Speech and Language Kids Podcast

Voice/Resonance Curriculums for Speech TherapyComprehensive Plans for Improving Vocal Quality and Resonance Our voice and resonance curriculums provide a clear, structured approach for helping children and teens improve their vocal quality, projection, and resonance in healthy, sustainable ways. Each plan includes practical strategies and guided activities that teach students how to use their voice effectively and comfortably across real-world settings—from the classroom to the stage. Give your students the confidence to speak clearly, comfortably, and with pride in their own voice. Structured. Evidence-based. Confidence-building. Start your Free Trial to Access the Voice/Resonance Curriculums →Instant access.  No risk.  Cancel anytime. Who’s it For? Children and teens whose voice quality sounds different from others (hoarse, raspy, breathy, gravelly, strained, etc.) Those with differences in the volume, rate, or pitch of their speech Those whose voices sound too nasal or like they have a stuffy nose Those who frequently lose their voice Those with diagnosed structural differences (vocal nodules, cleft lip/palate, etc.) or motor disorders (apraxia, dysarthria, etc.) Who Can Use It? Speech-Language Pathologists and Professionals Speech Language Therapy Assistants and SLPAs Parents and Caregivers Teachers and Educators Choose your Curriculum: Foundations of Healthy Voice Use Resonance (Nasality) Voice Prosody Foundations of Healthy Voice Use Curriculum:What is it? A structured, easy-to-follow program that teaches healthy voice habits — guiding children and teens through vocal hygiene, breath control, and efficient voice use to support clear, confident communication. Who is it for?Children and teens who… Cough or clear their throat frequently Frequently yell, scream, or cheer loudly Make a lot of loud or harsh sound effects while playing Frequently speak very loudly or in an unnatural speaking voice Frequently lose their voice Frequently breathe through the mouth instead of the nose Run out of breath when speaking or lack breath support Have noisy or effortful breathing during speech How does it work?This Curriculum is broken down into three levels: Beginner Level: Vocal Hygiene and Preventing Strain (Ages 5-12 yrs and beyond) Eliminating Vocal Abuse Intermediate Level: Breath Control and Support (Ages 6-14 yrs and beyond) Coordinating Breath with Speech Advanced Level: Self-Monitoring and Carryover of Voice Strategies (Ages 12 yrs – Adult) Making Environmental Modifications to Prevent Vocal Strain Using Preventative Strategies Across Environments Using Proper Breathing Techniques throughout Day * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Foundations for Healthy Voice Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Resonance (Nasality) Curriculum:What is it? A structured program that helps children and teens develop balanced resonance for clearer speech — providing step-by-step guidance and practice to reduce hypernasality or hyponasality and improve overall voice quality. Who is it for?Children and teens who… Speak too nasally or sound like they have a stuffy nose Sound like they are talking through their nose Have air puffing or rattling in the nose when they talk Have certain speech sounds that are weak or muffled, especially on sounds like /p/, /t/, /k/ How does it work?This Curriculum is broken down into three levels: Beginner Level: Developing Awareness & Discrimination (Ages 5-6 yrs and beyond) Discriminate Between Oral and Hypernasal Resonance Intermediate Level: Using Oral Resonance in Structured Speech Tasks (Ages 5-7 yrs and beyond) Using Oral Resonance First in Words, then in Longer Utterances Up through Reading Aloud Advanced Level: Generalization and Carryover to Everyday Speech (Ages 5-8 yrs and beyond) Using Correct Oral Resonance in Conversation Generalizing Correct Oral Airflow to Other Environments * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Resonance Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Voice Curriculum:What is it? A structured, evidence-based program for addressing voice disorders by helping children and teens develop healthy, efficient voice use — providing clear, guided lessons to improve vocal quality and support confident, sustainable communication. Who is it for?Children and teens who… Frequently speak with a hoarse/raspy voice Frequently speak with a breathy/airy voice Sound like they are straining or forcing their voice Often sound gravelly, crackly, or growly in their voice How does it work?This Curriculum is broken down into three levels: Beginner Level: Reducing Vocal Strain and Tension (Ages 5-10 yrs and beyond) Introduction to How the Voice Works  Relaxation Techniques (whatever works best for this client) Yawn-Sigh Easy Onset Intermediate Level: Improving Vocal Quality (Ages 10-14 yrs and beyond) Using Frontal Focus Resonance to Improve Vocal Quality Advanced Level: