My therapy approach aligns with the principles of motor learning. I schedule therapy to occur frequently (3+ times a week) for 30-minute sessions (i.e., distributed practice). I also recommend families practice skills at home at least 5 days a week for 15 minutes daily. Within therapy sessions, I choose activities that are motivating and geared towards the child’s interest but intended to keep the child’s visual attention on the therapist’s face for optimal learning outcomes. The targets/words chosen for each session are specific to that child’s individual skills and practice of these words is focused on sequencing of sounds (not the individual sounds themselves). Target words might contain novel sounds within syllable shapes the child can make and/or novel syllable shapes containing sounds the child can already produce. New words are typically practiced in repetition (i.e., blocked practice) at first, but with the goal of moving towards random/spontaneous practice as accuracy improves. The number and variety of words practiced will also increase as the child progresses in therapy. The types of cues and supports will vary by child, but some consistently implemented strategies include use of tactile and gestural cues, visual cues, moving from simultaneous imitations to spontaneous productions, and moving from specific feedback on performance to more general feedback on results. My overall goal in therapy is to help children make functional gains towards speech motor planning and to promote independence, confidence, and caregiver involvement throughout every step of the process.