Apraxia of Speech: Essential Courses for Speech-Language Pathologists

Apraxia of Speech (AOS) is a motor speech disorder that impairs the ability to plan and coordinate the movements needed for speech. This condition can affect individuals of all ages, from children to adults, and can vary in severity. Individuals with apraxia struggle to say sounds, syllables, and words correctly, despite understanding language and having normal muscle function. In our specialized courses, we aim to provide healthcare professionals with the knowledge and skills to assess, diagnose, and implement effective interventions for individuals with apraxia of speech. By understanding the nuances of this condition, you can enhance your ability to support those facing these speech challenges.

Why Specialized Apraxia Training Matters?

Speech-Language Pathologists benefit from structured apraxia training that blends theory with clinical application. Our courses emphasize not only assessment but also creating effective apraxia goals in speech therapy, for both children and adults. We integrate evidence-based frameworks like the DTTC cueing hierarchy and the principles of motor learning speech therapy so clinicians can plan sessions that lead to lasting results. Whether your focus is on apraxia of speech goals for adults or developing functional targets for children, you’ll find practical tools and research-backed strategies here.

Below are just a few of the many live and recorded courses available to support your journey in mastering Apraxia of Speech and advancing your skills as a Speech-Language Pathologist.

Advanced Clinical Thinking Using Principles of Motor Learning

This advanced-level course dives deep into motor speech methodologies, focusing on how principles of motor learning can be used to improve treatment outcomes for children with Childhood Apraxia of Speech (CAS). It explores evidence-based methods like Dynamic Temporal and Tactile Cueing (DTTC) and Rapid Syllable Transition Treatment (ReST), which are highly effective but sometimes fail to result in generalized speech improvement. Through case studies and problem-solving exercises, participants will explore how to apply these methodologies more effectively by modifying them to meet the unique needs of each child. The course aims to empower speech therapists to enhance clinical thinking and provide truly personalized, evidence-based treatment strategies.

Course Objectives: By the end of this course, participants will be able to:

• Understand how knowledge of performance is used differently in DTTC compared to ReST.
• Explain the differences in how multisensory cueing is applied in DTTC versus ReST.
• Identify three key principles of motor learning critical for speech target generalization.

This course counts towards Professional Development hours for your ASHA renewal, approved by TSHA. You can submit these hours for your ASHA renewal by using the Compliance Form.

Recommended Prerequisites: Participants should have a solid foundation in childhood apraxia of speech, including familiarity with the Mayo 10+1 characteristics, principles of motor learning, and treatment methodologies such as DTTC, ReST, and multisensory cueing. If you are unfamiliar with these areas, we recommend taking the Evidence-Based Treatment Methodologies for Childhood Apraxia of Speech course first.

Vowels and Prosody: Building Blocks for Intelligibility

In this course, participants will explore how vowel distortions and prosodic errors are two defining features of Childhood Apraxia of Speech (CAS) that can severely impact speech intelligibility. Vowel accuracy and prosody, which includes the use of intonation to convey emotion, intention, and social meaning, are vital for clear communication. Without proper attention to these areas early in treatment, children are at risk for developing speech patterns that are difficult to correct later on.

When setting childhood apraxia of speech goals, clinicians can include vowel targets with prosody measures, such as “Produce target vowels with correct intonation in 4/5 trials with faded prompts”, an example of fading cues in speech therapy applied to prosody.

This course covers dynamic assessment techniques to identify a child’s vowel repertoire and stimulability, helping therapists select which vowel sounds to target. In addition, it focuses on cueing strategies, including visual, verbal, tactile, and motor cues, to shape vowel production. Participants will also learn effective strategies for addressing prosody from the earliest stages of treatment to ensure both natural-sounding speech and the conveyance of meaningful emotion and intention.

Course Objectives: By the end of this course, participants will be able to:

• Prioritize stimulable vowels to target based on dynamic assessment results.
• Apply three strategies and cueing techniques to shape vowel production.
• Implement three strategies and cueing techniques to improve prosody and intonation.

This course counts towards Professional Development hours for your ASHA renewal and is approved by TSHA. You can submit these hours for your ASHA renewal when you complete the Compliance Form.

Target Selection for Children with CAS: From Emerging to Conversational Speakers

In this advanced-level course, participants will delve into the complex process of selecting appropriate speech targets for children with Childhood Apraxia of Speech (CAS). The course will discuss key factors that clinicians should consider when choosing targets, such as phonemic repertoires, coarticulation, phonotactic shape, syllable structures, movement patterns, stress patterns, and client motivation. Special attention will be given to treatment approaches that guide target selection and ensure effective progress for children at different stages of speech development, from emerging speakers to conversational communicators.