Controlling Pitch, Loudness, and Endurance (Ages 12 yrs – Adult) Controlling Pitch and Loudness to Reduce Strain Building Vocal Endurance Self-Monitoring Voice * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Voice Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Prosody Curriculum:What is it? A structured program that helps children and teens develop natural-sounding prosody — teaching control of volume, rate, and pitch to make speech more expressive, clear, and engaging. Who is it for?Children and teens who… Sound choppy or robotic Struggle with volume (too loud or too quiet) Struggle with rate (too fast or too slow) Struggle with pitch (too high, too low, or monotone with no pitch variability) How does it work?This Curriculum is broken down into three levels: Beginner Level: Attending to Prosody in Sounds and Speech (Ages 4-6 yrs and beyond) Demonstrate Prosody Concepts of Loud/Quiet, Fast/Slow, and High/Low Intermediate Level: Using Expected Prosody in Speech (Ages 5-8 yrs and beyond) Using Expected Prosody in Phrases and Sentences Advanced Level: Generalizing Expected Prosody in Conversation (Ages 7-10 yrs and beyond) Using Expected Prosody in Conversation and Across Environments * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Prosody Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. You Don’t Have to Do This Alone.Every child’s communication journey is unique — but you don’t have to reinvent the wheel for each one. Our Speech Sound Curriculums are just the beginning. Inside the SLK Curriculum, you’ll find comprehensive therapy plans for every major area of communication: Language (vocabulary, grammar, comprehension, etc.) Speech sound pronunciation Social communication and pragmatic skills Fluency and stuttering Voice and resonance Functional Communication Each curriculum walks you through the therapy process step-by-step — from first session to mastery — so you can spend less time planning and more time helping children and teens succeed. Because when you have a clear plan, children make faster progress. And when children start communicating clearly and confidently… everything changes. Sneak Peek!  Learn More about the Curriculum → The post Voice/Resonance Curriculums for Speech Therapy appeared first on Speech And Language Kids.

Fluency/Stuttering Curriculums for Speech TherapyComprehensive Plans for Helping Children who Stutter Our fluency curriculums provide a clear, organized framework for helping children who stutter or have other disfluencies develop the tools they need to communicate effectively. Each plan teaches practical, real-world strategies that help students navigate speaking situations with greater comfort, confidence, and control—whether they’re in the classroom, with friends, or out in the community. Give your students the support they need to speak freely and feel understood. Structured. Supportive. Real-world results. Start your Free Trial to Access the Fluency Curriculums →Instant access.  No risk.  Cancel anytime. Who’s it For? Children and teens who repeat sounds, syllables, words, or phrases when speaking Those who struggle to coordinate their breathing with their speech (gasping or running out of air) Those who have trouble with word-finding, may say the wrong words or use vague words like “stuff” or “that thing” Those who elongate sounds or seem to get stuck on them Those who get anxious or frustrated by their disfluencies Who Can Use It? Speech-Language Pathologists and Professionals Speech Language Therapy Assistants and SLPAs Parents and Caregivers Teachers and Educators Choose your Curriculum: Foundations for Fluency Stuttering Cluttering Word Finding/Word Retrieval Foundations for Fluency Curriculum (Breathing and Emotional Reactions):What is it? A structured, supportive program that helps children and teens build the foundations for fluent speech — teaching them to coordinate breath with speech, increase awareness of disfluencies, and manage emotional responses with confidence and self-acceptance. Who is it for?Children and teens who… Seem unaware that they are stuttering or have disfluencies Seem upset by their stuttering/disfluencies Have negative thoughts about self or low self confidence due to stuttering/disfluencies Get visibly anxious or upset when stuttering/ having disfluencies Refuse to talk about their stuttering/ disfluencies Struggle to coordinate breathing with speech Stop in the middle of sentences or phrases to breathe How does it work?This Curriculum is broken down into three levels: Beginner Level: Breath-Speech Coordination (Ages 5-8 yrs and beyond) Coordinating Breath with Speech Intermediate Level: Managing Reactions to Fluency Struggles (Ages 7-10 yrs and beyond) Improving Awareness of Stuttering Dealing with Negative Emotions Regarding Stuttering Advanced Level: Self-Monitoring and Carryover of Fluency Strategies (Ages 10-15 yrs and beyond) Integrating Fluency Strategies into Real-World