Thematically, I prefer to anchor my sessions around a book. I love books to promote language, perspective taking, turn taking, and of course, as a vehicle to select targets for CAS! I find that shared book reading primes the child for a vocabulary framework and for scripts associated with the story's theme. From there, I'm fairly dynamic with my target selection, which consists of 5-10 words per session depending on the child's level. I always have a go-to list of targets appropriate and functional for the child at that time, but my favorite things to work on are things that come up spontaneously from the child and from the material within the session. Some target words will contain mastered syllable shapes with novel consonants, or mastered syllable shapes and consonants in increasingly complex phrases (e.g., length of syllables, contrasting sounds). Once produced correctly with cues, we will practice the word or phrase 5+ times using the principles of motor learning (i.e., varying the feedback type, structure of practice of that target within the session, etc). While I'm always listening for accurate prosody, I have the child vary their prosody once they're completely accurate with the word or phrase. If the child cannot produce the target with cues--and I use DTTC and some visual cues to bring the child to accurate speech movements--we will take a break from that particular target and work on something they are able to produce successfully with cues.