The Source For Childhood Apraxia

Robin M.
Strode
Catherine E. Chamberlain
Skill: Apraxia
Ages: 2 through 12
Grades: PreK through 7th
The strategies in this book incorporate components identified by

the Childhood Apraxia of Speech Association of North America (CASANA) and
the American Speech-Language-Hearing Association (ASHA).
Copyright © 2006 LinguiSystems, Inc.
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the fine work of our authors. You may only
copy the appendices as needed for your own
use with students or clients. Any other
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Web: linguisystems.com ISBN 0-7606-0658-7
Table of Contents
Foreword .................................................................................................................................................................. 5
Introduction ............................................................................................................................................................ 5
Chapter 1: What Is Childhood Apraxia of Speech? .................................................................................. 7

The Controversy About CAS ................................................................................................................................ 7
Suspected Causes of CAS ...................................................................................................................................... 8
A Continuum Disorder or a Syndrome? .............................................................................................................. 9
Characteristics of CAS ............................................................................................................................................ 9
Appendix 1A: Symposium Findings .................................................................................................................... 21
Chapter 2: Treatment Principles of CAS ...................................................................................................... 22

Foundation Skills ...................................................................................................................................................... 22
Speech Skills .............................................................................................................................................................. 23
Language Skills ........................................................................................................................................................ 26
Home Follow-Up .................................................................................................................................................... 27
Chapter 3 : Evaluation ........................................................................................................................................ 29

Diagnosing Childhood Apraxia of Speech .......................................................................................................... 29
Making a Differential Diagnosis ............................................................................................................................ 33
Appendix 3A: Parent Interview Form ................................................................................................................ 35
Appendix 3B: Summary of Observation and Test Findings .......................................................................... 40
Appendix 3C: Examples of Available Tests ...................................................................................................... 45
Chapter 4: Setting the Stage for Success in Therapy ................................................................................ 46

Developing Basic Communication-Learning Skills Through Play .................................................................. 46
Basic Communication-Learning Skills to Be Established ................................................................................ 47
Developing joint attention and interaction .................................................................................................. 47
Developing turn taking and imitation .......................................................................................................... 48
Increasing vocalizations and verbalizations .................................................................................................. 50
Establishing cooperative and on-task behavior .......................................................................................... 50
Chapter 5: Speech Therapy .............................................................................................................................. 55

Treating Speech in the Child with CAS ................................................................................................................ 55
Using Prosody to Increase Speech Intelligibility ................................................................................................ 56
Levels of Intervention for Developing Intelligible Speech .............................................................................. 57
Level 1: Stabilizing existing vowel and consonant sounds through drill and review .......................... 57
Level 2: Producing stabilized vowel and consonant sounds, sound sequences,
and simple consonant-vowel (CV) and vowel–consonant (VC) syllables .............................. 57
Level 3: Teaching new vowel and consonant sounds ................................................................................ 58
Level 4: Expanding sound sequencing skills to produce consonant-vowel-consonant-vowel (CVCV)
and vowel-consonant-vowel-consonant (VCVC) syllable sequences ...................................... 59
Level 5: Closing simple syllables to form consonant-vowel-consonant (CVC) words ........................ 60
Level 6: Producing multisyllabic words ........................................................................................................ 61
Level 7: Producing consonant clusters and blends in words .................................................................. 62
Level 8: Producing phrases and sentences .................................................................................................. 62
The Source for Childhood Apraxia of Speech 3 Copyright © 2006 LinguiSystems, Inc.
Table of Contents, continued
Therapy Techniques ................................................................................................................................................ 62

General therapy techniques ............................................................................................................................ 63
Techniques to promote speech intelligibility ................................................................................................ 69
Techniques to promote home practice .......................................................................................................... 70
Appendix 5A: Speech Sound Practice Pages ...................................................................................................... 73
Pictures .......................................................................................................................................... 95
Speech Therapy Tracking Sheet ................................................................................................ 115
Appendix 5B: Cues and Prompts ........................................................................................................................ 116
Appendix 5C: Oral-Motor Techniques to Facilitate Correct Production
of Isolated Consonant Sounds .................................................................................................. 123
Appendix 5D: Reinforcement .............................................................................................................................. 139
Chapter 6: Making Speech Therapy Fun .................................................................................................... 141

Materials for teaching isolated sounds and sound sequences .................................................................... 141
Materials for practicing syllables and syllable sequences ............................................................................ 146
Materials for CVC word practice .................................................................................................................. 150
Materials for multisyllabic words .................................................................................................................... 155
Materials for practicing words with blends .................................................................................................. 157
Materials for practicing phrases and sentences ............................................................................................ 158
Chapter 7: Language Therapy ........................................................................................................................ 160

Language Skills: The Sequence of Development .............................................................................................. 160
Principles of Helping Children Develop Expressive Language Skills ............................................................ 160
Developing the Use of Pragmatic Skills .............................................................................................................. 163
Facilitating the Use of Expressive Language ...................................................................................................... 165
Teaching at the one-word level ...................................................................................................................... 165
Expanding one-word utterances to two-word utterances .......................................................................... 166
Expanding two-word utterances to three-word utterances ........................................................................ 169
Expanding to longer utterances ...................................................................................................................... 171
Teaching grammar ............................................................................................................................................ 171
Developing narrative skills .............................................................................................................................. 172
Developing auditory processing skills .......................................................................................................... 174
Generalizing Language Skills and Use of Longer Utterances .......................................................................... 175
Integrate Communication Goals .......................................................................................................................... 175
Appendix 7A: Sequence of Cognitive, Play, and Communication Development ........................................ 176
Appendix 7B: Treatment Plan for Integrating Communication Goals ........................................................ 178
References .............................................................................................................................................................. 179
Foreword
Our goal in writing this book is to provide information and support to parents, families, therapists, educators,
physicians, and others who care for and work with children with Childhood Apraxia of Speech. The purpose
of this book is to organize information in order to share current research and what we’ve learned in our many
years of working with children with Childhood Apraxia of Speech.
Introduction
The strategies in The Source for Childhood Apraxia of Speech incorporate components identified as important
in the treatment of Childhood Apraxia of Speech as referenced by the American Speech-Hearing-Language
Association (ASHA) and the Childhood Apraxia of Speech Assocation of North America (CASANA).
These components are listed below.
1. Conduct a thorough evaluation of communication and related skills. Address the needs of the whole
child, including health, motor, and sensory concerns as well as communication skills.
2. Establish basic skills needed for success in therapy such as joint attention and interaction.
3. Use child-centered therapy building on the child’s current skills.
4. Use an effective therapy approach by:
• using principles of motor learning for development of speech skills
• emphasizing speech movements and syllable shapes
• using appropriate cues and prompts to ensure success including multisensory cues
• providing appropriate feedback to verbal attempts
• applying meaning and functionality to speech practice targets
• providing frequent and consistent therapy
5. Use augmentative communication systems as needed as a bridge to speech.
6. Target prosody skills along with speech skills in therapy.
7. Target language skills as needed—receptive, expressive, pragmatics, narrative, and discourse.
8. Extend speech and language practice to the home and community settings.
9. Facilitate literacy, academics, and other learning skills.
Numerous professional references used in developing this book are listed on pages 179–183.
We hope you find the information and techniques in this book helpful as you work with children
with apraxia.
Robin and Catherine
Appendix 3A
Parent Interview Form
Child’s Name ____________________________________________ Date _____________________
Birthdate ____________________ Informant _____________________________
Parent(s) Name(s) _________________________________________
Address _________________________________________________
_________________________________________________
Home Phone ______________________ Work Phone ______________________
Cell Phone ______________________ Other Phone ______________________
1. Describe your child’s speech problem.

2. When did you first notice a speech problem?
3. Does anyone else in your family have a speech, language, hearing, or learning problem? yes no
If yes, please describe.
Health and Developmental History

4. Did you have a normal pregnancy? yes no Length of pregnancy
If no, please list any problems.
5. Describe your child’s delivery and birth.
typical spontaneous induced Caesarian breech unusually long labor
6. What was your child’s birth weight? _____________ APGAR score _____________
7. What was your child’s condition at birth?
typical birth injury/defect jaundiced breathing problem low birth weight other ____________
8. Does your child have a history of any of the following? (Circle all that apply.)
drooling ear tubes intubation/ventilator

ear infections surgery hospitalization
allergies chronic or severe illness seizures
asthma high or prolonged fevers head injury
hearing loss reflux serious accidents
Please explain any of the above as needed.
________________________________________________________________________________________________
________________________________________________________________________________________________
9. List any medication(s) your child is currently taking.

