My first priority is communicative effectiveness. For many young children, this may include a priority on alternative modalities of communication, such as use of signs. As children increase their expressive skills, more focus is placed on the motor aspects of speech production. Because I am a supervisor in a University clinic, most of the direct therapy is provided by graduate students under my supervision. Students receive training in principles of motor learning as described by Edwin Maas and colleagues (2008), and in treatment protocols such as Dynamic Tactile and Temporal Cueing (DTTC) and basic multi-sensory cues including those used in PROMPT as needed for an individual client.