Communication * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Foundations for Fluency Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Stuttering Curriculum:What is it? A comprehensive, easy-to-follow program that takes the guesswork out of stuttering therapy — giving clinicians a clear roadmap and ready-to-use materials to plan effective, confidence-building sessions for children and teens who stutter. Who is it for?Children and teens who… Are younger than 5 years old with disfluency that comes and goes OR Repeat whole words and phrases or revises what they were saying frequently Use filler words like “um, uh” Repeat parts of words or single sounds Elongate sounds Seem to get stuck where no sound is coming out Sometimes use movements or muscle tension to seemingly “push” through moments of stuttering How does it work?This Curriculum is broken down into three levels: Beginner Level: Indirect Therapy for Young Children (Ages 2-6 yrs and beyond) Improve Fluency through Indirect Strategies and Parent Training Teaching Fast/Slow and Bumpy/Smooth Intermediate Level: Fluency Shaping Techniques (Ages 4-8 yrs and beyond) Slow Rate Easy Onset Continuous Voicing Light Articulatory Contact Prolongation Advanced Level: Stuttering Modification Techniques (Ages 7-10 yrs and beyond) Preparatory Set Pull Out Cancellation * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Stuttering Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Cluttering Curriculum:What is it? A structured, step-by-step program that helps children and teens who clutter develop clearer, more organized speech — with a systematic approach that makes therapy focused, effective, and easy to follow. Who is it for?Children and teens who… Speak very quickly, causing speech to become more disfluent Sound more clear and fluency when told to speak more slowly Leave out many sounds or word endings in conversational speech, sounds like words all run together Frequently use filler words like “um” and “like” Often revise what they are saying mid-sentence (e.g., “I need to go…I mean I’m out of cheese”) How does it work?This Curriculum is broken down into three levels: Beginner Level: Specific Strategies for Slow, Clear Speech (Ages 7-10 yrs and beyond) Understanding Cluttering Learning and Practicing Specific Strategies for Slowing Rate and Increasing Intelligibility Intermediate Level: Increasing Mastery of Strategies (Ages 9-12 yrs and beyond) Understanding and Identifying Communication Breakdowns Demonstrating strategies for slow, clear speech in practice scenarios Advanced Level: Correcting Intelligibility Issues in Conversations (Ages 10-12 yrs and beyond) Using slow, clear speech strategies in the natural environment as needed * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Cluttering Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Word Finding/Word Retrieval Curriculum:What is it? A structured, easy-to-implement program that helps children and teens strengthen word finding and retrieval skills — using clear, systematic lessons to improve communication speed, accuracy, and confidence. Who is it for?Children and teens who… Overuse non-specific words like “that thing” and “stuff” Struggle to come up with the word they’re looking for Sometimes say the wrong word for things Talk around words (ex: “the red fruit that grows on trees”) How does it work?This Curriculum is broken down into three levels: Beginner Level: Semantic Strategies (Ages 4-7 yrs and beyond) Identifying semantic aspects of words, such as category, attributes, and associations Intermediate Level: Phonological Strategies (Ages 4-8 yrs and beyond) Identifying phonological aspects of words, such as number of syllables/words, rhyming, and imagery Advanced Level: Conversational Strategies (Ages 6-10 yrs and beyond) Use strategies during word-finding struggles in conversational speech * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Word-Finding Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. You Don’t Have to Do This Alone.Every child’s communication journey is unique — but you don’t have to reinvent the wheel for each one. Our Speech Sound Curriculums are just the beginning. Inside the SLK Curriculum, you’ll find comprehensive therapy plans for every major area of communication: Language (vocabulary, grammar, comprehension, etc.) Speech sound pronunciation Social communication and pragmatic skills Fluency and stuttering Voice and resonance Functional Communication Each curriculum walks you through the therapy process step-by-step — from first session to mastery — so you can spend less time planning and more time helping children and teens succeed. Because when you have a clear plan, children make faster progress. And when children start communicating clearly and confidently… everything changes. Sneak Peek!  Learn More about the Curriculum → The post Fluency Curriculums for Speech Therapy appeared first on Speech And Language Kids.