10. What is your child’s current state of health? excellent good fair poor
11. Has your child ever had a hearing evaluation? yes no
If yes, list date(s) and results.
________________________________________________________________________________________________
12. Does your child have a history of feeding problems? yes no
If yes, circle all that apply.
choking difficulty biting overstuffing mouth
poor nursing difficulty chewing difficulty swallowing
other ______________________
Appendix 3A, continued
13. Is your child a messy or picky eater? __________

14. At what age did your child attain these developmental milestones?
sitting first words
walking first sentences
toilet training
Speech and Language

15. Did your child babble? yes no
If yes, did he/she use a variety of sounds when babbling? yes no
16. What were your child’s first words?
17. Once your child started to use words, did he/she continue to add new words to his/her speaking vocabulary on
a weekly basis? yes no
18. Does your child have a history of using a word once or several times, and then never using it again? yes no
If yes, please give examples.
19. Is your child reluctant to communicate or become frustrated when trying to speak? yes no
20. Is your child reluctant to imitate speech sounds or words? yes no
If yes, does he/she refuse these types of tasks? yes no
21. Does it seem that your child has more difficulty producing understandable speech on some days and not
others or at certain times? yes no
If yes, please explain any consistencies you may have noticed.
22. How would you describe your child’s speech errors? consistent change from word to word
and/or day to day
23. Circle the speech sounds your child currently uses:
vowels: long a e i o u short a e i o u
consonants: p b m w t d n f v k g
h s z sh ch j y l r th
24. Approximately how much of your child’s speech do you understand?
less than 25% 25% 50% 75% 100%
25. Can people outside the family understand your child’s speech? yes no
26. How would you describe the melody and rhythm of your child’s speech? (Circle all that apply.)
smooth slow soft
halting fast lacking in intonation
choppy loud lacking in pitch changes
27. How does your child typically communicate with others? (Circle all that apply.)
talking (whether understandable or not) facial expressions
gestures pulling/taking adult to what he/she wants
signs crying
pictures pointing
voice output speech device other ___________________________
28. Does your child play and communicate well with his/her friends and family? yes no
If no, please describe.
29. Does your child seem to understand most of what you say or tell him/her to do? yes no
30. Does your child have difficulty following directions? yes no
31. How many words does your child now use? 0-20 20-50 100-150 150-200 more than 200
32. If your child uses phrases and sentences, how long are they on average?
2 words 3 words 4 words 5 words longer than 5 words
33. Does your child (check yes or no for each) yes no
ask questions to gain information....................................................
understand vocabulary ......................................................................
use age-appropriate vocabulary ........................................................
stay on subject in a conversation......................................................
take turns when talking to someone................................................
describe and explain ..........................................................................
answer questions ................................................................................
have difficulty putting words together into a sentence ................
leave words out of sentences............................................................
use correct grammar such as plurals, verb tenses, pronouns ......
Voice and Fluency

34. Is your child’s voice clear? yes no
If no, please describe.
35. Describe your child’s voice. (Circle all that apply.)
nasal soft monotone
denasal (sounds like he/she has a cold) high-pitched breathy
loud low-pitched hoarse
36. Does your child talk smoothly without repeating sounds or words? yes no
If no, does he/she have trouble getting words out? yes no
Auditory Processing and Learning

37. Does your child have difficulty with any of the following? (Circle all that apply.)
memory tasks remembering and following directions
comprehension putting thoughts together
word retrieval difficulty learning or using new vocabulary
38. Does your child have difficulty learning early academic skills such as matching, identifying same/different,
and/or knowing names of colors, shapes, numbers, and letters? yes no
39. Does your child have difficulty with learning skills in the areas of reading, math, spelling, other? yes no
40. Is your child receiving special help with learning skills? yes no
If yes, please explain.
41. Do you have concerns about your child’s learning skills? yes no
Sensory and Motor

42. Does your child have any difficulty walking, running, sitting, or other large motor skills? yes no
43. Is your child clumsy or does he/she fall easily? yes no
44. Does your child have low body tone? yes no
45. Does your child have difficulty with fine motor skills such as stacking, cutting, and handwriting? yes no
46. Is your child sensitive to certain textures of food or clothing? yes no
47. Does your child dislike having substances on his/her hands such as glue or dirt? yes no
48. Is your child oversensitive to being touched/dislikes being touched? yes no
49. Circle all that apply regarding your child.
dislikes washing his/her face or hair does not demonstrate caution
dislikes haircuts puts things in his/her mouth besides food
spends too little time or too much time brushing his/her teeth chews on his/her clothes
Behavior
50. Does your child typically display any of the following behaviors? (Circle all that apply.)
reduced or lack of interaction with others difficulty staying on task
tantrums difficulty finishing tasks
passive in interactions sensitive
very active angry/acting out behavior
underactive frustrated
inattentive shy
refuses to perform tasks
Other Information
51. Who does your child live with? (Circle all that apply.)
both parents grandparents
mother only foster parents
father only other ___________________________
parent + stepparent
52. Are languages other than English spoken in the home? yes no
If yes, please list.
53. Has your child had a previous speech-language evaluation? yes no
If yes, please list date(s) and results.
________________________________________________________________________________________________
54. Has your child had previous speech-language therapy? yes no
If yes, please list dates, setting(s), and therapist(s).
________________________________________________________________________________________________
________________________________________________________________________________________________
55. If your child had speech-language therapy, what kind of progress did your child make?
________________________________________________________________________________________________
Were you pleased with your child’s progress? yes no
Please explain.
56. Has your child been evaluated by any other professional? (Circle all that apply.)
occupational therapist (OT) educator/teacher
physical therapist (PT) geneticist
neurologist physician
developmental pediatrician (specialist) other ___________________________
psychologist/psychiatrist
57. Does your child have a diagnosis from any of the above professionals? yes no
If yes, please list date, professional, and diagnosis for each.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
58. What other concerns do you have about your child?
________________________________________________________________________________________________
________________________________________________________________________________________________
59. What do you consider to be your child’s greatest strengths?
________________________________________________________________________________________________
________________________________________________________________________________________________
60. What do you hope to gain from this evaluation?
________________________________________________________________________________________________
________________________________________________________________________________________________
Appendix 3B
Summary of Observation and Test Findings

Child’s Name Birthdate
Evaluation Date(s) Clinician
1. Type(s) of play observed (Circle all that apply.)

none turn taking
solitary symbolic
parallel role-playing
interactive
2. What did the child do when playing with toys/objects? (Circle all that apply.)
explored toys only used two objects together in play
demonstrated functional use of toys used connected schemes in play
used single schemes with objects demonstrated creative/pretend play
demonstrated more than one scheme with object
3. Toys/activities the child preferred
_______________________________________________________________________________________________
4. Types of interactions observed (Check all that apply.)
not with whom
emerging mastered
observed (parent, clinician, peer)
joint attention
joint interaction
action turn taking
verbal turn taking
Did the child avoid interactions? yes no

Was there a lack of engagement with others? yes no
Was there a lack of eye contact with others? yes no
5. Did the child prefer to communicate nonverbally? yes no
If yes, how? (Circle all that apply.)
gesture pulling adult
sign whining/crying
pointing other ______________________
6. Types of imitation observed or elicited (Circle all that apply.)
actions single syllables
animal sounds syllable strings
environmental sounds words
speech sounds phrases/sentences
Examples
________________________________________________________________________________________________
________________________________________________________________________________________________
Appendix 3B, continued
7. Verbalizations observed (Circle all that apply.)
spontaneously produced elicited imitated
8. Did the child resist or refuse speech imitation or production? yes no
9. List specific sounds, syllables, words, phrases/sentences elicited from the child.
sounds
syllables
words
phrases/sentences
____________________________________________________________________________________________
10. What pragmatic skills did the child exhibit? (Circle for nonverbal and underline for verbal.)
greeting repairing
requesting selecting a topic
commenting maintaining a topic
rejecting/refusing/protesting narrative
questioning other ____________________________
11. Did the child speak more freely in one setting or with a specific person? yes no
________________________________________________________________________________________________
Evaluation Results
List tests, findings, and observations.
Articulation/Phonology Tests and Results
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Phonetic inventory (Circle all sounds spontaneously used by the child.)
vowels: long a e i o u
short a e i o u
Sounds the child is stimulable for (Circle all that are stimulable.)
vowels: long a e i o u
short a e i o u
Speech Production/Performance Load Effects

