinal journey of a child diagnosed with Childhood Apraxia of Speech (CAS) who entered therapy with approximately five functional words and significant communication challenges. Through years of intensive intervention utilizing Dynamic Temporal and Tactile Cueing (DTTC), principles of motor learning, and individualized treatment planning, this child progressed from limited single-word productions to phrase-level communication, conversational speech, and successful participation within a mainstream educational setting. Participants will examine the clinical reasoning used throughout treatment, including differential diagnosis, probe word selection, target hierarchy development, treatment intensity, cueing strategies, and the systematic progression from motor-based speech intervention to broader language, literacy, and communication-based therapies as speech intelligibility improved. Video examples, treatment data, and clinical decision-making discussions will demonstrate how intervention evolved across developmental stages while maintaining a focus on functional communication outcomes. This course was inspired by a child preparing to graduate from our practice after years of therapy. Her journey reflects the resilience of the child and family, the dedication of clinicians, and the profound impact that intensive, evidence-based intervention can have on long-term outcomes for children with severe CAS.

Participants will be able to: 

• Identify three factors used to select and modify probe words and treatment targets for children with Childhood Apraxia of Speech.
• Describe how Dynamic Temporal and Tactile Cueing (DTTC) and principles of motor learning can be utilized to facilitate progression from single-word productions to phrase-level and conversational speech.
• Explain how treatment approaches may evolve over time, including the transition from intensive motor-based intervention to broader language, literacy, and communication-focused therapies as speech skills emerge.

Instructor Details and Financial Disclosure 

• Heidi Miller MS CCC SLP COM®️

Registration

• Online ONLY for 1 learner -- Access to Online Course for 365 Days/1 Year (1.15-hour CE course, downloadable handout, certificate of completion)

Timed Agenda

• 15 minutes:

-Introduction
-Learning Outcomes
-Characteristics of Childhood Apraxia of Speech

• 20 minutes:

-Initial Evaluation

-Differential Diagnosis

-Determining Initial Probe Words

-Establishing Functional Targets

• 25 minutes:

-DTTC and Principles of Motor Learning
-Treatment Intensity
-Cueing Hierarchies
-Data Collection

• 25 minutes:

-Progression from Single Utterances to Phrases
-Expanding Motor Plans
-Generalization Across Contexts

• 20 minutes:

-Transitioning Beyond Motor-Based Treatment
-Incorporation of Language, Literacy, and Functional Communication Goals
-Clinical Decision-Making Across Development

• 10 minutes:

-Long-Term Outcomes
-Mainstream Placement
-Lessons Learned

• 5 minutes:

-Scope of Practice and Q&A

LEARNER SUPPORT AND FAQs

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Content Disclosure: This presentation will focus on treatment methods related to the use of TalkTools® resources. Other similar treatment approaches will receive limited or no coverage during this lecture.

Satisfactory Completion:

To receive a Certificate of Completion learners must: attend the entirety of the course; complete the course quiz with a passing score of 80% accuracy or higher and complete the course completion survey. Learners must request to be reported to ASHA CE.
 

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