Social Communication Curriculums for Speech TherapyStep-by-Step Plans to Help Children and Teens Build Real Connections Our social communication curriculums provide a clear, structured pathway for teaching social skills in a logical progression — from foundational interaction skills to complex communication and relationship-building. Each plan is designed to help children and teens make real-world improvements in everyday conversations, social interactions, and their ability to connect meaningfully with others. You’ll have everything you need to teach social communication with clarity, confidence, and purpose. Structured. Evidence-based. Real-world results. Start your Free Trial to Access the Social Communication Curriculums →Instant access.  No risk.  Cancel anytime. Who’s it For? Children and teens who don’t respond to others when spoken to Those who struggle with initiating and maintaining conversations Those who struggle with building and maintaining friendships and relationships Those who have trouble self-calming when upset and navigating disagreements with others Those who have trouble speaking up for themselves Those who struggle with topic maintenance or providing relevant information Those who will speak in some situations (like home) but not in others (like school) Those who have trouble repairing a conversation when it breaks down (such as when the other person is confused) Who Can Use It? Speech-Language Pathologists and Professionals Speech Language Therapy Assistants and SLPAs Parents and Caregivers Teachers and Educators We are neurodiversity-affirming! Our Curriculums honor every learner’s unique brain and communication style. Our lessons encourage each person to communicate in ways that feel comfortable, authentic, and true to who they are.Choose your Curriculum: Social Awareness and Interaction Emotional Regulation and Self-Advocacy Conversational Skills Abstract Language Selective Mutism Social Awareness and Interactions Curriculum:What is it? A neurodiversity-affirming, step-by-step program that supports social growth from early interaction skills like responding and joint attention to higher-level abilities like perspective taking and social understanding — helping children and teens connect and communicate in authentic, meaningful ways. Who is it for?Children and teens who… Do not respond to others or look when their name is called Struggle with joint attention and turn taking Have trouble with proximity/giving personal space Struggle to stay on topic or provide relevant information Have difficulty with perspective-taking or understanding others How does it work?This Curriculum is broken down into three levels: Beginner Level: Building Social Awareness (Ages 1-2 yrs and beyond) Responding when Name is Called Sharing Joint Attention Basic Turn-Taking Early Social Routines and Games Intermediate Level: Strengthening Social Engagement (Ages 3-6 yrs and beyond) Topic Maintenance and Providing Relevant Information Understanding Proximity/Personal Space Advanced Level: Perspective-Taking and Social Understanding (Ages 4-10 yrs and beyond) Understanding that Others may have Different Perspectives and Feelings Using Perspective Taking to Understand Others Using Perspective Taking to Resolve Conflicts and Misunderstandings * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Social Awareness and Interaction Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Emotional Regulation and Self-Advocacy Curriculum:What is it? A neurodiversity-affirming, developmentally layered program that helps children and teens build emotional regulation and self-advocacy skills — starting with replacing challenging behaviors with communication (for younger children), then progressing to self-calming, proactive coping, and self advocacy (for older children and teens). Who is it for?Children and teens who… Have trouble self-calming when upset Have trouble managing highs and lows in mood and behavior Resort to challenging/unexpected behaviors when struggling with social interactions, such as being aggressive or saying hurtful things Have trouble speaking up for what they need or taking action to get their needs met How does it work?This Curriculum is broken down into three levels: Beginner Level: Replacing Challenging Behaviors with Communication (Ages 3-7 yrs and beyond) Replacing Challenging Behaviors with Communication Intermediate Level: Emotional Understanding and Self-Calming (Ages 5-10 yrs and beyond) Regulating Emotions and Self-Calming Advanced Level: Self-Advocacy and Proactive Regulation (Ages 5-12 yrs and beyond) Self-Advocacy and Speaking Up for What you Want/Need * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Emotional Regulation and Self-Advocacy Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Conversational Skills Curriculum:What is it? A systematic, ready-to-use program that makes it easy to teach conversational skills — providing a clear framework and pre-made materials to help children and teens build confidence and success in real conversations. Who is it for?Children and teens who… Struggle with initiating interactions with others Struggle with topic maintenance or providing relevant information during conversations Don’t always speak up for what they want or need Have trouble continuing an interaction through responding, commenting, asking questions, etc. Have trouble repairing a conversation when it breaks down (such as if the other person is confused) Have trouble navigating disagreements with others How does it work?This Curriculum is broken down into three levels: Beginner Level: Initiating and Responding in Conversations (Ages 4-6 yrs and beyond) Initiating Interactions with Others Responding to Others Intermediate Level: Maintaining Conversations and Topic Management (Ages 5-11 yrs and beyond) Continuing/Maintaining an Interaction Topic Maintenance