Circle what the child can do in elicited imitation tasks. List the child’s productions in each section.
Single Syllables
vowel sequences (VV)
consonant-vowel (CV)
vowel-consonant (VC)
Syllable Combinations
reduplicated CVCV (same C and V; e.g., mama)
CVCV (same C, different V; e.g., puppy)
CVCV (same V, different C; e.g., pogo)
CVCV (various C, V; e.g., happy)
Consonant-V
Vowel-C
Consonant Words
CVC with same C in both positions of word (e.g., pop)
CVC with different C in each position (e.g., pot)
Multisyllabic Words
two-syllable
three-syllable
four or more syllables
Consonant Sequences (Blends)

initial
medial
final
three-element blends (e.g., str-, spr-)
Connected Words
two-word utterances
phrases
sentences
Consistency of productions (Describe the effect of having the child repeat the same word several times, particularly words with
more than one syllable or with blends.)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Sample of conversational speech (List speech sounds used and an estimate of general intelligibility.)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Prosody (Circle areas of difficulty.)
rate loudness
intonational contours appropriate syllable or word stress
pitch
Oral mechanism (Circle areas of concern.)
mandible lingual frenulum teeth
lips hard palate occlusion
tongue soft palate tonsils
Oral-motor movements (Circle areas of concern.)

mandible velum sequenced nonspeech oral movements
lips separation of tongue and jaw movements diadochokinetic tasks
tongue
Suspected developmental dysarthria? yes no

Suspected oral apraxia? yes no
Concerns with breath control or respiration/phonation for speech? yes no
If yes, please describe concerns.
__________________________________________________________________________________________________
Feeding (Circle all areas of difficulty.)
forming bolus storing food in cheeks
using tongue to manipulate bolus oral tactile sensitivity
moving bolus to back of mouth picky eater
swallowing difficulty biting
swallowing before fully chewing immature chew
overstuffing mouth other _______________________________
Describe feeding concerns as needed.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Receptive Language Tests and Results
comprehension
vocabulary/concepts
other
Expressive Language Tests and Results
pragmatics
vocabulary/concepts
morpho-syntax
narrative
conversational sample
other
Voice, Resonance, and Fluency Observations

__________________________________________________________________________________________________
__________________________________________________________________________________________________
Auditory Processing and Learning Observations
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Hearing Tests and Results
__________________________________________________________________________________________________
__________________________________________________________________________________________________
screening
pure tone
tympanometry
other
Did the child demonstrate age-appropriate fine and gross motor skills? yes no
If no, list concerns.
Did the child attend well for his/her age? yes no
If no, list concerns.
Did the parent feel that the speech and language behaviors exhibited by the child on this date were characteristic of the child’s
usual performance? yes no
If no, please explain.
Referrals/Follow-up
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Statement of Findings
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Appendix 5A
Speech Sound Practice Pages

The following pages can be placed in the child’s Speech Practice Book as he begins targeting
specific consonant speech sounds. The pages can be used for practice or review of speech sounds
in isolation, syllables (long and/or short), syllable sequences, and words. Syllable sequences, words,
and/or pictures can be added to the page as needed. Pictures of words with each consonant
sound can be found on pages 95–114.
The pages are in order of development, beginning with the earliest-developing sounds.
/p, b, m/
/w, y/
/f, v/
/t, d, n/
/k, g, h/
/s, z/
/sh, ch, j/
/l, r, th/
Name _____________________________
Pp
Practice saying the /p/ sound where checked below. Practice each one 2 to 4 times. Remember to
put your lips together and pop the air out as you make this sound.
Say each sound.
p p p p p p p p
Say each syllable (using a long or short vowel sound).
pa pe pi po pu ap ep ip op up
Say each syllable sequence:
Say each word _____ times:
Name _____________________________
Bb
Practice saying the /b/ sound where checked below. Practice each one 2 to 4 times. Remember to
put your lips together and pop the air out as you make this sound. Use voicing.
Say each sound.
b b b b b b b b
ba be bi bo bu ab eb ib ob ub
Say each word:
Name _____________________________
Mm
Practice saying the /m/ sound where checked below. Practice each one 2 to 4 times. Remember
to close your lips and keep the air going as you make this sound. Use voicing.
Say each sound.
m m m m m m m m
ma me mi mo mu am em im om um
Say each word:
Name _____________________________
Ww
Ww
Practice saying the /w/ sound where checked below. Practice each one 2 to 4 times. Remember
to round your lips and keep the air going as you make this sound. Use voicing.
Say each sound.
w w w w w w w w
wa we wi wo wu
Say each word:
Name _____________________________
Yy
Practice saying the /y/ sound where checked below. Practice each one 2 to 4 times. Remember to
smile, pull your tongue back, and glide the air as you make this sound. Use voicing.
Say each sound.
y y y y y y y y
ya ye yi yo yu
Say each word:
Name _____________________________
Ff
Ff
Practice saying the /f/ sound where checked below. Practice each one 2 to 4 times. Remember to
gently bite your lip and keep the air going as you make this sound.
Say each sound.
f f f f f f f f
fa fe fi fo fu af ef if of uf
Say each word:
Name _____________________________
Vv
Vv
Practice saying the /v/ sound where checked below. Practice each one 2 to 4 times. Remember to
gently bite your lip and keep the air going as you make this sound. Use voicing.
Say each sound.
v v v v v v v v
va ve vi vo vu av ev iv ov uv
Say each word:
Name _____________________________
Tt
Tt
Practice saying the /t/ sound where checked below. Practice each one 2 to 4 times. Remember to
put your tongue up behind your teeth and pop the air out as you make this sound.
Say each sound.
t t t t t t t t
ta te ti to tu at et it ot ut
Say each word:
Name _____________________________
Dd
Dd
Practice saying the /d/ sound where checked below. Practice each one 2 to 4 times. Remember to
put your tongue up behind your teeth and pop the air out as you make this sound. Use voicing.
Say each sound.
d d d d d d d d
da de di do du ad ed id od ud
Say each word:
Name _____________________________
Nn
Nn
Practice saying the /n/ sound where checked below. Practice each one 2 to 4 times. Remember to
put your tongue up behind your teeth and keep the air going as you make this sound. Use voicing.
Say each sound.
n n n n n n n n
na ne ni no nu an en in on un
Say each word:
Name _____________________________
Kk
Kk
Practice saying the /k/ sound where checked below. Practice each one 2 to 4 times. Remember to
open your mouth slightly, pull your tongue back, and pop the air as you make this sound.
Say each sound.
k k k k k k k k
ka ke ki ko ku ak ek ik ok uk
Say each word:
Name _____________________________
Gg
Gg
Practice saying the /g/ sound where checked below. Practice each one 2 to 4 times. Remember to
open your mouth slightly, pull your tongue back, and pop the air out as you make this sound. Use
voicing.
Say each sound.
g g g g g g g g
ga ge gi go gu ag eg ig og ug
Say each word:
Name _____________________________
Hh
Hh
Practice saying the /h/ sound where checked below. Practice each one 2 to 4 times. Remember to
open your mouth and push the air out as you make this sound.
Say each sound.
h h h h h h h h
ha he hi ho hu
Say each word:
Name _____________________________
Ss
Ss
Practice saying the /s/ sound where checked below. Practice each one 2 to 4 times. Remember to
put your teeth together, smile slightly, put the front of your tongue up (or down), and keep the air
going as you make this sound.
Say each sound.
s s s s s s s s
sa se si so su as es is os us
Say each word:
Name _____________________________
Zz
Zz
Practice saying the /z/ sound where checked below. Practice each one 2 to 4 times. Remember to
put your teeth together, smile slightly, put the front of your tongue up (or down), and keep the air
going as you make this sound. Use voicing.
Say each sound.
z z z z z z z z
za ze zi zo zu az ez iz oz uz
Say each word:
Name _____________________________
SH sh
SH sh
Practice saying the /sh/ sound where checked below. Practice each one 2 to 4 times. Remember
to round your lips, put the front of your tongue up (or down), and keep the air going as you make
this sound.
Say each sound.
sh sh sh sh sh sh sh sh
sha she shi sho shu ash esh ish osh ush
Say each word:
Name _____________________________
CH ch
CH ch
Practice saying the /ch/ sound where checked below. Practice each one 2 to 4 times. Remember
to round your lips, put the front of your tongue up, and pop out the air as you make this sound.
Say each sound.
ch ch ch ch ch ch ch ch
cha che chi cho chu ach ech ich och uch
Say each word:
Jj Name _____________________________
Jj
Practice saying the /j/ sound where checked below. Practice each one 2 to 4 times. Remember to
round your lips, put the front of your tongue up, and pop out the air as you make this sound. Use
voicing.
Say each sound.
j j j j j j j j
ja je ji jo ju aj ej ij oj uj
Say each word:
Name _____________________________
Ll
Ll
Practice saying the /l/ sound where checked below. Practice each one 2 to 4 times. Remember to
open your mouth, put your tongue up behind your teeth, and glide the air out as you make this
sound. Use voicing.
Say each sound.
l l l l l l l l
la le li lo lu al el il ol ul
Say each word:
Name _____________________________
Rr
Rr
Practice saying the /r/ sound where checked below. Practice each one 2 to 4 times. Remember to
open your mouth and pull your tongue back and up as you keep this sound going. Use voicing.
Say each sound.
r r r r r r r r
ra re ri ro ru ar er ir or ur
Say each word:
Name _____________________________
TH th
TH th
Practice saying the /th/ sound where checked below. Practice each one 2 to 4 times. Remember
to place your tongue between your teeth and keep the air going as you make this sound. It can be
produced with or without voicing.
Say each sound.
th th th th th th th th
tha the thi tho thu ath eth ith oth uth
Say each word:
initial /p/
pan pool pail
pot pin park
final /p/
cap up map
mop soup top
initial /b/
back beans bike
boat bus build
final /b/
cab job knob
robe sub web
initial /m/
meat man mail
milk moose mutt
final /m/
lime game home
gum lamb thumb
initial /w/
wall wave walk
wing wig wolf
initial /y/
yak yolk yes
young yawn yuck
initial /f/
face fan food
five fork phone
final /f/
cuff off half
knife leaf shelf
initial /v/
van vase vein
vet vine vote
final /v/
cave save hive
love shave wave
initial /t/
tape tear time
toys two toe
final /t/
boot coat eat
feet hat net
initial /d/
dance day dog
dot door dove
final /d/
bed toad head
lid shed salad
initial /n/
knee nap near
night nose knife
final /n/
pen fan moon
one ten pin
initial /k/
calf cat cow
cup key king
final /k/
book duck lock
lake sick rock
initial /g/
gas geese give
goal gift gum
final /g/
bag egg hug
pig rug dig
initial /h/
head hug hill
hat hop ham
initial /s/
sad same sit
soap sock sun
final /s/
piece lace goose
house kiss mouse
initial /z/
zipper zoo zoom
zebra zero zigzag
final /z/
bees boys doze
eyes trees toes
initial /sh/
shirt sheep ship
shine shoe shapes
final /sh/
bush dish fish
leash push sash
initial /ch/
chain check cheese
chew chop chick
final /ch/
beach couch touch
watch patch peach
initial /j/
jar jam jog
juice jug jump
final /j/
badge cage edge
hedge page wedge
initial /l/
laugh light leg
lines log lunch
final /l/
ball doll hill
mule shell tail
initial /r/
rain ring roof
rope run write
final /r/
chair deer tire
four bear door
initial /th/
thigh thick thin
thimble thorn thumb
final /th/
booth math mouth
tooth teeth wreath
Speech Therapy Tracking Sheet Name _______________________
CVC (different consonants)

