For clients who are toddler or preschool age (2-4) therapy sessions will focus on parent coaching for techniques to use at home until the child is able to interact with imitation requests.

As an SLP who is primarily telepractice, I can also provide initial home visit sessions in my location for assessment and rapport, then move to teletherapy sessions. For more distant clients whose parents can participate with cameras a telepractice motor speech assessment can be included in the complete remote speech sound assessment. Language and stuttering assessments are also available via telepractice.

After CAS assessment, with parent and client input, a tentative initial target word list for therapy will be created. This list will be 5-10 words that are useful to the client's everyday speech and utilize sounds the client already has, in order to focus on more accurate movement and sequencing. This will start the process of training the brain planning for speech movements to become more intentional and accurate.

During sessions, at first, target words will be demonstrated and the therapist will glean information on the client's ability to accurately sequence the vowel and consonants to produce each target word, levels of cuing and difficulty will be dynamically adjusted as the client requires more support or increases consistent accuracy. Strategies of cueing may involve specific verbal instructions such as 'open the jaw more' or 'close the lips to start', and then moving gradually up to less specific cuing like 'that wasn't quite right, can you fix that?' Levels of difficulty will dynamically change, beginning with simultaneous production (the clinician and the client say the target word together), moving to requiring only a mimed model from the clinician, then to immediate imitation, then to delayed imitation, and finally to producing the target word independently in response to various verbal or visual stimuli. In addition, initially, one target word may be focused on in blocks of drills, without practice on other target words, until it can then be targeted randomly in sessions.

As mastery at the independence level is gained, the target word set will have replacement target words. Another component to solid progress will be utilizing various natural intonation patterns at all levels of difficulty, in order to engage this component of motor planning for accurate and functional sequencing and to avoid 'robot speech'. Homework of target words that have reached the independent/random level in therapy will be provided to parents, with coaching on how to implement the homework.