and Providing Relevant Information Advanced Level: Navigating Complex Conversations (Ages 6-12 yrs and beyond) Repairing Communication Breakdowns Navigating Disagreements with Others Self-Advocacy and Speaking Up for What you Want/Need Code Switching * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Conversational Skills Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Abstract Language Curriculum:What is it? A structured, low-prep program that helps children and teens understand and use abstract language in social contexts — building the skills to interpret figurative meanings, humor, and nuance so they can connect and communicate more naturally with others. Who is it for?Children and teens who… Struggle with figurative language (idioms, sarcasm, similes, metaphors, etc.) Struggle with making inferences How does it work?This Curriculum is broken down into three levels: Beginner Level: Literal vs. Nonliteral Language (Ages 5-7 yrs and beyond) Identify literal vs. nonliteral language Intermediate Level: Figurative Language (Ages 6-10 yrs and beyond) Idioms and Figures of Speech Similes and Metaphors Advanced Level: Inferencing and Social Nuance (Ages 7-12 yrs and beyond) Inferencing in Text and Social Inferencing Understanding Sarcasm and Irony * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Abstract Language Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Selective Mutism Curriculum:What is it? A structured, evidence-based program that helps therapists and teams confidently support children with selective mutism — providing clear guidance for creating supportive environments, fostering motivation, and gradually increasing speech across settings. Who is it for?Children and teens who… Will speak in some situations with some people but not in others (For example, will speak at home but not at school or in public) Show anxiety about speaking or social interactions How does it work?This Curriculum is broken down into three levels: Beginner Level: Modifying the Environment for Communication Success (Ages 3 yrs and beyond) Increasing Predictability in their Day Increasing their Sense of Control Increasing Independence and Confidence Intermediate Level: Establishing Motivation for Speech and Calming Strategies (Ages 3 yrs and beyond) Identifying Internal Motivators for Speech Self-Calming Strategies Advanced Level: Increasing Communication Success (Ages 3 yrs and beyond) Increasing Verbal Communication for Children with Selective Mutism * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Selective Mutism Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. You Don’t Have to Do This Alone.Every child’s communication journey is unique — but you don’t have to reinvent the wheel for each one. Our Speech Sound Curriculums are just the beginning. Inside the SLK Curriculum, you’ll find comprehensive therapy plans for every major area of communication: Language (vocabulary, grammar, comprehension, etc.) Speech sound pronunciation Social communication and pragmatic skills Fluency and stuttering Voice and resonance Functional Communication Each curriculum walks you through the therapy process step-by-step — from first session to mastery — so you can spend less time planning and more time helping children and teens succeed. Because when you have a clear plan, children make faster progress. And when children start communicating clearly and confidently… everything changes. Sneak Peek!  Learn Mor

Functional Communication Curriculums for Speech TherapyA Step-by-Step Plan to Help Children Communicate Their Basic Wants and Needs Give children the tools to express themselves — even if they’re just starting to find their voice. Our functional communication curriculums guide you through teaching real-world communication skills that help children connect, request, protest, and share with others — in therapy, at home, or in daily routines. You’ll have clear, ready-to-use plans that make every session meaningful and progress easy to see. Practical. Evidence-based. Life-changing. Start your Free Trial to Access the Functional Communication Curriculums →Instant access.  No risk.  Cancel anytime. Who’s it For? Children and teens who struggle to take turns or share activities with others Those who struggle to express basic wants and needs Those who repeat things they’ve heard others say or quote shows/videos Those who have trouble following directions and routines Those who use alternative means to communicate with others (behaviors, sign language, pictures, communication devices, etc.) Who Can Use It? Speech-Language Pathologists and Professionals Speech Language Therapy Assistants and SLPAs Parents and Caregivers Teachers and Educators Choose your Curriculum: Early Interactions First Words Shaping Echolalia (For Gestalt Language Processors) Augmentative/Alternative Communication (AAC) Early Interactions Curriculum:What is it? A systematic, step-by-step program for helping children learn to engage and connect with others — providing a clear pathway for building early social interaction skills with confidence. Who is it for?Children and teens who… Don’t allow others to take turns with them in play Don’t pay attention to others who try to interact with them Don’t respond to others or turn when their name is called Struggle to follow one-step directions Struggle to follow multi-step directions Struggle to follow and participate in familiar routines Struggle to handle new routines or changes in routine Don’t answer simple questions, such as “yes/no” questions or “do you want ____ or ____?” Don’t engage in early social routines, such as peek-a-boo, high fives, or greetings How does it work?This Curriculum is broken down into three levels: Beginner Level: Building Awareness and Engagement (Ages 9-15 mos and beyond) Responding to Name Joint Attention Basic Turn Taking Intermediate Level: Understanding