My therapy process is unique for each child I meet, although some basic procedures remain consistent. Initially, I complete an evaluation that looks not only at their articulation skills in words, but their oral-motor skills, and their ability to sequence between increasingly complex combinations of sounds. I try to establish the underlying cause of the speech concerns. If motor-planning skills are impacting the child's ability to speak/communicate with others, I try to establish where the breakdown is occurring, the level of stimulability, and the areas of his/her life that are affected the most. This information is collected via parent report, medical report, direct observation, standardized testing, and informal speech/oral-motor tasks. Then, with input from the parents, teachers, and child (if possible), I create the most appropriate goals based on his/her skills, stimulability, and overall communication in everyday life. I use a play-based model for therapy that includes structured play based on the child's preferences. I select challenging and meaningful tasks/targets and embed them into the play, so as to elicit a high number of responses, while keeping the child engaged and motivated. I use a variety of verbal, visual, gestural, and phonetic cues to assist as needed. I travel to families' homes for therapy, creating an extremely comfortable and functional environment that easily fosters the involvement of parents. If possible and if appropriate, services may be provided on a more frequent basis; however, because of their engagement in the therapy process and home practice plan, parents are extremely helpful in encouraging a child to practice his/her skills throughout the week.