CVCV syllable sequences
CVC (same consonant)
2-syllable words
3-syllable words
4-syllable words
CV, VC syllables
sentences
phoneme
isolation
phrases
blends
Date Comments
Appendix 5B
Cues and Prompts

A cue or prompt is given by the therapist to facilitate correct speech production. They can be used to assist the
child in placing his articulators in the correct position to produce sounds, sequence sounds to make words, and
to monitor the accuracy of his productions. For example, use a hand signal at the beginning and the ending of
a CVC word to cue each of the consonant productions. By providing appropriate and effective cues, you
promote the child’s success when producing speech.
How to Use Cues and Prompts

1. Initially use all the cues and prompts the child requires for success.
2. Determine the sequence of the presentation of the cues and prompts that are most effective in promoting
the child’s success.
3. Once the child is consistently successful producing the speech target, begin to gradually fade the number
and types of cues.
4. Continue to decrease cues and prompts until just a visual cue (e.g., picture, letter, written word) is all that is
needed to cue production of the speech target.
Types of Cues and Prompts

Cues and prompts can be auditory, visual, tactile, proprioceptive/movement, environmental, or a combination.
( Auditory Cues and Prompts

• Verbal model Say the sound, syllable, syllable sequence, word, phrase, or sentence as a model
prior to the child’s production attempts.
• Verbal prompt or cue Tell the child what to do by giving a verbal direction, by repeating the
direction or model, or by asking the child to imitate the verbal model. For example, emphasize
the target sound by saying it louder or longer such as “cat” or “busssss;” say, “Repeat after me;”
remind the child to use lots of air when producing /sh/.
• Placement cue Tell the child step-by-step how to place and use his articulators to produce
a specific consonant or vowel sound.
( Visual Cues and Prompts

• Printed letter for target sound
• A picture of a target sound, syllable, syllable sequence, or word
• Hand signal: Use a specific hand position and hand movement paired with the production of
an isolated speech sound to cue production of a specific consonant or vowel sound (e.g., for
/h/, hold the hand with palm facing the mouth, exhale toward the hand as you slowly move
the hand away).
• Have the child watch your mouth.
• Highlight or underline targeted speech sounds, syllables, or words.
• Gestural prompt: The adult points, gestures, pantomimes, or demonstrates for the child.
• Manual sign: Use the sign alphabet to prompt production of a target sound in isolation
(e.g., using the sign for s to prompt the child to produce /s/ sounds). Signs can be produced
close to the face to assure that the child focuses on the oral cues.
• Vowel turtles (See pages 121-122 in this appendix.)
• Mirror
( Tactile Cues and Prompts

• Use touch to assist the child in positioning his articulators correctly for specific sound
production (e.g., tapping the center of the upper and lower lips to facilitate lip closure for
the /p/, /b/, and /m/ sounds).
• Have the child touch his articulators to cue correct placement and production.
• Have the child rest his chin in his cupped hands to assist him in keeping his jaw closed or
graded appropriately for correct production of a specific speech sound (e.g., /r/, /er/).
• Slide your finger down the child’s arm to cue a continuant sound.
( Proprioceptive/Movement Cues and Prompts

(Movement cues are often very beneficial for a child with CAS.)
• Movement cues may mirror features of the target sounds. For example, slide your hand down
your arm to cue a long sound such as /s/, or slide your hand down your arm and then stop to
cue production of a long sound followed by a short sound such as /st/.
• Use one hand signal to represent each sound in the syllable or the beginning and ending sounds
of a word. Be sure to present them from right to left when facing the child. Move the hand
signals together as the child sequences the sounds, syllables, or words. (See the hand signals
on pages 118–119 in this appendix.)
• Use letter tiles or cards and slide them together as the child sequences sounds during speech
tasks.
( Environmental Cues and Prompts

These cues and prompts may include stopping the interaction between you and the child, looking
expectantly, and waiting for a response or engineering the environment to promote a specific response.
For example, to get the child to say the word shoe multiple times, hide one of the shoes before telling
him to get it and put it on.
( Multisensory Cues and Prompts

Use several cues from different modalities (visual, auditory, tactile, proprioceptive/movement,
environmental) and combine them to assist the child in producing speech targets correctly.
Multisensory cues are particularly effective with the child with CAS.
Hand Signals for Consonant Sounds

Descriptions on how to make the hand signals are on page 120.
P B M
p b m
T D K
t d k
G F V
g f v
H L R
h l r
N SH CH
n sh ch
J S Z
j s z
W Y
w y
The Consonant Hand Signals