and Responding to Communication (Ages 1-2 yrs and beyond) Following Basic Directions Answering Yes/No Questions Making a Choice Between two Options Advanced Level: Expanding Social Participation and Interaction (Ages 1-3 yrs and beyond) Participating in Early Social Routines Increasing Interaction Length Answering Wh- Questions * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Early Interactions Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. First Words Curriculum (For Analytic Language Processors):What is it? A systematic, no-prep program for teaching children their first words — giving them the building blocks for functional communication and helping them express their wants, needs, and ideas with confidence. Who is it for?Children and teens who… Use single words to communicate (e.g., “milk,” “ball,” “go”) rather than long, memorized phrases. Show a gradual buildup of vocabulary, learning one word at a time instead of repeating whole scripts. May attempt to combine words into short phrases as their vocabulary grows (e.g., “want cookie,” “big truck”). Don’t rely on echolalia or repeating scripts to communicate. How does it work?This Curriculum is broken down into three levels: Beginner Level: Encouraging First Words (Any Age) Modeling language in a way that supports language development Vocabulary-building activities Intermediate Level: Producing Early Word Shapes (Ages 1-3 yrs and beyond) Imitating Actions and Sound Effects Imitating and Producing CV, VC, and CVC Words (like “no”, “up”, and “dog”) Advanced Level: Expanding Vocabulary and Combining Words (Ages 1.5-3 yrs and beyond) Building an Expressive Vocabulary of First 50 Words Producing 2-Word Utterances * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the First Words Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Shaping Echolalia Curriculum (For Gestalt Language Processors):What is it? A systematic, neurodiversity-affirming program that works with children who use echolalia to communicate — honoring their natural language development process while guiding them toward flexible, self-generated speech. Who is it for?Children and teens who… Speak in full phrases or scripts they’ve heard before (e.g., from a show or caregiver). Use melodic speech with varying intonation but may have unclear articulation. May sound like they’re “speaking gibberish” with lots of emotion or intonation variability. Repeat phrases the same way every time they say it (e.g., says “Do you want it?” to request something because they’ve heard others say it to them). Love songs, quotes, and categories like numbers, letters, or shapes. Like to play the same way every time or seems to re-enact the same scenes over again. May get upset when others try to change the play or the routine. How does it work?This Curriculum is broken down into three levels: Beginner Level: Using Early Gestalts (Ages 1.5-3.5 yrs and beyond) Finding meaning in echolalia Modeling gestalts Intermediate Level: Mitigated Gestalts (Ages 2.5-5 yrs and beyond) Breaking Down Gestalts Recombining Pieces of Different Gestalts Advanced Level: Developing Self-Generated Language (Ages 3-7 yrs and beyond) Using Single Words Combining Words Together to Build Longer Utterances * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Shaping Echolalia Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Augmentative/Alternative Communication (AAC) Curriculum:What is it? A clear, structured program that gives therapists and parents a clear roadmap for teaching AAC — helping children build functional, independent communication step by step. Who is it for?Children and teens who… Use gestures/behaviors to express what they want/need Use sign language to express what they want/need Will point to pictures to show what they want/need Can use a communication device or other type of Alternative/Augmentative Communication (AAC) system to express what they want/need Have speech that is very hard to understand and/or are making slow progress toward intelligible speech Get frustrated because speech is not easily understood or seem upset that they aren’t speaking like others How does it work?This Curriculum is broken down into three levels: Beginner Level: Using AAC for Basic Communication (Ages 2-4 yrs and beyond) Modeling Core Vocabulary Words on an AAC Device/System Using Core Words on an AAC Device/System to Communicate Basic Wants and Needs Intermediate Level: Expanding AAC Use to Different Communicative Functions (Ages 3-5 yrs and beyond) Using AAC to communicate: rejection, recurrence, actions, descriptors, possession, locatives, self-advocacy Advanced Level: Using AAC for Independent Functional Communication (Ages 4-6 yrs and beyond) Using AAC Throughout the Day and Expanding Language Skills with the AAC Device/System * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the AAC Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. You Don’t Have to Do This Alone.Every child’s communication journey is unique — but you don’t have to reinvent the wheel for each one. Our Speech Sound Curriculums are just the beginning. Inside the SLK Curriculum, you’ll find comprehensive therapy plans for every major area of communication: Language (vocabulary, grammar, comprehension, etc.) Speech sound pronunciation Social communication and pragmatic skills Fluency and stuttering Voice and resonance Functional Communication Each curriculum walks you through the therapy process step-by-step — from first session to mastery — so you can spend less time planning and more time helping children and teens succeed. Because when you have a clear plan, children make faster progress. And when children start communicating clearly and confidently… everything changes. Sneak Peek!  Learn More about the Curriculum → The post Functional Communication Curriculums for Speech Therapy appeared first on Speech And Language Kids.

