First, Julie Case and Maria Grigos provide a review of speech motor control literature in childhood apraxia of speech (CAS) and give clinical implications to the assessment and treatment of CAS. Second, Kristen Allison reviews approaches to measuring speech intelligibility in children with motor speech disorders. Third, Tricia McCabe, Donna Thomas, and Elizabeth Murray describe Rapid Syllable Transition Treatment (ReST) as a treatment for CAS. Fourth, Nancy Tarshis, Michelle Winner, and Pamela Crooke explore how communication challenges in CAS impact social competency and how speech motor challenges impact social development. Finally, Nina Benway and Jonathan Preston evaluate if features of CAS in the literature could be replicated in a sample of school-age children. Readers will describe how speech motor skills have been found to change with practice in CAS, list the linguistic factors that can influence intelligibility, describe the quality of the research that supports ReST, explain ways to consider social cognition in therapy for CAS, and rank the speech features that distinguish the narrow phonetic transcriptions of children with CAS and speech sound disorders.

Learning Outcomes
You will be able to:

• describe how speech motor skills have been found to change with practice in children with CAS
• list the linguistic factors that can influence intelligibility
• describe the quality of the research which supports use of Rapid Syllable Transition Treatment (ReST)
• explain ways to consider social cognition in therapy for CAS
• rank the speech features that distinguish the narrow phonetic transcriptions of children with CAS and non-CAS speech sound disorders