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Purpose of the Toolkit
Purpose of the Toolkit
Childhood apraxia of speech (CAS) is a neurogenic motor speech disorder characterized by difficulty planning and sequencing the movements needed for intelligible speech (ASHA, n.d.). Children with CAS often present with inconsistent speech errors, disrupted prosody, and limited progress with traditional phonological or articulation-based approaches.
This toolkit was developed to support speech-language pathologists (SLPs) working in pediatric-based settings, including schools, outpatient clinics, and private practices. It is designed to bridge the gap between research and practice by providing evidence-informed, clinician-friendly summaries of the five leading CAS treatment approaches:
Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT)
Dynamic Temporal and Tactile Cueing (DTTC)
Kaufman Speech to Language Protocol (K-SLP)
Rapid Syllable Transition Treatment (ReST)
Augmentative and Alternative Communication (AAC)
Why This
Toolkit Matters
Although these approaches have strong research support, SLPs often face barriers that complicate implementation. These include large caseloads, limited access to specialized training, service delivery in groups, and inconsistent caregiver involvement (Gomez et al., 2022; Thomas et al., 2024; Walters, 2018). Without accessible, structured tools, clinicians may find it challenging to select an intervention that is both evidence-based and feasible in their setting.
This toolkit addresses these barriers by providing:
Concise treatment summaries with key features, client characteristics, cueing hierarchies, dosage guidelines, and example session outlines.
Integrated sample goals within each treatment summary, modeled on published research and adaptable for clinical or school-based use.
Comparison tables highlighting logistical and clinical considerations across approaches.
Progress monitoring tools with guidance on what data to collect (e.g., accuracy, cueing levels, session targets).
A culminating project submitted in partial fulfillment of the requirements
for the degree of Master of Science in Speech-Language Pathology
in the Department of Communication Sciences and Disorders at West Virginia University
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