You have just completed an evaluation for Patrick, who is 4 years, 2 months of age. His parents brought him to your clinic due to concerns about his speech. They report that he was a “late talker” and are happy that he now seems to be producing phrase- and sentence-length utterances. Only mom, however, can understand Patrick and she states that there are times when even she cannot figure out what he is saying. Patrick exhibits a lot of frustration when this happens. Patrick’s pre-school teacher reports that he appears to be a bright child, but that his communication difficulties are impacting his learning, his interactions with peers, and that he sometimes uses non-preferred behaviors at school (e.g., yelling out) when he struggles to communicate. Results from Patrick’s evaluation indicate a severe phonological disorder, and you note the presence of the gliding, stopping, deaffrication, final consonant deletion, consonant cluster reduction and fronting processes. His errors are consistent. He has the following sounds in his phonetic inventory: /p, b, t, d, m, n, w, j/.  Select one of the following approaches to use with Patrick: Complexity, Integrated Phonological Awareness, Morphosyntax, Core Vocabulary, Cycles, Stimulability, or Naturalistic Why would you choose this approach? (Be sure to tie your rationale to the client.) Describe this approach as if you were talking to Patrick’s parent(s) using parent-friendly terms. How would you implement this approach with Patrick? (Provide sufficient details outlining therapy target/targets, what happens during tx sessions, etc. Response should be your own and not derived from exam content.)

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