• Uses two to four sounds to use in the minimal pairs.

• The phonemes that are contrasted should be very distinct from each other.

• Phase 1: Familiarization and initial production contrasts.

  • Step 1: The child is introduced to the rule set which includes the target and contrastive differences.

  • Step 2: The clinician familiarizes the child with the pictures and vocabulary.

  • Step 3: The child is asked to produce the target, imitation and maximal cueing are used.

• Phase 2: Productions of contrasts and interactive play.

  • Step 1: The child imitates the word after the clinician models it. Once 70% accuracy is reached on a specific word, it is moved to the next step.

  • Step 2: Spontaneous production, feedback should be used to signal misarticulations.

  • Step 3: Using the contrasts in interactive play.

• Phase 3: Contrasts within communicative contexts.

  • The child pronounces the target spontaneously during structured games.

• Phases 4: Conversational recasts.

  • The clinician repeats the child utterance in a correct manner.

  • If the child reaches 90% accuracy on a specific word but is not using it in conversational speech this technique is used.

  • (Bauman-Waengler, 2020)

Multiple oppositions was developed by Williams (1991, 2000) and adresses phoneme collapse.