The Talk School Glossary

Childhood Apraxia of Speech (CAS), a neurological pediatric speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits. According to the American Speech-Language-Hearing Association Childhood Apraxia of Speech [Technical Report] (2007).

A multisensory phonics-based method for teaching children to read, write, process, and speak. It works on associating the cognitive processes of attention, retention, and recall. The program’s multidimensional aspects include language concepts, language structure, sequential language and skills for learning. It has a built-in memory component to alleviate a language-disordered child’s difficulties in organizing, storing, and retrieving information pertinent to speech and language.

The methods, tools, and strategies used to support or replace spoken or written language for people who have difficulty communicating.

A developmental, individual-differences, and relationship-based approach that supports children's emotional, social, communication, and cognitive development. DIRFloortime emphasizes understanding each child's developmental level, sensory and motor differences, and individual interests while building meaningful relationships through play and shared interactions. Adults follow the child's lead while creating opportunities for engagement, problem-solving, communication, and increasingly complex interactions.

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DTTC is a motor-based approach, meaning it is designed to improve the brain’s ability to plan and program movements for speech, which most experts believe is the underlying cause of CAS. Across DTTC treatment studies, the greatest gains occurred when speech targets were functional, treatment was frequent, production frequency was high, and motivation increased (Maas, et al, 2014).

Deficient motor planning, often related to sensory processing difficulties.

A hierarchical approach to develop expressive communication describing and defining objects.

A computer-based, timed training program that uses auditory and visual feedback to help individuals practice synchronizing movements with a steady beat. Activities involve performing motor actions in time with auditory cues and receiving feedback about timing accuracy. It is used in some therapeutic settings to target motor timing, coordination, attention, and related performance skills. Individual outcomes vary, and evidence for broader benefits is mixed.

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Multimodal communication refers to the use of multiple methods or modes to convey messages. This includes spoken words, gestures, facial expressions, sign language, writing, and augmentative/alternative communication (AAC) systems. By integrating various communication channels, individuals can enhance understanding and express themselves more effectively.

Phonemes for 43 sounds (not letters) in the alphabet (i.e., “-a-” short vowel like in “cat” and “a-e” long vowel like in “bake”)

PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets) is a specialized speech therapy technique designed to assist individuals with speech sound disorders, particularly those with apraxia of speech. This method focuses on the physical aspects of speech production, emphasizing how the articulators (jaw, lips, tongue) move rather than just the sounds produced. PROMPT-trained clinicians use tactile and kinesthetic cues to guide clients in producing speech sounds more effectively.

The sensory system that provides information from receptors in muscles, tendons, and joints about body position, movement, and force. Proprioception helps individuals grade their movements, judge how much force to use, coordinate their bodies, and complete activities such as climbing, pushing, pulling, and manipulating objects.

A listening-based intervention developed by Dr. Stephen Porges and based on aspects of Polyvagal Theory. It uses specially filtered music delivered through headphones and is intended to support regulation, auditory processing, and social engagement. The program is often used alongside therapeutic support to help individuals work toward greater comfort with sound and interpersonal interactions. Research is ongoing, and outcomes vary. It should be implemented by a trained provider with attention to the individual's auditory sensitivities and responses.

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The multisensory experiences that one normally seeks on a daily basis to satisfy one’s sensory appetite; a planned and scheduled activity program that an occupational therapist develops to help a person improve self-regulation.

The neurological process of receiving, organizing, and interpreting sensory information from the body and environment to produce appropriate, adaptive responses. Sensory integration helps individuals use sensory information to participate in daily activities, learning, play, and social interactions.

The nervous system's ability to regulate the intensity and duration of responses to sensory input. Sensory modulation helps individuals respond appropriately to sensory experiences without becoming overwhelmed, under-responsive, or excessively reactive.

The way the nervous system receives, organizes, interprets, and responds to sensory information from the body and environment. Effective sensory processing supports attention, motor coordination, emotional regulation, and participation in everyday activities.

An intensive, teacher-led, multisensory reading intervention and instructional curriculum designed for non-readers, striving readers, and students with dyslexia. The core approach and methodology is the Orton-Gillingham Approach that uses explicit, systematic, and sequential structured literacy instruction. Through multisensory techniques, students develop essential reading skills, including phonological awareness, phonics, spelling, fluency, vocabulary, and comprehension.

The sensory system that processes information through receptors in the skin, including light touch, pressure, texture, temperature, and pain. The tactile system supports body awareness, fine motor skills, protective responses, and participation in activities such as handwriting, dressing, grooming, and handling materials.

The sensory system located in the inner ear that detects head movement, changes in position, and acceleration. It contributes to balance, postural control, spatial orientation, and coordination of eye and head movements. It also contributes to alertness and regulation.