Q: Is it wise to talk to a preschool child with childhood apraxia about their disorder?

I never tell little kids that they have a disorder. I let them know that they are speaking very well, that they are still learning, and that I am thrilled that they are speaking as well as they are. Often I imitate back to the child what he said and how he said it, then I model for him how to say it better. Consider this little dialogue:

Child: (Naming an alligator) “Day-bo.”
Therapist: (Pleased) “Day-bo! You said, ‘alligator!'”
Child: “Uh-nuh day-bo.”
Therapist: “Another day-bo! You found another alligator. That is a big word. A-Li-Gay-Tor.” (Emphasizing each syllable)
Child: “A-Gay-Bo.”
Therapist: “Good. ‘A-Li-Gay-Tor.’ You are learning how to say, ‘A-Li-Gay-Tor.'”
Child: “A-Gay-Bo.”
Therapist: “A-Gay-Bo.” Perfect. ‘A-Li-Gay-Tor.'”

In this little exchange, the therapist has given the client several messages:

• I am listening hard to everything you are saying
• I am pleased that you are talking to me
• You said a great word
• I accept the way you said that word
• Here’s how to say it better
• You said it better!
• You eventually will say it the best way because you are still learning