Films on apraxia of speech

• Keep slides simple and visual: Let the visuals do some of the talking for you. Use large, clear fonts and supportive images to reduce how much you need to say.
• Use speaker notes or cue cards: These can anchor you and help you avoid filler words or long pauses.
• Practice with a script: Record yourself and listen back—not to critique, but to get used to your pacing and tone.
• Pause with purpose: Silence isn’t bad. A short pause can make your message land better and give you time to breathe and refocus.
• Do a short pre-presentation on a familiar topic.
• Get extra time (explain how it helps to enable this)

• Toastmasters International – A global nonprofit that helps people improve public speaking and leadership skills through local clubs. Toastmasters International -Home 
• Speakers Trust (UK) – Offers workshops and resources to help young people and community groups develop speaking confidence.  Speakers Trust - Speak and be heard. 
• YouTube Channels like TED-Ed or Speak with Impact – Great for bite-sized tips and examples of effective delivery. Lessons Worth Sharing | TED-Ed 

Apraxia of speech is not a cognitive disability but might impact workplace communication

Request colleagues give you a little extra time to speak

Explain you may need to repeat myself or clarify difficult words

Encourage team members to ask you to spell out or rephrase words if unclear.

Utilizing chat features in Zoom/Teams to contribute during meetings or ask to meet in person if easier

Email or text over phone calls for clear record and reduced pressure

Submit written reports or responses instead of verbal presentations.

Arrange for colleagues to introduce you when new stakeholders are present

Share meeting materials in advance so you have time to prepare written input

Let participants know how you may respond after meetings for clarity. Indicate you wish to speak with a hand gesture or a marker, so that the team can allow you time to talk.

Openly discussing your apraxia and needs with supervisors. Make them aware of disability legislation (see resource hub  Apraxia Resource Hub 

Ask for flexibility in task or deadline expectations (e.g., extra response time)

Suggest reasonable, low-cost accommodations that benefit communication

Access workplace or community resources for people with speech disabilities. Apraxia Resource Hub 

Join employee groups, university of college disability support groups or online communities for peer mentorship

Stay informed about new assistive technologies and workplace inclusion programs

These are the results  of a survey of 38 Speech and Language Therapists and student SLTs in the North of England to find out their knowledge and attitudes towards Childhood Apraxia of Speech (Pepper, 2025)

 Most SLTs and SLT students demonstrated a strong understanding of the core speech characteristics of Childhood Apraxia of Speech (CAS). All respondents identified consonant and vowel difficulties, reflecting excellent awareness of the speech motor planning issues at the heart of CAS. Many also recognised reduced intelligibility (71.4%), disrupted prosody (68.6%), and difficulty with fast speech (65.7%)—hallmark features of the disorder. 

Some SLTs and SLT students selected features not typically associated with CAS, such as limb movement, fine motor skills, or memory. These are more relevant to broader developmental conditions like cerebral palsy or developmental coordination disorder. This highlights a common confusion; misunderstanding CAS as a general cognitive or neurological condition, rather than a specific speech motor planning disorder. 

 A number of SLTs and SLT students attributed language and literacy issues to CAS, including reading aloud (85.7%), spoken grammar (62.9%), and phonological awareness (48.6%). While these are not part of the diagnostic criteria, such difficulties can arise secondarily due to limited speech experience. This points to a need for clearer understanding of primary versus secondary features of CAS. 

Some SLTs and SLT students identified adverse long-term outcomes, like lower job opportunities (62.9%). Some note social-emotional skills (28.6%) as a feature of CAS. This suggests awareness of the real-world implications, but also some confusion between the condition’s causes and its consequences. 

 Moderate numbers of SLTs and SLT students selected features such as difficulty humming (57.1%) or moving the tongue voluntarily (65.7%). While these can be observed in some individuals, they are not core diagnostic features of CAS. This indicates a need to better distinguish between speech-related motor planning deficits and more general oral-motor difficulties. 

 Many SLTs and SLT students found it most impactful to realise that support for people with CAS must extend beyond childhood. They described a shift away from “fix-it” thinking toward a view of therapy as a lifelong, individualised process. There was strong advocacy for inclusive, functional, and co-produced approaches, as well as access to evidence-based methods like DTTC. 

  SLTs and SLT students called for changes in practice to support individuals with CAS across the lifespan. This includes more services for adolescents and adults, and a shift toward inclusive, person-centred therapy. Many advocated for greater time, empathy, and flexibility in intervention, alongside stronger training in evidence-based approaches and co-production with individuals who have CAS. 

According to SLTs and SLT students, the biggest challenges faced by people with CAS are social and emotional. These include being misunderstood, underestimated, or spoken for—despite having intact understanding and cognition. The mental effort required to speak, coupled with fear of judgement, was also highlighted. The root challenge is often others’ perceptions, rather than the speech disorder itself. 

 Several SLTs and SLT students reported that the survey challenged their assumptions about CAS. Many had thought it was limited to childhood, or misunderstood the range of difficulties it can affect. There was a growing realisation that CAS is a complex and often lifelong condition, reinforcing the need for ongoing training, awareness, and support in clinical practice.