School-Based Speech Therapy Support for Students with Speech Motor Difficulties: A Dual Case Study from a Malaysian PPKI Setting

Background: Speech motor coordination difficulties may present with characteristics associated with Childhood Apraxia of Speech (CAS). While evidence-based intervention principles exist, documentation of school-based support for such speech motor difficulties within Southeast Asian contexts remains limited. Purpose: This study documents the communication development of two students presenting with CAS-related speech motor characteristics, as documented in school-based therapy records, who received school-based speech therapy support within a Special Education Integration Program (Program Pendidikan Khas Integrasi/PPKI) in Malaysia over 20 months. Method: A descriptive dual case study design was employed, utilizing therapist session notes, monthly progress observations, and baseline screening assessments collected between August 2023 and December 2025. The study reports school-based documentation and functional communication trajectories rather than formal individual diagnostic assessment. Results: Both students demonstrated measurable progress in listening comprehension, categorization skills, and following complex instructions. “Adam” achieved perfect attendance (8/8 sessions in 2025) and showed improvement in speech coordination. “Danish” progressed from limited verbal communication to spontaneous answering by November 2025. Conclusions: This documentation suggests that consistent school-based speech therapy support within PPKI settings can support meaningful communication development for students presenting with CAS-related speech motor characteristics. The study contributes practice-based evidence on speech motor support in Malaysian educational contexts while acknowledging that formal individual CAS diagnostic assessment was not conducted as part of the school-based group therapy service.