Continuing Education Courses

Clinical excellence is one of THERAPY 2000’s core values. as a benefit of joining Therapy 2000, you have access to live and on-demand, high-quality, free CE courses all year long!

WEBINAR – Childhood Apraxia of Speech: Learning through Video Analysis

Friday, November 3, 2023     |     9:00am – 12:15pm

This training is open to T2K / GAT therapists ONLY 

CEU Hours: 3 CEUs approved by TSHA

Time: 9:00am-12:15pm

Location: Webinar

Registration for THERAPY 2000 & Green Apple Therapy Therapists

Facilitator: Lori Cochran, MS, CCC-SLP

Note: This is an intermediate level training. It is highly recommended that therapists that have not received prior training in apraxia, complete this prerequisite training:

This course will focus on case studies that are submitted by YOU! If you have any kids on your caseload that you suspect apraxia or you feel confident has apraxia and you want some more therapy ideas, please submit those videos to Vanessa Reynolds for this training. All videos must be submitted by October 13th.

All videos submitted should include:

  • Relevant case history and any specific questions you have
  • Elicit some words from the list below, depending on the level of the child. We suggest at least 2-3 words from 2-3 categories, but more is great if you can get it! You can try a dynamic assessment technique – try the word in direct imitation first, then try to cue the word with any and all cues that work, then try the word in direct imitation one more time.
  • A conversational sample would be great too, if appropriate

CV – me, hi, you, toy, day
VC – out, ice, at, on
CVCV – papa, cuckoo, boo boo
CVC – mom, peep, sis, coke
CVC2 – home, mine, bus, peek, sis
CVCV2 – baby, puppy, cookie, mommy
CVC2V2 – bunny, happy, open, today, canoe
Multisyllabic – potato, video, peekaboo, honeydew, lemonade


We know from recent research that characteristics of Childhood Apraxia of Speech (CAS) can emerge in infancy and early toddlerhood (Overby 2019), but those characteristics are not necessarily diagnostic, and so we are still often left wondering: Does this child have CAS? How should I approach treatment?

There is a substantial amount of literature on selecting targets for traditional or phonologically-based treatment methods (Strand 2020) but little evidence exists in the literature on CAS, and even less guidance is provided for “suspected CAS” (sCAS). The only direction given to clinicians to aid in treatment planning is to focus on the movement, rather than specific phonemes. However that requires a shift in mindset that many clinicians find challenging. Additionally, the need to utilize different cueing methods, to understand and apply principles of motor learning, and the often initial slow progress seen with these children can lead to feelings of being overwhelmed and frustrated. All of this often results in clinicians drifting back to writing goals or progressing treatment from a more familiar traditional articulation or phonological approach.
This session will provide a framework for treating children with CAS or sCAS, addressing assessment considerations, initial target selection, involving principles of motor learning, and guiding clinicians to focus on movement when teaching functional words and phrases.
It is expected that clinicians will already have a basic understanding of motor-based treatment methods for CAS. After reviewing some guiding principles for assessment and treatment, videos of assessments will be used in interactive case studies. Participants are encouraged to submit case studies and videos prior to the course and prepare questions regarding children on their current caseloads.


  1. Name at least 2 formal and informal tools to assess for childhood apraxia of speech.
  2. Describe how principles of motor learning can be applied to treatment structure.
  3. List the syllable structure hierarchy from simplest to most motorically complex.
  4. Contrast target selection methods for traditional articulation vs. motor based therapies.
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