The school-based speech-language pathologist often has difficulty structuring therapy for clients with moderate to severe phonological disorders. Unfortunately, therapy becomes more of a traditional articulation approach than a phonologically based approach. Most young children who are highly unintelligible display issues with their phonological system, not articulatory system. Phonological therapy is recommended to be more frequent and intense; therefore, this makes it challenging for school-based speech-language pathologists to stray from the traditional 'twice a week for thirty minutes' therapy structure. This session will provide evidence-based support for using phonological treatment approaches to increase intelligibility and decrease time spent in therapy.