Illustrations of the hand signals are on pages 118–119
p The popcorn sound. Make fist at shoulder level, palm facing students. Spring fingers open
quickly as you say “p.”
b The baby sound. Same motion as “p,” but put other hand on throat as you say “b.”
m The humming sound. Make a fist with palm down. Pull fist slowly across body at chest level as
you say “m.”
t The ticking sound. Tap index finger on top lip as you say “t.”
d The music sound. Same motion as “t,” but put other hand on throat as you say “d.”
k The crunching carrot sound. Open hand, over shoulder, palm facing away from student. Pull
hand over shoulder as you say “k.”
g The drinking sound. Same motion as “k,” but put other hand on throat as you say “g.”
f The angry cat sound. Make claw, palm facing student at face level. Move hand down as you
say “f.”
v The vacuum sound. Same motion as “f,” but other hand is on throat.
h The sighing sound. Open hand facing your lips. Pull hand away from mouth as you say “h.”
l The singing sound. Hold index finger and thumb in L-shape at mouth level, facing student as
you say “l.”
r The growling bear sound. Open hand, palm facing you at mouth level, next to head. Move
hand up and back as you say “r.”
n The neighing sound. Put index finger on nose as you say “n.”
sh The quiet sound. Put your index finger in front of your lips as you say “sh.”
ch The train sound. Make fist at shoulder level, facing student. Push up fist as you say “ch.”
j The jingle sound. Same motion as “ch,” but put other hand on throat as you say “j.”
s The snake sound. Open both hands at chest level, with palms facing student. Push hands out as
you say “s.”
z The buzzing sound. Similar motion as “s,” but put one hand on throat.
w The whistle sound. Use index finger to circle lips as you say “w.”
y The cheerleader sound. Hold thumb and index finger in a V-shape at chin level. Move hand
toward throat as you say “y.”
Vowel Turtles—Long Vowels
Vowel Turtles—Short Vowels
Appendix 5C
Oral-Motor Techniques to Facilitate Correct Production of Isolated

Consonant Sounds
Speech Sound Groups and Specific Intervention for Each
Direct oral-motor facilitation techniques can be applied to the articulators to facilitate accurate production of
speech sounds. The specific sounds are presented in groups based on the production features of the sounds.
Not all direct techniques listed under a sound group must be used. Select the ones that facilitate the child’s
articulator placement for the target speech sound. Generally repeat each technique three times. Be sure to
position the child correctly and apply techniques symmetrically to both sides of the face, jaw, lips, and tongue.
When the child can produce the target speech sound voluntarily with consistency, direct techniques may be faded.
Not all of the direct oral-motor facilitation techniques are described under each sound group. The starred (*)
techniques are described and illustrated on pages 133–138. Position the child appropriately for oral-motor
facilitation and speech activities. Make sure there is proper alignment between the hip-shoulder-head-neck
with the head held upright and in midline. The mouth should be open in a neutral position with the chin
slightly tucked and the tongue in the mouth.
To make oral-motor facilitation easier, make an oral-motor therapy equipment box that contains all the
necessary supplies. Suggested materials:
• latex gloves • toothbrushes

• blowing toys (e.g., horns, whistles, party blowers) • Toothettes
• cotton swabs • mouthwash
• edible treats (e.g., raisins, dried fruit, crackers) • coffee stirrers
• dental floss and dental floss holders • blunt, flat toothpicks
• straws • tongue depressors
• aquarium tubing (clear plastic tubing of different • washcloth
diameters available at pet stores) • rubbing alcohol
• Infa-dents • antibacterial soap
Clean oral-motor equipment well. Use an antibacterial soap and rinse well or clean with rubbing alcohol.
Some items may be cleaned in the dishwasher on the top shelf. Wear gloves and wash well when working
on the child’s face or in the mouth. Check the child for latex allergies before using gloves.
For children who have difficulty producing /p, b, m/, or /w/, use the following direct techniques. Each of the
techniques for facilitating sound placement are appropriate to facilitate /p, b/, and /m/. Techniques 4 through
6 are appropriate to facilitate /w/.
1. To increase sensory awareness of lip contact, rub the contact surfaces of the upper and lower lip with
texture (e.g., washcloth, toothbrush) or a cotton swab dipped in mouthwash.
2. Put a washcloth, straw, or a tongue depressor flat between the child’s lips. Have him resist as you gently
attempt to pull it out. Make sure the object is between the lips only, not the child’s teeth.
3. Have the child briefly suck on ice cubes or a Popsicle.
Appendix 5C, continued
4. Do bunny nose*, V-pressure*, mustache press*, lip stroke*, pucker resistance*, and/or smile resistance*
exercises. ( pages 134–135)
5. Apply sustained blowing activities*. (Note: Use larger straws or plastic aquarium tubing to facilitate lip
rounding for /w/.) ( page 138)
6. Apply resistive sucking activities*. ( page 138)
Labiodental Sounds /f, v/

For children who have difficulty with labiodental sounds, use the following direct techniques for facilitating
sound placement of /f/ and /v/.
1. To increase sensory awareness, use the fingers to tap along the lower lip four or five times gently, but
firmly. Do the same on the bottom edge of the upper central incisors. This may be done with a stroke
using a cotton swab dipped into diluted mouthwash or a washcloth.
2. Apply lip stroke* to the bottom lip only. ( page 135)
3. Place the index finger along the entire lower lip. Apply deep pressure into the lip and hold for four to
five seconds. Then use your fingers to apply sustained pressure to the upper teeth.
4. Manually tuck the child’s lower lip into his mouth while providing jaw support. With the child’s teeth
open slightly, gently press upward with your finger as you push the child’s lip into his mouth between
his teeth.
5. Have the child briefly suck an ice cube or Popsicle. Rub the ice on the child’s lower lip and on the edge
of the child’s upper teeth.
6. Have the child use his front teeth to bite through carrot or celery sticks or crackers to encourage
appropriate jaw function.
7. Put marshmallow cream, jelly, or another sticky food on the child’s lower lip, and have him scrape it off
using his upper teeth.
Lingua-Alveolar Sounds /t, d, n/

For children who have difficulty with lingua-alveolar sounds, use the following direct techniques for facilitating
sound placement of /t, d/, and /n/.
1. To increase sensory awareness, rub the sides and tip of the tongue and the alveolar ridge with texture
(e.g., washcloth, toothbrush, cotton swab, Infa-dent, or Toothette) as you name the points of contact.
2. Use your finger to apply deep pressure to the tongue front and tip in a series of quick taps.
3. Do tongue tip press: in*, tongue tip press: down*, tongue tip press: lateral*, and/or tongue stroke*
exercises. ( pages 136 and 138)
4. With your gloved finger, press down on the front top of the child’s tongue at the center. Slowly lift
your finger and ask the child to follow your finger with his tongue.
5. Hold a sucker, pretzel, carrot stick, celery stick, tongue blade, or Popsicle upright in front of the
child’s mouth. Have him use his tongue to lick from the bottom to the top of the object without
moving his head.
6. Put a thin cocktail straw or coffee stirrer horizontally behind the child’s front teeth (i.e., side-to-side, not
front-to-back). Have him hold it there for a count of 10, using only the front of his tongue. Don’t let
him close down his jaw to hold the straw.
7. Place a sticky food on the child’s alveolar ridge. Have him lick it off with the front and tip of his
tongue using a front-to-back motion rather than a sucking motion.
Velar Sounds /k, g/

For children who have difficulty with velar sounds, use the following direct techniques for facilitating sound
placement of /k/ and /g/.
1. To increase sensory awareness, rub the sides of the back half of the child’s tongue, moving from front
to back with a finger, Toothette, Infa-dent, or a cotton swab dipped in mouthwash. Then rub the
insides of the back teeth along the gum edge.
2. Do central groove tap*, tongue back press: top*, tongue back press: sides*, and/or tongue base press*
exercises. ( pages 135–137)
3. Have the child drink a tart liquid such as lemonade or cranberry juice through a thin straw.
Lingua-Alveolar Strident Sounds /s, z/