By the end of the course, participants will be equipped with clinical reasoning tools for identifying the most appropriate targets for speech therapy, enabling them to create effective goals based on the individual needs and abilities of each child.

Course Objectives: By the end of this course, participants will be able to:

• List 3-5 factors to consider when selecting speech targets for children with CAS.
• Identify 2 areas of likely focus for goals for emerging speakers.
• Provide an example of a goal for a total communicator.
• List 2 areas of likely focus for goals for conversational speakers.

This course fulfills the Professional Development hours requirement for your ASHA renewal, as it is approved by TSHA. These hours can be submitted for your ASHA renewal when you complete your Compliance Form.

Which Words to Work On? Choosing Treatment Targets in Toddlers with Suspected CAS

In this course, clinicians will explore the complex process of target selection for toddlers with suspected Childhood Apraxia of Speech (sCAS). It is common for speech-language pathologists to face uncertainty when diagnosing and planning treatment for young children exhibiting signs of speech delay or unintelligibility, particularly when characteristics of CAS are present but not fully diagnosable. 

This course will provide guidance on how to approach target selection and treatment planning, especially when working with young children who present a limited phonemic repertoire or unclear speech patterns.

The course will delve into the principles of motor learning, emphasizing the importance of focusing on movement and motoric complexity rather than specific phonemes. Participants will learn how to identify appropriate early vocabulary targets based on syllable structures and the child’s readiness for structured motor-based therapy like Dynamic Temporal and Tactile Cueing (DTTC). 

The session will also discuss balancing parent goals, functional vocabulary needs, and phonemic complexity to support effective progress in therapy.

Course Objectives: By the end of this course, participants will be able to:

• Contrast target selection methods for traditional articulation therapy versus motor-based therapies.
• List the syllable structure hierarchy from simplest to most motorically complex.
• Select 3 treatment targets for a child based on their current syllable and phoneme repertoire.

This course satisfies Professional Development hours toward ASHA renewal and is approved by TSHA. You can count these hours towards ASHA renewal when submitting your Compliance Form.

Principles of Motor Learning and Multisensory Cueing – Not Just for Apraxia

Motor learning principles and multisensory cueing are fundamental techniques in speech therapy, not just for childhood apraxia of speech (CAS), but for a wide range of speech sound disorders. This course will explore how these principles can be applied across various contexts to enhance speech production and retention. 

Participants will gain an understanding of how to incorporate auditory, visual, tactile, semantic, proprioceptive, and kinesthetic strategies to facilitate accurate speech production.

Throughout the course, clinicians will be introduced to a range of cueing strategies, learning how to choose the appropriate one based on the child’s specific errors and needs. The course will also cover clinical decision-making, providing a cueing hierarchy, and explaining the rationale for fading cues as children progress in therapy. Participants will have the opportunity to learn from practical examples and share their own techniques for effective treatment.

Course Objectives: By the end of this course, participants will be able to:

• Name and describe 3 types of visual cues.
• Describe at least 3 ways to decide what type of cueing to use based on a child’s error.
• Describe the rationale for using multisensory cueing.

This course meets the requirement for Professional Development hours toward ASHA renewal and is approved by TSHA. You can count these hours toward ASHA renewal when submitting your Compliance Form.

Coarticulation: What is It and How to Include It in Treatment of Speech Sound Disorders

Coarticulation, a disruption in coarticulatory movements, is a frequent challenge in childhood apraxia of speech (CAS) and plays a crucial role in affecting intelligibility, particularly in connected speech. Understanding and addressing coarticulatory contexts can significantly improve speech outcomes not only in CAS but also in other speech sound disorders. In this course, participants will explore the concept of coarticulation, with an emphasis on how it appears in connected speech within Standard American English.

The course will guide clinicians through the hierarchy of addressing coarticulatory errors, offering numerous examples, therapy activities, and potential goals. By understanding coarticulatory processes, clinicians will be better equipped to target these errors in therapy, which is key for improving overall speech intelligibility.

Course Objectives: By the end of this course, participants will be able to:

• Name 3 coarticulatory contexts that occur within and between words in Standard American English.
• List two possible goals to address coarticulation.
• Name 2 activities that can be used to address coarticulation.
• Name 2 facilitative contexts for obtaining production of new phonemes.

This course meets the requirement for Professional Development hours toward ASHA renewal and is approved by TSHA. You can count these hours toward ASHA renewal when submitting your Compliance Form.

