After an assessment and establishment of goals, I prepare for a session by finding toys, games and other motivating activities that I can use to address the individual child’s target sounds, syllable shapes and words. I want to ensure that I choose a small list of target words, with lots of opportunities for repetition with each word (as opposed to articulation therapy, where I would be targeting one sound in a lot of different words). Additionally, I would want to choose activities that are fun/motivating to the individual child, to ensure engagement. For example, if I had a child who’s working on VC syllable shapes, increasing consonant/vowel production in exclamatory words, and has a new target word of “apple” (a favorite snack), I would have the parent bring small pieces of apple to the session. One of my activities would be feeding apples to toys/stuffed animals and the child. I would first establish a simplified version of the target word (“apo”). I would hold the apple near my mouth while I gave models, to increase visual attention. I would also work on prosody by using the target word as a question when feeding it to others (“Apo?”) and as a statement/exclamation when accepting (“Apo!”). I would ensure that each piece of the apple was small, so that I could get lots of repetitions of the target word. To address other goals within that activity, I would work on “Yum/Mmm,” paired with movement (rubbing my belly) and work up to pairing the two targets together: “Apo? Yum!” In another activity, to address VC words, I might place animals in the barn, and work on “out” as we take them out. To address environmental sounds, I would work on pairing animal sounds with the VC word. During the activities, I would provide tactile cues (along with visual supports/other multi-modal cues that work for the specific child) to pair with sounds to increase body awareness and accuracy. I would also focus on play/movement-based activities, rather than doing table-top work. Additionally, I would ensure that my verbal models sound natural (not segmented, too fast or too slow). If the child was struggling with a target word, I would try either forward or backward chaining. I would ensure that the caregiver was present for the session, so they could observe techniques and I could give explanations/suggestions for home practice throughout the session.