Ming from Agents of Speech breaks down teaching speech-delayed children into tiny, manageable steps. He uses matching activities like puzzles with simplified setups (identical buckets or plates) to guide the child, then gradually fades prompts and rewards as they succeed.
The whole thing about therapy is to break down the tasks, break down something, a skill, and then into small parts, and those become the cue and the prompts. For instance, if we are teaching something very simple, for instance matching, how do we find the setting and the queuing and the prompts that will work? If you see a therapist working with a kid, you'll see that matching is like using puzzles or whatnot. The best idea is to make it as simple as possible for the kid, drilling down into cues, prompt settings, and reward schedules that will make the child do it easily, without much thought. That's the main thing. Slowly you get rid of those. If you have matching different things, what you need to do actually is to put those things into different identical buckets or plates that are identical visually. Therefore, it becomes fields for the child to know where to put things. For intuitively.
