Children typically start each session in one location (table, chair, floor) but then we get up and move around, incorporating gross motor movements when appropriate. It is important for me to balance fun and engagement on the child's part with high production volume/practice. I use a combination of DTTC and Integral Stimulation, Kaufman Speech to Language Protocol, PROMPT, and Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech (LiPS) when working with my clients. If they have very limited speech I start with vowel imitation, VC, or CV syllable shapes using DTTC or PROMPT and then move to CVC words when possible. I incorporate prosody as soon as possible in order to encourage more natural-sounding speech and encourage the child to watch my mouth while I model productions. If the child has any sounds already in his/her repertoire, I use those as guide for possible target words. With all syllable shapes or movement patterns targeted, I move from simultaneous productions to imitative productions to prompted productions to less prompted productions. If a child has demonstrated the ability to execute movements in a particular syllable shape/word but does not do so consistently, I might employ terms from the LiPS program ("Use your lip popper; It’s tip tapper"). If necessary, I go back to direct modeling (or direct imitation) to re-establish correct movements. I add new words into the child's practice list as he/she becomes more accurate with previously targeted words