Childhood apraxia of speech (CAS) can have an effect on a child’s language development, social interaction, emotional well-being and participation (Cumley & Swanson 1999). Traditional speech therapy for children with CAS has focused on improving articulation and supplementing the development of natural speech with sign language (Cumley et al 1999; Bornman, Alant & Meiring 2001). However more recently the role of aided Augmentative and Alternative Communication (AAC) has been considered and a multimodal therapy approach for children with CAS strongly promoted (Binger 2007; Cumley et al 1999).

In this case study the AAC journey of a single 7 year old child with CAS will be explored. The discussion will focus on the introduction of a speech-generating device (SGD) to enhance participation in everyday interactions. The selection of therapy goals and the child’s progress with the device will be discussed in light of relevant literature. Using the SETT framework (which considers the student, environment, tasks and tools) the process of assessing, trialling and implementing high technology AAC for a child with CAS will be explored. The AAC barriers that were encountered in this case will be explained and discussed. The results of a six-month post implementation evaluation will also be presented. The possibilities and obstacles to the use of SGDs in managing CAS will be discussed.