I use a 3-prong approach for therapy, focusing on increasing speech sound inventory, increasing syllable shapes/movement patterns, and increasing expressive/functional language. For speech sound work, I usually begin teaching in broad classes of sounds, ie. if child has only alveolars I will stimulate use of bilabials or sounds using continuant airflow (/h/ or /s/ for example). I use tactile cueing liberally but also fade each cue as soon as the child is able. With syllable shapes/movement patterns, I use some of Kaufman's cards and some Moving Across Syllables stuff. In general, my goal is to help the child use the sounds he is able to produce consistently in more complex patterns. Expressively, at the early stages, my goal is functional words and phrases, followed by increasing vocabulary and use of multi-word utterances. Once the child is able to produce short phrases, I begin working with predictable sentences using cards as a visual cue (patterned after the FOKES). I generally follow a developmental morphological pattern, beginning with Who + is + verb (-ing). Sprinkled into all of this, we do singing and fingerplays to begin targeting prosody and phonological awareness.