For children who have difficulty with strident sounds, keep in mind that there are several important factors that
can affect placement and production of /s/ and /z/. Direct techniques for sound placement are listed in a
general therapy progression to target these factors. Techniques to facilitate jaw stability, a central groove in the
tongue, and elevation of the tongue tip and sides are listed below. Select techniques as needed for a frontal lisp,
a lateral lisp, or for increased respiration/breath support for these sounds. Some techniques may target more
than one problem area.
1. Facilitate jaw stability and graded jaw movements. Without this control, the tongue has difficulty
moving independently to find and maintain a correct position for sound production. Jaw positioning,
stability, and control can be affected by overall body positioning, body and facial muscle tone, and by
a habitual jaw-open position with mouth breathing.
a. Use jaw resistance activities*. ( page 134)
b. Do the push into the point of the chin* exercise. (page 134)
c. Apply biting and chewing activities.
d. Do sustained blowing* and resistive sucking* activities. (page 138)
e. Use a bite block* to stabilize the jaw and maintain a jaw opening without shifting or excessive
opening during speech attempts. ( page 134)
f. Use jaw cupping* or position the child’s chin on his fist during speech productions as needed.
( page 134)
2. Facilitate a central groove in the midline of the tongue to get tongue placement and proper airflow.
The central groove is needed for passage of the air stream. When the air stream is absent or reduced,
the child omits the /s/ or /z/ or substitutes a stop, a lateral production, or a frontal production.
a. Use central groove stroke* and/or central groove tap* exercises. ( page 135)
b. Put a thin straw, a flat blunt toothpick, or a coffee stirrer on the front quarter of the central
groove of the child’s tongue. Have the child produce a sustained /s/ with the object on the
central groove. Slowly pull the object out as the child continues to blow air and produce the
sound.
3. Facilitate elevation of the tongue tip and sides. An elevated tongue tip with a central groove and
front opening for airflow is needed, although some children may be more successful with the tongue
tip depressed. Without elevation of the sides of the tongue, the sound may be produced as a stop or
with lateralized airflow.
a. To increase sensory awareness, use your gloved finger or texture (e.g., pretzel, washcloth, Infa-
dent, Toothette) to rub the alveolus and the tongue where contact is made between the two.
b. Stroke each side of the tip of the tongue. Begin at the center of the tip and stroke one quarter
of the way back on each side of the tongue. Then stroke each top side of the tongue along the
edges from the tip to the back.
c. Do tongue tip press: in* and/or tongue tip press: down* exercises. ( page 136)
d. Do tongue side press: in*. Repeat and have the child push back with his tongue (resistance).
( page 137)
e. Do tongue side press: down*. Repeat as the child attempts to push up (resistance). ( page 137)
f. Place a sticky food such as peanut butter, jelly, icing from a tube, or marshmallow cream on the
center of the child’s alveolus and have him lick it off, using the front and tip of his tongue to
lick from front to back.
4. Counteract excessive tongue protrusion (frontal lisp). The tongue needs to be retracted behind the
central incisors.
a. Apply jaw techniques* as needed. ( page 134)
b. Apply central groove techniques*. ( page 135)
c. Use tongue stroke* along with tongue tip and side elevation techniques* as described above
( pages 136 and 137). Stroke the tongue on the midline from the center to the tip. ( page 138)
d. Grasp the child’s tongue with a washcloth, pull it forward, briefly hold it, and then release it.
e. Elevate the child’s tongue and briefly vibrate on either side of the lingual frenum.
f. Do resistive sucking through a straw*. Put the straw on the front central groove (midline of the
tongue) when drinking. The child’s tongue should be in his mouth, not protruded. Use a tart
drink such as lemonade or cranberry juice to facilitate tongue retraction. ( page 138)
5. Counteract lateral emission of airflow (lateralized production). The sides of the tongue must be
elevated and there must be a central groove for airflow for a non-lateralized strident production.
b. Apply central groove techniques*. In a lateral production, the air tends to flow over the sides
of the tongue rather than down the central groove. ( page 135)
c. Apply tongue tip and side elevation techniques*. Emphasize elevation of the sides of the
tongue. ( pages 136–137 )
d. Use a bite block* during speech to stabilize the jaw and maintain mouth opening without
shifting or excessive opening of the jaw. ( page 134)
6. Facilitate respiration/breath support for speech. Without appropriate air support for speech, the
strident may become an omission or stop, and there may be cluster or syllabication reduction.
a. Use gross motor activities to prepare the body, such as hopping or jumping.
b. Position the child with the head, neck, and hips in alignment. ( page 133)
c. Do blowing activities* that require sustained breath. ( page 138)
d. The child may lie on his stomach, propped on his elbows during speech production. ( page 133)
e. Have the child produce sustained vowels, a continuous vowel sequence, or sustained vowels
gliding into a strident production (e.g., “eeesss”).
f. Push into the child’s diaphragm as he produces the strident sound.
g. Do exercises that facilitate breath control such as jumping, bouncing, running, sit-ups, or yoga.
h. Have the child lie facedown over a large therapy ball. Hold the child at the hips. Push into the
ball as you bounce him.
7. Counteract substitution of a stop sound for the continuant.

c. Try an alternate placement (i.e., the tongue tip down).
d. Use techniques to facilitate elevation and spreading of the lateral margins of the tongue. Do
tongue side press: in*, tongue side press: down*, and/or tongue spread* exercises. ( page 137 )
e. Work on respiration and breath support for speech.
Palatal Sounds /sh, ch, j/

For children who have difficulty with palatal sounds, use these techniques:
a. Apply jaw resistance activities*. ( page 134)
b. Do the push into the point of the chin* exercise. ( page 134)
d. Do sustained blowing* and resistive sucking* activities. ( page 138)
( page 134)
2. Facilitate a central groove in the midline of the tongue to get tongue placement and proper airflow.
This is needed for the passage of the airstream. When it is absent or reduced, the child produces the
strident frontally, laterally, omits it, or substitutes a stop for it.
a. Do central groove stroke* exercise. ( page 135)

b. Do central groove tap* exercise. ( page 135)
3. Facilitate elevation of the tongue tip and sides and spreading of the tongue. An elevated tongue tip
with a central groove and front opening for airflow is needed. Without spreading and elevation of
the sides of the tongue, the production may be a stop, a frontal production, or a lateral production.
a. To increase sensory awareness, stroke the top sides of the tongue from the tip to the back,
first stroking one side, then the other.
b. Do tongue tip press: in*, tongue tip press: down*, and/or tongue tip press: lateral* exercises.
( page 136)
c. Do tongue side press: in*. Repeat and have the child push back with his tongue (resistance).
( page 137 )
d. Do tongue side press: down.* Push down as the child attempts to push up (resistance).
Don’t let him use his head to help. ( page 137 )
e. Do tongue spread* exercise. ( page 137 )
f. Encourage elevation of the back sides of the tongue using techniques a, b, and c.
4. Counteract excessive tongue protrusion (interdental placement).

a. Apply jaw resistance techniques*. ( page 134)
c. Do tongue stroke* exercise. ( page 138)
d. Tap the tongue tip and front using short quick taps.
e. Apply tongue tip and side elevation techniques.* ( pages 136–137 )
f. Grasp the child’s tongue with a washcloth, pull it forward, and briefly hold it.
g. Elevate the child’s tongue and briefly vibrate on either side of the lingual frenum.
h. Use a bite block* during speech to stabilize the jaw and maintain jaw opening without shifting
or excessive opening. ( page 134)
5. Counteract lateral emission of airflow (lateralized production). The sides of the tongue must be elevated
and there must be a central groove for airflow for a non-lateralized strident production. If the child
lateralizes a palatal sound, work on increased lip rounding, central groove of the tongue, elevation of
the lateral margins of the tongue, and jaw position and stability.
a. Apply jaw resistance techniques*. ( page 134)
b. Apply central groove techniques*. In a lateral production, the air tends to flow over the sides
of the tongue rather than down the central groove. ( page 135)
c. Apply tongue tip and side elevation techniques. Emphasize elevation of the sides of the
tongue. ( pages 136–137 )
d. Use a bite block* during speech to stabilize the jaw and maintain jaw opening without shifting
or excessive opening. Apply other jaw stability and control techniques as needed. ( page 134)
6. Increase lip tension to facilitate rounding.

a. Do sustained blowing activities* or resistive sucking*. ( page 138)
b. Do manual vibration to the facial muscles, particularly around the lips*. ( page 133)
c. Do lip stroke*, pucker resistance*, and/or smile resistance* exercises. ( page 135)
7. Facilitate respiration/air support for /sh, ch/, and /j/. Without appropriate air support for speech,
a stop sound may be substituted for the strident or the strident may be omitted.
a. Use gross motor movement activities to prepare the body such as jumping, hopping, and
dancing.
b. Do blowing activities* that require sustained breath. ( page 138)
c. Have the child lie on his stomach, propped on his elbows during speech production. ( page 133)
d. Produce sustained vowels, a continuous vowel sequence, or sustained vowels gliding into a
strident production (e.g., “iiiish”).
e. Push into the child’s diaphragm as he produces the strident sound.
f. Do exercises that facilitate breath control such as jumping, bouncing, running, or sit-ups.
g. Have the child lie facedown over a large therapy ball. Hold the child at the hips. Push into the
ball as you bounce him.
h. Make sure the child’s head, neck, and hips are in alignment. ( page 133)
8. If the child uses a stop for a continuant, work on placement of the sides of the tongue, airflow, and the
central groove and opening at the front of the tongue.
Lingua-Alveolar Glide Sound /l/

