New to this topic? Start with our companion article: Understanding Inconsistent Speech Sound Production in Children
A diagnosis of childhood apraxia of speech (CAS) or inconsistent speech sound production often arrives with a lot of questions and very few easy answers. What does therapy look like? How often? What can families realistically expect? And — the question that's probably on your mind — why is this so different from what a friend's child did for their speech delay?
That last question is the key one, and it's where this article begins. "Disordered" covers two profiles that are often lumped together. In inconsistent phonological disorder, the difficulty is in planning which sounds make up a word. In childhood apraxia of speech, it's in planning the movements that produce them. Our previous article explains how assessment tells them apart. This one walks through the therapy for each: the core vocabulary approach for inconsistent phonological disorder, and the motor-learning programs NDP3, ReST and DTTC for CAS, plus what meaningful home practice looks like for both.
Before we dive in — a question about hearing. Has your child been seen by an audiologist? Therapy moves so much faster when we know the ears are on our side. If a child is working hard to produce a sound they can't quite hear, we're fighting with one hand tied behind our back.
Why Disordered Speech Needs a Different Approach
For children with a phonological delay, therapy often focuses on helping the child reorganise their sound system — approaches like minimal pairs, where you contrast similar-sounding words to highlight the difference a sound makes. These approaches work well when a child's underlying difficulty is with the rules of the sound system.
But for children with inconsistent speech, contrast therapy misses the point, because there is no stable rule to contrast. Crosbie, Holm and Dodd (2005) showed this directly: children with inconsistent errors made more progress with the core vocabulary approach, while children with consistent errors did better with contrast therapy.
For children with CAS, the difficulty sits a step later, in planning and programming the movements. (Difficulty actually executing the movements, because the muscles are weak or imprecise, is a different condition called dysarthria.) Therapy for CAS needs to build stable motor plans, so the same word is produced the same way reliably and automatically, and the approaches that work best are grounded in principles of motor learning.
Core Vocabulary: For Inconsistent Phonological Disorder
Barbara Dodd's core vocabulary approach picks a set of words that matter to the child, a sibling's name, a favourite food, a common request, and works on producing each one the same way every time, usually twice a week over a short block. The aim is consistency rather than accuracy at first; a child's best stable version of a word is accepted and drilled until it is reliable, then the next word. As consistency takes hold, the child's wider sound system usually becomes more orderly, and contrast therapy can follow if consistent errors remain (Crosbie et al., 2005). Families are part of the drilling at home, which is why the word list is chosen together.
The sections that follow are about CAS.
Principles of Motor Learning Applied to Speech
Therapy for CAS draws on principles of motor learning — a set of evidence-based guidelines from movement science about how people best learn new motor skills. Maas and colleagues (2008) applied these to speech therapy, and their work has shaped how speech pathologists approach CAS. A speech pathologist will weave these principles into sessions in ways that suit the child, but a few ideas give you a sense of why therapy looks the way it does.
Lots of repetition, designed to feel like play
Learning a motor skill requires a lot of practice. For children with CAS, research reviewed by Murray, McCabe and Ballard (2014) suggests sessions that include 100 or more practice trials of target words are more effective. That sounds clinical, but a skilled speech pathologist hides those repetitions inside favourite games, characters and interests, because practice that feels like play is practice a child will keep doing.
Shorter sessions, more often
Rather than one long session a week, the evidence points to shorter, more frequent sessions, so the brain has more chances to consolidate new motor plans between attempts. For children with CAS, this often means sessions several times a week, especially in the early stages.
Feedback that gradually steps back
Children benefit from specific feedback on what they produced and how — and a speech pathologist gradually reduces that feedback as the child improves, so they learn to monitor their own speech. Getting the timing of that shift right is very much a clinical judgement call, which is part of why these approaches are specialist work.
Motor-Based Programs for CAS
Several specific therapy programmes have been developed and researched for CAS:
Nuffield Dyspraxia Programme (NDP3)
The Nuffield Dyspraxia Programme is a structured, evidence-based programme used by speech pathologists with specific training in the approach. Research supports its use with children who have CAS (Murray et al., 2014). It is delivered by clinicians who have completed the official NDP3 training.
Rapid Syllable Transition Treatment (ReST)
ReST was developed by Professor Patricia McCabe and colleagues at the University of Sydney and is one of the few CAS treatments with evidence from randomised controlled trials. It is delivered by clinicians who have completed the relevant training, and McCabe's team has made resources available to support this Australian-developed approach.
Dynamic Temporal and Tactile Cueing (DTTC)
DTTC is another well-known motor-based approach for children with CAS. Like the other programmes above, it is delivered by speech pathologists with specific training in the method. If you'd like to know whether DTTC, NDP3 or ReST might suit your child, the best step is to ask a speech pathologist trained in those specific approaches.
Augmentative and Alternative Communication (AAC) Alongside Speech Therapy
For children whose speech is severely affected — including many children with Childhood Apraxia of Speech — AAC (augmentative and alternative communication) is often a critical part of the picture. AAC includes things like picture boards, key word sign, communication apps, and speech generating devices.
