The treatment approach I use is a team approach. I work alongside the child's parent(/s) or caregiver(/s) as well as other providers (school therapists, private therapists etc.) to effectively carryout treatment plans and help encourage generalization skills. Working with them and educating and aligning our therapy approaches always has a significant impact on the child’s progress. My treatment approach is evidence-based and is highly individualized based on the child's needs (to include receptive, expressive and pragmatic/social language, speech subsystem, sensory, and oral-motor-especially when concomitant disorders are present) and the severity level. A core vocabulary/stimuli is tailored for each child with functional communication targets as a priority. I use a combination of treatment techniques while incorporating the principles of motor learning (massed/blocked practice, distributed practice, knowledge of performance and knowledge of results). It is a multi-sensory cueing approach (including:visual, verbal and tactile/kinesthetic cues) with focus on providing the child with ample feedback (knowledge of performance) in the early stages. Cues are added and faded in a systematic way. As soon as the child is ready and able to execute the motor plan for the learned stimuli independently, the cues are removed. This mirrors Edythe Strand's Dynamic Temporal and Tactile Cueing (DTTC) approach. PROMPT techniques among others are also incorporated with the focus being on the motor movement. Strong emphasis and focus is also placed on the child's speech rate, prosody and coarticulation across all contexts. This approach helps lead to successful generalization of motor skills for the child. In the sessions, I use a bean system to assure we are maximizing the number of responses in the treatment session. Research indicates the importance of maximizing the number of responses in the session as well as a high dosage of treatment on a weekly basis. It also poses as a behavior monitoring system which keeps the child on track and focused on their goals. This is especially encouraging for the child working for his/her treat. I keep therapy highly motivating for the child with carefully selected therapy materials (games, toys, and books) specifically chosen to address the target goals at hand. I allow the family to take them home and practice with them. This makes it easier for the parents(/s) or caregiver(/s) to carryout the goals in practice.