Language Curriculums for Speech TherapyComprehensive Plans for Boosting Language Skills Stop spending hours hunting for language activities that only partly fit your students’ needs. Our comprehensive language curriculums give you ready-made therapy plans to help children understand others, express themselves clearly, and thrive in every setting—in therapy, at home, or in the classroom. You’ll know exactly what to teach next, without second-guessing your plan. Evidence-based. Organized. Ready to use. Start your Free Trial to Access the Language Curriculums →Instant access.  No risk.  Cancel anytime. Who’s it For? Children and teens who have trouble following directions Those who struggle to ask and answer questions Those who have trouble retelling past events in a way that makes sense Those with grammar/syntax errors Those who struggle with figurative language Those who struggle with reading and writing Those who use vague or imprecise language/words or don’t know what things are called Who Can Use It? Speech-Language Pathologists and Professionals Speech Language Therapy Assistants and SLPAs Parents and Caregivers Teachers and Educators Choose your Curriculum: Following Directions Asking and Answering Questions Sequencing/Retelling Grammar/Syntax Abstract Language Vocabulary Literacy Following Directions Curriculum:What is it? A comprehensive, step-by-step program that helps children strengthen their ability to follow directions — from simple one-step tasks to complex, multi-step instructions — building the attention, comprehension, and confidence they need to succeed in everyday tasks. Who is it for?Children and teens who… Struggle to follow one-step directions Struggle to follow multi-step directions Are easily distracted when following directions How does it work? This Curriculum is broken down into three levels: Beginner Level: Basic Directions (Ages 1-4 yrs and beyond) Following One-Step Routine Directions Following One-Step Novel Directions Following Two-Step Directions (Routine and Novel) Following Directions with Spatial Concepts Intermediate Level: Expanded Directions (Ages 4-7 yrs and beyond) Following 3-Step Directions (Routine and Novel) Following Directions with Temporal Words: Before and After Advanced Level: Functional Directions (Ages 5-8 yrs and beyond) Following Classroom and Academic Instructions Managing Larger, Functional Directions * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Following Directions Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Asking and Answering Questions Curriculum:What is it? A ready-to-use, systematic program that saves you hours of prep time with pre-made lessons for every question type — teaching children to ask and answer questions in a clear, structured way that leads to faster success. Who is it for?Children and teens who… Have trouble answering basic wh- questions like “who, what, where,” etc. Have trouble asking questions in a way that makes sense Struggle to answer questions about something they just heard, such as a story being told or information provided How does it work? This Curriculum is broken down into three levels: Beginner Level: Answering Yes/No and Individual “Wh-” Questions (Ages 2-6 yrs and beyond) Yes/No Questions What Questions Who Questions Where Questions When Questions Why Questions How Questions Which Questions Intermediate Level: Asking and Answering Mixed Questions in Conversation (Ages 4-7 yrs and beyond) Asking Questions with Correct Syntax Answering Mixed Questions Answering Questions about Past Events Advanced Level: Using Questions in Classwork and Daily Activities (Ages 5-10 yrs and beyond) Asking and Answering Questions in Academic Work: Asking and Answering Questions for Self-Advocacy Asking and Answering Questions in Conversations with Others * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Asking and Answering Questions Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Sequencing/Retelling Curriculum:What is it? A scaffolded, ready-to-use program that makes it easy to teach children how to sequence and retell past events — and even stories — clearly and coherently, helping them build stronger narratives and faster communication progress. Who is it for?Children and teens who… Struggle to retell a past event or story Struggle to retell events in a logical sequence or order Start in the middle when retelling paste events or stories, or don’t provide enough background information How does it work? This Curriculum is broken down into three levels: Beginner Level: Sequencing and Retelling Common Tasks (Ages 4-6 yrs and beyond) Sequencing and Describing Steps to Common Activities Intermediate Level: Retelling Past Events (Ages 4-7 yrs and beyond) Answering Questions about Past Events Sequencing and Retelling Past Events Advanced Level: Using Sequencing and Retelling in Classwork (Ages 5-8 yrs and beyond) Understanding, Retelling, and Producing Narratives Using Temporal Concepts: Before, During, After * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Sequencing and Retelling Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Grammar and Syntax Curriculum:What is it? A systematic, results-driven program for teaching grammar and syntax — replacing scattered, one-off lessons with a clear, structured progression that helps children and teens build lasting language skills. Who is it for?Children and teens who… Have syntax grammar errors in their conversational speech Have speech that sounds telegraphic (missing words or grammar