For children who have difficulty with the lingua-alveolar glide sound, use the following direct techniques for
facilitating sound placement of /l/.
1. To increase sensory awareness, rub the sides and tip of the child’s tongue as well as the alveolus with
texture (e.g., washcloth, toothbrush, cotton swab, Toothette, or Infa-dent) as you name the points
of contact.
( page 134)
3. Use your finger to apply deep pressure to the tongue front and tip in a series of quick taps.
4. Do tongue tip press: down*, tongue tip press: lateral*, tongue stroke*, and/or tongue tip elevation*
exercises. ( pages 136 and 138)
5. Press down on the top of the front of the child’s tongue at the center with your finger. Slowly lift your
finger and ask the child to follow it with his tongue.
6. Hold a sucker, pretzel, carrot stick, celery stick, tongue blade, or Popsicle upright in front of the child’s
mouth. Have the child use his tongue to lick from the bottom to the top of the object without moving
his head. Repeat, providing proprioceptive input by pulling down on the object as the child licks up.
7. Put a thin cocktail straw or coffee stirrer horizontally (i.e., side-to-side, not front-to-back) behind the
child’s front teeth. Have him hold it there for a count of 10, using only the front of his tongue. Don’t
let the child close down his jaw to hold the straw. You can also place the straw on the central groove
of the child’s tongue and have him hold it against the alveolus.
8. Place a small amount of a sticky food such as peanut butter, jelly, or marshmallow cream on the center
of the child’s alveolus and palate. Have the child use the front of his tongue to lick from the alveolus
back to the palate.
9. If the child is using lip rounding (which encourages substitution of /w/), have him smile slightly.
You can also do techniques that encourage lip retraction such as stroking the lips from the center
to the corners. Begin with words or syllables that contain the vowel “eee” (e.g., leak, leap, believe)
that facilitate lip retraction.
Palatal Glide Sounds /r, er/

The techniques are listed in a general progression to address the key variables for achieving correct /r/ and
/er/ placement and production. The techniques under each heading may target more than one element. Not
all techniques need to be implemented. You will need to determine which factors are affecting /r/ and /er/
placement difficulty and which areas to address. For children who have difficulty with /r/ and /er/ sounds,
use these direct techniques:
1. Facilitate jaw stability and graded jaw movements so that jaw positioning is controlled and the tongue
moves independently from the jaw. It’s important to check jaw positioning and stability carefully. Many
children who distort /er/ have difficulty maintaining a neutral jaw position. They may jut the jaw
forward, laterally, or use a lax open jaw which pulls the tongue out of position. Poor postural alignment
can affect jaw functioning.
( page 134)
2. Facilitate an appropriate amount of tension throughout the tongue.

a. Do tongue side press: in*. Repeat and have the child push against your finger with his tongue
(resistance). ( page 137 )
b. Do tongue side press: down*. Repeat with the child using his tongue to push up against your
finger (resistance). ( page 137 )
c. Push down on the center of the front of the child’s tongue with your gloved finger as the child
attempts to push your finger up (resistance).
d. If the child’s tongue is overly tense so that he distorts /er/, work on tongue position (spreading
and elevation of the back especially), and a reduction of tension in the tongue. It may help to
close the jaw down some and produce the /er/ with a rising pitch.
3. Facilitate tongue retraction. The child’s tongue should be pulled back with the back lateral margins
elevated.
a. Using a gloved finger, a cotton swab dipped in mouthwash, a washcloth, an Infa-dent, or a
Toothette, stroke the sides of the child’s tongue and the upper molars and gums. Then have the
child raise his tongue so the sides are in contact with the sides of the molars. Have him slowly
slide his tongue back, maintaining contact between the sides of the tongue and the molars.
b. Have the child gently bite the sides of his tongue between his molars as he slides his tongue
back.
c. Put a tongue depressor into the tip of the child’s tongue. Push the tongue straight back for the
/er/. You can also put the depressor under the front of the child’s tongue and push back and
slightly up.
d. Touch the back of the child’s head at the base of his skull as he retracts his tongue. You can
also gently pull the child’s hair back at the base of his skull. These techniques give tactile
information about tongue retraction.
4. Facilitate elevation of the back and sides of the tongue and spreading of the tongue.
a. To increase sensory awareness, use a gloved finger, a cotton swab dipped in mouthwash, a
washcloth, an Infa-dent, or a Toothette to stroke the sides of the tongue and the upper molars
and gums where contact is made.
b. Do tongue side press: in*. Repeat and have the child push against your finger with his tongue
(resistance). ( page 137 )
c. Do tongue side press: down*. Repeat and have the child push up against your finger with his
tongue (resistance). ( page 137 )
d. Do tongue base press* and/or tongue spread* exercises. ( page 137 )
5. Facilitate a central groove in the midline of the tongue to get tongue placement with the back sides
elevated so that the tongue is spoon-shaped.
a. Do central groove stroke* exercise. ( page 135)
b. Do central groove tap* exercise. ( page 135)
6. Facilitate elevation of the tongue tip and front.

a. Apply deep pressure to the front and tip of the child’s tongue in a series of quick taps with the
finger.
b. Do tongue tip press: in*. Repeat with the child pushing against your finger with his tongue tip
(resistance). Don’t let him push with his head. ( page 136)
c. Do tongue tip press: down*. Push down on the child’s tongue as he pushes up (resistance).
( page 136)
d. Do tongue tip press: lateral* applied to the tongue front. Repeat as the child pushes against
your finger (resistance). ( page 136)
e. Press down on the front of the center of the child’s tongue with your finger. Slowly lift your
finger and ask the child to follow it with his tongue.
f. Put a tongue depressor under or into the tip of the child’s tongue. Push the tongue back and
slightly up for the /er/. For the retroflex position, push the tongue tip all the way up and back.
7. If the child is substituting /w/ for /r/, encourage lip spreading rather than rounding.
a. Apply manual vibration* using slow vibration to the face. Slow vibration will reduce facial
tension. ( page 133)
b. Stroke the child’s lips from the corners to the center, then shake the center gently to reduce lip
tension.
c. Use a lip-spread vowel such as “ee” to precede the /r/ (e.g., ear, deer, here).
d. Use a smile and elongate the /r/ sound.
e. Use a mirror to monitor lip position.
Consonant Blends
Apply appropriate techniques from pages 123-132 to facilitate the consonant sounds in the blends.
Illustrated Oral-Motor Techniques

Not all techniques are illustrated. A technique may fall under more than one heading because it may facilitate
more than one position or movement.
Positioning
It’s important to give the speech mechanism a stable base.
1. 90° - 90° - 90° 2. prone on elbows,

hips, knees, and ankles at 90°; elbows directly under shoulders,
feet flat on floor head forward and up
(not sunk between shoulders)
Face Wake-ups
These techniques are used to prepare the muscles of the face and mouth for speech production.
1. face pats 2. manual vibration

Use two fingers to pat cheeks, lips, and chin. Using your index and middle fingers,
vibrate along facial muscles from
origin to point of insertion at mouth
and around lips.
Jaw Stability Techniques

Jaw stability and grading are important for all speech sounds, particularly for connected speech.
1. resistance to jaw opening 2. resistance to jaw closing

Push down on the child’s chin as he Push upward on the child’s chin while
attempts to keep his mouth closed. he attempts to keep his mouth open.
3. push into the point of the chin 4. bite block

Push inward on the point of the child’s chin. Place an object between the child’s molars.
5. jaw cupping
Have the child cup his chin between the palms of both hands with his fingers
along his jaw and his thumbs along or behind the angle of the mandible.
Lip Closure Techniques

These techniques are important for /p, b/, and /m/ sounds. Lip closure can be affected by head and back
positioning, low tone, stability, and habitual protrusion of the tongue.
1. bunny nose 2. V-pressure

Place your index and middle fingers on Place your index finger and middle finger
either side of the child’s nose. Vibrate in a V above the child’s lips. Push up and
down to the child’s top lip. Hold briefly. out. For the bottom lip, push down and out.
3. mustache press 4. lip stroke

Place your index finger on the area Place your thumb and index finger
above the child’s top lip and press in. at the center of the child’s lips.
Stroke to corners and hold briefly.
Lip Rounding/Protruding Techniques

These techniques are important for /w, sh, ch/, and /j/ sounds.
1. pucker resistance 2. smile resistance

Have the child smile or say “ee” Have the child pucker or say “ooh”
as you push his lips into a pucker. as you pull his lips into a smile.
Central Groove of the Tongue Techniques

These techniques are important for /s, z, sh, ch, j, er, r/, and /th/ sounds.
1. central groove stroke 2. central groove tap

