Every child is different. Therefore, every treatment approach varies from child to child depending on their level of severity, level of engagement within therapy, and how they are responding to therapy techniques or prompting. I try to schedule patients at least twice a week for therapy (variable with finances and insurance policies). Determining the first list of words to target is then established based upon the child's interests and what vocabulary they commonly use at school/home. Initially in therapy, I give children as much support as they need to be successful with blocked practice (e.g. using tactile, visual, verbal and gestural support). In my experience, when a child visually sees my oral motor movements during imitation practice, they have a much higher accuracy compared to when they are only looking at picture prompts or hearing the stimuli. This means practicing as many repetitions of syllable shapes as possible within the session. I fade support as needed to promote independence and generalization of skills as well as increasing approximations to a closer approximation of words targeted. As accuracy increases, I also promote complexity by also integrating intonation patterns (e.g. asking questions, using exclamations, etc.) and using pivot syllables or phrases.