I use a combination of approaches with my students depending on what they appear to be struggling with on any given day, such as Dynamic Temporal and Tactile Cueing (DTTC), Integrated Phonological Awareness Intervention (IPA), Kaufman Speech to Language Protocol (K-SLP), Motor Speech Treatment Protocol, Nuffield Dyspraxia Programme (NDP3), ASL-based phonemic hand-cueing, and occasionally will provide direct tactile, kinesthetic, or proprioceptive input to facilitate accurate initial production of phonemes.

If my student is difficult to understand, I typically send home (and give to teachers) a "Meaningful Word List" for parents to fill out that would give me some highly motivating and frequently produced words that my student has difficulty saying and are a source of frustration.

I use these different treatment approaches in a combination of play-based and drill-based practice and have found for older students, games like "Guess Who?" and "Guess Where?", as well as describing games and conversation, are great ways to work on lingering speech sound sequencing errors while also working on their prosody.