Stroke the central groove of the Administer quick taps to the child’s
child’s tongue from the tip to tongue along the central groove
halfway back. from the tip to halfway back.
Tongue Tip/Front Elevation and Spreading Techniques

These techniques are important for /t, d, n, l, s, z, sh, ch, j, er/, and /r/ sounds.
1. tongue tip press: in 2. tongue tip press: down

Press into the child’s tongue tip. Push down on the child’s tongue tip.
Repeat and have the child push back. Repeat and have the child push up.
3. tongue tip press: lateral 4. tongue tip elevation

Push into each side of the child’s Place a small dental floss holder
tongue. Repeat and have the child with floss in it behind the child’s
push back. front teeth. Have the child tap or
sustain touch on the floss with his
tongue tip.
Tongue Back Elevation Techniques

These techniques are important for /k, g, er, r/, and /y/ sounds.
1. tongue back press: top 2. tongue back press: sides

Push down on the top back of each Push into the back sides of the
side of the child’s tongue. child’s tongue.
3. tongue base press

Push up on the base of the child’s
tongue by pressing upward behind
the chin with your index finger.
Tongue Lateral Margin Elevation and Spreading Techniques

These techniques are important for /t, d, n, s, z, sh, ch, j, er, r, l/, and /y/ sounds.
1. tongue side press: in 2. tongue side press: down

Put finger along the entire side of the child’s Put finger along the entire side of the top of
tongue and push in toward the midline. the child’s tongue and push down.
3. tongue spread
Place a standard-size dental floss holder
between the child’s molars. Have the child
spread his tongue so its sides touch the sides
of the dental floss holder.
Tongue Retraction Techniques

These techniques are important for /k, g, y/, and /r/ sounds. You can also use the tongue tapping technique
from the Central Groove of the Tongue Techniques on page 135, using deep pressure.
1. tongue bite 2. tongue stroke

Have the child gently bite on the sides Stroke the child’s tongue along the
of his tongue between his molars and central groove from halfway back
slide his tongue back. to the tongue tip.
Resistive Sucking
Sucking increases lip closure, lip strength, graded jaw closure and stability, and
use of the cheek muscles.
Make sure the child holds the straw with her lips, not her teeth. Encourage a
stronger suck by using straws of various widths or shapes or twisted aquarium
tubing. Use thicker drinking substances for greater sucking strength. Partially
freeze drinks in plastic bottles. Have the child put her lips around the bottle
and suck.
Sustained Blowing
Blowing facilitates lip closure and rounding, facial tone, graded jaw
positioning and movements, and breath support for speech.
Gradiate the tasks by using blowing items or activities that require greater or
lesser air flow, lip strength, lip contact, lip rounding, and jaw opening. Make
sure the child holds the item for blowing with her lips, not her teeth. Use
items such as:
• blowing toys (any toy that primarily uses blowing like horns or whistles)
• beach balls (child blows it up)
• sound makers (harmonica, whistle)
• paper party blowers that roll up
• bubbles (wands, bubble pipes, straws, flexible tubing like aquarium tubing)
• small plastic balls (child blows them around with air directly from her mouth or by using a straw)
• straws of different widths and shapes
• two-liter bottles (child puts her lips around the top and blows into it)
Appendix 7A
Sequence of Cognitive, Play, and Communication Development

In young children, or children with other handicapping conditions, it can be difficult to separate language skills
from cognitive (learning ) and play skills as they are intertwined and interrelated. Following is the general
sequence of typical development of cognitive, play, and communication skills.
Remember that these are the averages of when children begin using these skills. Typically-developing children
develop some of these skills at earlier ages and some at later ages. Receptive language skills typically are higher
than expressive language skills—children understand more than they can tell.
2 years old
• cognitive skills
✓ object permanence (knowing that objects exist even when they are out of sight)
✓ ends-means and causality (knowing that actions have results)
✓ tool use (e.g., using a mallet on pegs, using a spoon when eating)
• play skills
✓ functional use of objects (e.g., brushing hair with a brush)
✓ one scheme or action type per object (e.g., pushing a toy truck or hugging a doll)
✓ several schemes per object (e.g., hugging a doll, covering up the doll)
✓ using two objects together in play (e.g., putting blocks in a truck and pushing the truck)
✓ acting out simple themes the child has experienced (e.g., setting a table with toy dishes)
• communication skills
✓ using first words around 12 months of age, about 50 words by age 2
✓ putting two words together at 19 to 24 months
✓ often have a burst in speaking vocabulary and use of two-word utterances when the child is
using about 50 words
✓ concepts the child understands include in, on, off, out, up, down, hot, wet, dirty, yucky, pretty, loud,
one, all, and all gone
3 years old
• cognitive and play skills
✓ reproduces in play what he/she sees and experiences, which extends and practices his/her
cognitive knowledge
✓ uses props (e.g., dress-up clothes, dishes) to play in scenarios (e.g., Mommy making dinner)
✓ plays games with simple rules (e.g., Hide-and-Seek)
✓ understands around 1000 to 2000 words and says over 1000 words
✓ using 3 to 5 words in a sentence
✓ concepts the child understands include under, over, on top, top/bottom, next to/beside, front/back,
around, high/low, big/little, hard/soft, same/not same, heavy, empty/full, fast/slow, and sticky
✓ matches colors
✓ knows one or more colors
✓ counts three objects
✓ 80% of his/her speech is understandable to people outside his/her family
4 years old
• play skills
✓ demonstrates creative and imaginative play
✓ plays board games
✓ begins to classify
✓ puts things in order (e.g., largest to smallest)
✓ understands time
✓ understands that quantity stays the same no matter the size of the container
✓ understands 1500-2000 words and uses up to 1500 words
✓ typical sentences are 4 to 6 words in length and are fairly complete in structure and form
✓ uses possession, plurals, some verb tenses, pronouns, question words, and words like is, can,
and will
✓ concepts the child understands include middle, first/last, above/below, large/small, heavy/light,
rough/smooth, loud/soft, tall/short, long/short, like/not alike, same/different, sharp/dull, each, and
one more than
✓ counts objects to 5
✓ most of his/her speech is understandable to people outside his/her family, although there
still may be difficulty saying the /l, r, th, s/ sounds.
5-6 years old
• play skills
✓ plays table games and complicated floor games
✓ plans and builds constructively
✓ plays cooperatively with others in a group
✓ continues to refine and expand cognitive skills
• communication
✓ understands around 2500-2800 words and uses 2500 words
✓ typical sentences are 5 to 7 words in length
✓ uses pronouns, verb tenses, articles, and various sentence types, although errors are
occasionally present
✓ concepts the child understands include comparative adjectives (e.g., tall-taller, to, of, between, in
order, before, after, and number concepts)
✓ speech is fully intelligible, although occasional errors are present

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What is childhood apraxia of speech?

What is childhood apraxia of speech?

What are the treatment principles for childhood apraxia of speech?

What are the treatment principles for childhood apraxia of speech?

Robin M.

The strategies in this book incorporate components identified by

Copyright © 2006 LinguiSystems, Inc.

All of our products are copyrighted to protect

Chapter 1: What Is Childhood Apraxia of Speech? .................................................................................. 7

Chapter 2: Treatment Principles of CAS ...................................................................................................... 22

Chapter 3 : Evaluation ........................................................................................................................................ 29

Chapter 4: Setting the Stage for Success in Therapy ................................................................................ 46

Chapter 5: Speech Therapy .............................................................................................................................. 55

Therapy Techniques ................................................................................................................................................ 62

Chapter 6: Making Speech Therapy Fun .................................................................................................... 141

Chapter 7: Language Therapy ........................................................................................................................ 160

References .............................................................................................................................................................. 179

Robin and Catherine

1. Describe your child’s speech problem.

Health and Developmental History

drooling ear tubes intubation/ventilator

9. List any medication(s) your child is currently taking.

13. Is your child a messy or picky eater? __________

Speech and Language

Voice and Fluency

Auditory Processing and Learning

Sensory and Motor

Summary of Observation and Test Findings

1. Type(s) of play observed (Circle all that apply.)

action turn taking

verbal turn taking

Did the child avoid interactions? yes no

Speech Production/Performance Load Effects

Consonant Sequences (Blends)

Oral-motor movements (Circle areas of concern.)

Suspected developmental dysarthria? yes no

Voice, Resonance, and Fluency Observations

Speech Sound Practice Pages

 Say each sound.

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Say each sound.

Say each syllable (using a long or short vowel sound).

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