The Speech Motor Learning for Toddlers (SMoLT) program
SMoLT is an evidence‑based early intervention program for toddlers showing signs of speech motor planning difficulties, such as those experienced by children with Childhood Apraxia of Speech (CAS).
SMoLT strengthens toddlers' speech motor learning skills while empowering caregivers with simple, effective strategies they can use every day.
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SMoLT was created and evaluated by Dr. Laura Nelson during her PhD, with supervision from Dr. Chantelle Highman, Dr. Donna Thomas, and Prof. Suze Leitao.
A clinical manual and training package for clinicians is currently in development.
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You can register your interest in upcoming workshops and SMoLT updates by completing the enquiry form below.
SMoLT® is a registered trademark.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. https://creativecommons.org/licenses/by-nc-nd/4.0/deed.en
Get in touch
Please provide your details below along with your message and Laura will reply as soon as possible.
Please email Laura at laura.speechtherapy@gmail.com if you do not hear back from her.
Frequently Asked Questions
SMoLT is an 8-week program designed to integrate caregiver coaching with in-person toddler intervention. The program consists of two sessions each week (16 sessions in total): the first session is delivered to caregivers only (online or in-person; 30-40 minutes) and covers a different therapeutic strategy; the second session is delivered in-person (45 minutes) with both the caregiver and toddler present. In this second session, the clinician works directly with the toddler to support the development and use of new speech‑motor movements.
During the SMoLT program, toddlers work on four individualised speech movement goals. Each movement goal has four target words. So, by the end of SMOLT, the toddler has practised 16 new words.
Caregivers learn the following topics through a teach-model-coach-review coaching framework:
Tune into Speech - Tune into the complexity of speech movement production and the importance of responsive communication
Basics of Speech Motor Learning- Strategies to facilitate speech motor learning (e.g., child motivation, imitation skills, feedback and practice)
Cueing - Using visual, verbal and tactile cues
Feedback - Providing optimal levels of feedback to support speech motor learning
Prosody (speech melody) - Hearing different emphasis in parts of words (e.g., obJECT vs OBject) and applying knowledge to own child
Vocabulary - Strategies to support vocabulary development (e.g., repetition, using a variety of words, talking about features of words and talking about the child’s interests)
Daily Routine Intervention - Using daily routines to support communication goals using learnt strategies
Supporting Communication with Gestures and Other Aids - Introduction to using augmentative communication strategies to support language development
For more information on the design of STEMSS and how the tool was developed, refer to Section 2.6 of the research study thesis.
For guidance on selecting goals using the STEMSS, refer to Appendix 7 of the research study thesis (Draft Guidelines for Selecting Individualised Speech Movement Goals and Target Words).
You may also register your interest in the SMoLT program training, where the STEMSS will be applied to generate individualised goals using real data from toddlers at risk of CAS.