Usually children come to me pre-verbal or with limited verbal output, in which case I start with a very small set of target words and use practice schedules that involve principles of motor learning, including mass and blocked practice. I use visual cues which I have adapted to my personal style, occasionally using PROMPT cues. I also introduce verbal cues and provide specific feedback after child imitations. I frequently use principles associated with Dynamic Temporal and Tactile Cueing, including simultaneous productions, moving to direct imitation and then delayed imitation. As children improve, I increase the length of the movement gestures and add additional targets. In most cases, I have parents in therapy with me to carryover targets and maintain the consistency of the cues across environments. Every effort is made to coordinate services with other SLP's that may be involved in the child's life.