A worry parents often share is that AAC might "stop" their child from talking. The research is clear: it doesn't. A systematic review by Millar, Light and Schlosser (2006) found that AAC use was either neutral or positively associated with speech development — not negative. Research also shows that AAC supports communication development overall, not just instead of speech.
For children with disordered speech, AAC isn't a replacement for therapy — it sits alongside it. While we work on building accurate motor plans for speech, AAC gives your child a way to be understood right now. That reduces frustration, builds confidence, and supports the broader language development that underpins all communication.
Frequency and Intensity: How Much Therapy Is Needed?
This is one of the most important — and sometimes most challenging — aspects of therapy for disordered speech. Children with CAS typically need more intensive therapy than children with speech delays, and core vocabulary blocks are also usually run twice a week.
The CAS treatments with the best evidence were studied as intensive programs, with sessions several times a week (Murray, McCabe & Ballard, 2014), so that's the kind of schedule the research actually speaks to. A 2026 review and meta-analysis from the same Sydney group pulled together 25 studies and found that CAS treatment works in well-controlled studies when it's delivered at least twice a week for at least 45 minutes a session, and that the number of weeks of therapy mattered more to outcomes than the other intensity measures (McCabe et al., 2026). None of that means a particular number of sessions guarantees a better result for a given child; it means the schedule needs to suit the approach being used and be reviewed as we go. It fits with the motor learning principle of distributed practice — the brain needs frequent opportunities to practise and consolidate new motor plans.
We understand that this level of intensity can be hard to manage for families. That's why it's so important for parents to be involved in supporting practice between sessions. When I've supported families through this, the most common worry is whether they're practising "enough" — and the honest answer is that short, frequent, well-targeted practice tends to do more than longer, less regular sessions. The combination of regular therapy with a speech pathologist and consistent home practice is often the key to meaningful progress.
The Role of Parents in Supporting Practice at Home
For both profiles, home practice between sessions is an important part of the plan — but it's very specifically the practice a speech pathologist has set up with you, not something to design on your own. Whether your child is drilling core words or motor targets, the practice needs to land on exactly the words the clinician has chosen, in exactly the way they've shown you. Here's what makes this kind of home practice a bit different from a typical speech delay:
Stick closely to the targets you've been given
The words, phrases, and cues you've been asked to practise have been carefully chosen based on where your child is in the learning process. This really isn't the time to improvise or add extra targets — the repetitions need to land on the specific motor plans the speech pathologist is building.
Frequency matters more than length
A few minutes of focused practice most days tends to do more than one longer session on the weekend. Consolidation happens between practice sessions, so more frequent, shorter practice gives it more chances to happen.
Record and share what you're seeing
If your speech pathologist asks you to record short practice samples on your phone, those recordings are gold. For inconsistent profiles, what shows up in one therapy session isn't always representative — and a short clip from Tuesday morning at home tells the clinician things a Friday afternoon session never will.
What Progress Looks Like
Progress with disordered speech can feel slow — and it's important to have realistic expectations. Unlike a speech delay, where a child might "catch up" relatively quickly once the right patterns click, building a stable sound system or stable motor plans is gradual work. You might notice:
- Your child becomes more consistent with specific words before that consistency spreads to new words
- Progress is faster with shorter, simpler words and slower with longer, more complex ones
- There may be periods of rapid progress followed by plateaus — this is normal
- Improvements in intelligibility (how well others understand your child) often come in waves
The most important thing to remember is that children with disordered speech do make progress with the right therapy, delivered at the right intensity, with consistent support at home. If your child has been identified as having inconsistent or disordered speech — or if you're concerned and want to find out more — get in touch with our team. Speaking Speech Pathology offers mobile speech pathology in your home across Brisbane's south side and Logan.
Alexandra Bouwmeester is a Senior Speech Pathologist (MSPA, CPSP) with over 14 years' experience supporting children with complex speech needs. She uses motor-learning-informed approaches and is passionate about coaching parents to support practice at home.
References
- Crosbie, S., Holm, A., & Dodd, B. (2005). Intervention for children with severe speech disorder: A comparison of two approaches. International Journal of Language & Communication Disorders, 40(4), 467–491.
- Maas, E., Robin, D. A., Hula, S. N. A., Freedman, S. E., Wulf, G., Ballard, K. J., & Schmidt, R. A. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology, 17(3), 277–298.
- Murray, E., McCabe, P., & Ballard, K. J. (2014). A systematic review of treatment outcomes for children with childhood apraxia of speech. American Journal of Speech-Language Pathology, 23(3), 486–504.
- McCabe, P., Thomas, D. C., Choo, J. X. M., Heard, R., & Ng, D. (2026). Does more speech therapy lead to better results in childhood apraxia of speech? A systematic review and meta-analysis of the available evidence. International Journal of Language & Communication Disorders. https://doi.org/10.1111/1460-6984.70337
- Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49(2), 248–264.
