Are you ready for the most effective picture collection and treatment manual for children with developmental Apraxia of Speech? This vibrant, exciting picture  library has successive word approximations written on the back of each item so  that "late talker" children can learn to speak!!
 
 Children with apraxia of speech are not capable of initiating sound sequences necessary to produce normal speech. This occurs because of a breakdown in the ability to coordinate the oral-motor movements necessary to produce and combine phonemes to form words, even though there is no evidence of oral paresis or paralysis. Without guidance these children often stop attempting to speak or verbalize patterns at rudimentary levels below that of which they are capable.   This can delay progress and can cause unnecessary frustration for the child, parents and educators.
 
 This treatment method explains in a systematic way how to simplify word pronunciation patterns making it easier for children to communicate. Phonological processes are utilized and explained as a systematic method of enabling the user to develop verbal stimuli (successive approximations toward target words) that match the child's current ability to initiate phonemes. As the child's ability to produce more complex phoneme patterns improves more appropriate successive approximation patterns can be introduced keeping the child's ability to speak at their maximum level.
 
 This unique material (manual and 200 plus stimulus picture cards) help the
clinician determine why a word is difficult for a child to produce and how to
 change the stimulus to meet the motoric needs of the child. For example, the voiceless phoneme in the word "pony" may need to be voiced (bou-ni); or the
 medial consonant may need to be more "gross" or visible (dentilize the n) or may need to be deleted (po-i); or the final vowel may need to be neutralized (po-ne).  These picture stimuli were specifically designed for individuals with apraxia of speech. They are also appropriate for any individual exhibiting articulatory and/or phonological impairments.
 
 If the child cannot produce all of the phonemes in simple bisyllabics (C1 V1 C2 V2) the user is able to choose a variety of appropriate stimulus material from
 this section of the treatment kit. Other treatment categories include:

 

 VC

 

 CV

 

 CVCV

 

 CVC

 

 CVC

 

 CVC

 

 CV1 CV2

 

 ClVlC2V2

 

 Vowel-Consonant (initial consonant deletion)

  

 Consonant-Vowel (final consonant deletion)

 

 Repetitive syllables

 

 Simple assimilation

 

 Bilabial assimilation

 

 Tip alveolar assimilation

 

 Repetitive syllables with vowel change

 

 Simple polysyllabics

 

 Simple bysyllabics plus CVC

 

 (m) synthesis

 

 (b) synthesis

 

 (d) synthesis

 

 (h) synthesis

 

 (n) synthesis

 

 (w) synthesis