First, I begin by taking inventory of a child's prelinguistic skills such as their ability to share and join attention with me and activities as well as their ability to imitate actions, sounds, and words. For many therapy approaches these skills are necessary to engage in therapy. If a child still needs these skills, then we will first work on increasing attention span and increasing imitation skills. Once children are able to engage in these skills, I will take an inventory of their speech and language skills to determine how severe their Childhood Apraxia of Speech (CAS) is. For children with more severe CAS, therapy will first begin with small target word sets such as 5-7 words that we will practice based on what sound movements that are struggling with. For example, some children are struggling with open syllables such as me, up, and on while others are struggling with simple closed syllables such as pop, mom, and dog. I like to work together with families to determine word lists that are functional for home life as well. I provide children with many sensory cue options to help determine support that is most beneficial for the child (e.g. visual cues, physical cues, auditory cues, etc) if they need more support to increase their accuracy with speech movement to produce target words. Therapy will include monitoring of a child's progress to continue to determine appropriate word, phrase, and sentence targets to practice speech movement in sessions. Children will receive feedback on their performance in an age appropriate manner, so they know during practice how they are doing with production of targets and how to make improvements during session.