Evidence-Based Treatment Methodologies for Childhood Apraxia of Speech (CAS)

Children with motor speech disorders, such as Childhood Apraxia of Speech (CAS), require treatment grounded in the principles of motor learning to maximize their progress. While many clinicians use motor learning principles, the challenge often lies in applying them effectively to achieve the best possible outcomes. This course will explore motor learning principles and provide strategies for incorporating them into therapy to ensure generalization of speech skills.

In addition to the theoretical understanding of motor learning, this course will cover evidence-based therapy approaches for CAS, including Dynamic Temporal and Tactile Cueing (DTTC), Rapid Syllable Transition Treatment (ReST), and Speech Motor Chaining. Participants will also be provided with real-world examples and demonstrations of these techniques, along with resources to further expand their knowledge.

Course Objectives: Upon completion, participants will be able to:

• Identify the main goal/focus of therapy for children with CAS.
• Describe the client profile best suited for Dynamic Temporal and Tactile Cueing (DTTC).
• Describe the client profile best suited for Rapid Syllable Transition Treatment (ReST).
• Describe the client profile best suited for Speech Motor Chaining.

This course is approved by TSHA and meets the requirements for Professional Development hours towards your ASHA renewal. These hours can be counted toward your ASHA renewal when you submit your Compliance Form.

Ready to Take Your Practice to the Next Level in Childhood Apraxia of Speech (CAS)?

CEU courses focused on Childhood Apraxia of Speech (CAS) are not just an educational requirement—they are a powerful tool for advancing your practice, refining your skills, and making a lasting impact on your clients’ speech development. By selecting specialized courses, speech-language pathologists can deepen their understanding of CAS, adopt evidence-based methodologies, and enhance their therapeutic techniques to deliver better results.

We are dedicated to empowering professionals like you. Our CAS-focused CEU courses offer practical knowledge, effective treatment strategies, and evidence-based practices that can improve your clients’ communication abilities. Whether you’re just starting your journey with CAS therapy or you’re an experienced clinician looking to refine your skills, our courses will equip you with the tools you need to succeed.

Explore our courses today and discover how continuing education can elevate your practice. From mastering motor learning principles to applying dynamic cueing techniques, we have a course designed to meet your professional development needs.

Your journey toward enhanced expertise and better outcomes for children with CAS begins here. Let us be your trusted partner in advancing your skills and achieving your professional goals.

Don’t wait — log in now or sign up today to unlock a world of professional growth and join a community dedicated to shaping the future of pediatric therapy. Your journey to excellence starts here!

FAQ – Apraxia of Speech Training & Therapy Goals

1. What is apraxia training for speech-language pathologists?
   Ans- Apraxia training teaches SLPs how to assess, diagnose, and treat apraxia of speech using motor learning principles, cueing hierarchies, and evidence-based methods like DTTC and ReST.

2. What is the DTTC cueing hierarchy?
   Ans- The DTTC cueing hierarchy begins with maximum support (simultaneous production) and gradually fades to minimal support (spontaneous speech), helping children build independence in speech motor planning.

3. How do you write apraxia goals for speech therapy?
   Ans- Apraxia goals should be functional, measurable, and focus on syllable shapes, prosody, and fading cues. For example: “Client will produce CV syllable shapes with 80% accuracy using visual and tactile cues.”

4. What are good apraxia goals for adults?
   Ans- Adult goals may include producing multisyllabic words with reduced cues, improving prosody in conversation, and using self-monitoring strategies during daily interactions.

5. What are apraxia goals for children with CAS?
   Ans- Goals for children often focus on increasing phonemic repertoire, improving prosody, and achieving accurate movement patterns through DTTC or motor-based therapy.

6. What is the role of principles of motor learning in speech therapy?
   Ans- Principles of motor learning guide therapy intensity, feedback, and practice structure, ensuring speech movements are learned, retained, and generalized across contexts.

7. What is the difference between DTTC and ReST?
   Ans- DTTC uses intensive cueing and scaffolding for younger or more severe cases, while ReST focuses on practicing prosodic accuracy in multisyllabic nonsense words, typically for older children.

8. What is fading cues in speech therapy?
   Ans- Fading cues means gradually reducing support—moving from simultaneous production to delayed imitation to spontaneous production—so the client develops independent speech.

9. How do you set functional apraxia goals?
   Ans- Functional goals are tied to daily communication needs, such as ordering food, introducing oneself, or answering phone calls, while still targeting motor planning accuracy.

10. Where can SLPs find a DTTC course?
    Ans- SLPs can take live or recorded DTTC courses through accredited providers, often offering ASHA-approved professional development hours.