Following the CAS evaluation, I will look at the child's sound repertoire. Using sounds already in the child's sound repertoire, I'll create a goal to target various syllable shapes which include both consonant and vowel sounds (i.e. child has /b/ sound; the target shape is CVCV; target word is baa baa for the sheep sound). I will also likely create a goal to target syllable shapes the child already has with 1-2 sounds that are not currently in the child's sound inventory. So, if the child has /b/ and /p/ (which both call for lips to come together for production), I'll likely look to add /m/ to the sound inventory (which has the same placement- lips coming together). I also ask parents for a wish list of words/functional word list to target in therapy. Previous words parents have asked me to target include "help", "no", and "potty". During therapy I tend to use the Kaufman picture cards frequently-- since they engage the client a bit more than me simply saying the word. I bring them up to my mouth to ensure the child can see what my mouth is doing and how it's moving. I begin with simultaneous production of the syllable shape. Once mastered, I move on to imitation, delayed imitation (child saying it a few seconds or more after me), and then to spontaneous production (i.e., "what does the sheep say?"-- child says "baa baa"). I also use quick reinforcements during my sessions, such as stamps on a paper, quick bite of a snack, or a wind up toy, to ensure they continue to be motivated, while getting several trials of each target word in. It's similar to going to the gym and getting that muscle memory down. The more you do it, the easier it becomes. It's the same exact thing here in therapy, but for your child's mouth, which results in speech and better communication.