With information I have gathered during assessment I formulate a list of potential treatment targets. I use a list of the child's strongest sounds (consonants and vowels) and a list of their strongest syllable structures to determine what words can be built with those parameters. If the child has a word in their inventory that isn't particularly stable, I would choose to stabilize that. If building new syllables, I would use their strongest sounds to build new syllables. If working on new sounds, I would use sounds that are more similar to ones they currently have mastered or ones that they have good stimulability for and I would put those into their strong syllable structures. I choose to change only one parameter at a time when choosing treatment targets (e.g. strong sounds with new syllables, new consonants with strong syllables and vowels, or new vowels with strong consonants and syllables.) I prioritize real words that would be functional for the child and family whenever possible. I involve the family in helping to create the child's word list. In treatment I set goals to elicit the target word as many times as possible (my target is 100-150 per session). I go through a cue hierarchy to elicit the child's most accurate production of words. I move fluidly through that cue hierarchy with my goal being the least amount of help necessary to keep the child accurate. I use block practice when necessary, but move to more randomized and independent practice as soon as possible. I use AAC as well to help the child develop communicative competence and success within their environment as quickly as possible. I also incorporate literacy enhancing skills to build strong foundations for reading later on by talking about sounds and letter sound relationships when appropriate and possible.