so they sound choppy) Use sentences/utterances that are shorter or less complex than others their age How does it work? This Curriculum is broken down into three levels: Beginner Level: Foundational Grammar Skills (Ages 2-5 yrs and beyond) Articles (a, an, the) Present progressive (-ing verbs) Pronouns (he, she, they, it, we, etc.) Plurals (regular and irregular) Past tense (-ed endings, irregular verbs) Auxiliary verbs (is, am, are, was, were, has, have) Possessive forms (‘s) Simple conjunctions (and, but, because) Basic Sentence Structure: Subject + Verb + Object Intermediate Level: Expanding Sentence Complexity (Ages 4-8 yrs and beyond) Compound sentences (and, but, or, so, yet) Complex sentences (because, although, unless, while, after) Matching verb tense to subject (e.g., He runs vs. They run) Comparatives and superlatives (bigger, biggest) Prepositional phrases (“The cat sat under the table.”) Modal verbs for polite requests or hypotheticals (can, could, should, would, might) Advanced Level: Mastering Grammar for Effective Communication (Ages 6-13 yrs and beyond) Correcting sentence fragments and run-ons Expanding, combining, or reducing sentences Active vs. passive voice Relative clauses (“The boy who won the race is my friend.”) Conditional sentences (“If I had studied, I would have passed.”) Parallel sentence structure (“She likes to swim, to bike, and to run.”) Transition words (therefore, however, consequently, in contrast) * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Grammar/Syntax Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Abstract Language Curriculum:What is it? A structured, low-prep program that makes it easy to teach abstract language skills systematically — helping children and teens understand and use figurative and nuanced language with clarity and confidence. Who is it for?Children and teens who… Struggle with figurative language (idioms, sarcasm, similes, metaphors, etc.) Struggle with making inferences How does it work? This Curriculum is broken down into three levels: Beginner Level: Literal vs. Nonliteral Language (Ages 5-7 yrs and beyond) Identify literal vs. nonliteral language Intermediate Level: Figurative Language (Ages 6-10 yrs and beyond) Idioms and Figures of Speech Similes and Metaphors Advanced Level: Inferencing and Social Nuance (Ages 7-12 yrs and beyond) Inferencing in Text and Social Inferencing Understanding Sarcasm and Irony * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Abstract Language Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Vocabulary Curriculum:What is it? A comprehensive, developmentally layered program that teaches vocabulary the smart way — starting with key words for younger children and progressing to powerful word-learning and word-attack strategies for older students, so they can confidently grow their vocabulary long after therapy ends. Who is it for?Children and teens who… Use vague or imprecise language/words Have trouble following directions that contain unfamiliar words/concepts Don’t know what things are called or struggle to understand words that they read/hear How does it work? This Curriculum is broken down into three levels: Beginner Level: Building a Core Vocabulary (Ages 1-2.5 yrs and beyond) Building a Vocabulary of the First 50 Words Producing 2-Word Combinations Expanding Vocabulary of Nouns Intermediate Level: Increasing Word Knowledge and Usage (Ages 2-6 yrs and beyond) Spatial Concepts Adjectives Comparing and Contrasting Temporal Concepts Quantitative Concepts Advanced Level: Academic Vocabulary and Independent Word Learning (Ages 5-12 yrs and beyond) Understand and Use Multiple Meaning Words Understand and Use Antonyms and Synonyms Using Affixes (Prefixes and Suffixes) and Roots to Decode Unknown Words Other Word Attack and Word Learn

Speech Sound Curriculums for Speech TherapyStep-by-Step Plans to Help Children Speak Clearly and Confidently Stop piecing together random articulation activities. Our comprehensive speech sound curriculums give you ready-to-use therapy plans that make it easy to improve speech clarity—in therapy, at home, or in the classroom. Save time, reduce planning stress, and start seeing faster progress in your students or clients. Designed by SLPs. Evidence-based. Easy to follow. Start your Free Trial to Access All Speech Sound Curriculums →Instant access.  No risk.  Cancel anytime. Who’s it For? Children and teens who are difficult to understand Those with distortions on certain sounds like /r/ Those who mumble or slur their speech Those with motor speech conditions such as apraxia Who Can Use It? Speech-Language Pathologists and Professionals Speech Language Therapy Assistants and SLPAs Parents and Caregivers Teachers and Educators Choose your Curriculum: Articulation Phonology Motor Speech Mumbling Articulation Curriculum:What is it? A complete, step-by-step curriculum that takes the guesswork out of articulation therapy — helping you save hours of prep time while guiding kids to faster, lasting progress. Who is it for?Children and teens who… Say specific sounds incorrectly Say some sounds with distortions or differences Don’t say sounds correctly that are expected for their age How Does it Work? This Curriculum is broken down into three levels: Beginner Level: Early-Developing Sounds (Ages 2-3 yrs and beyond) Producing the following sounds: /b, n, m, p, h, w, d/ and vowels Intermediate Level: Mid-Developing Sounds (Ages 3-4 yrs and beyond) Producing the following sounds: /ɡ, k, f, t, ŋ (“ng”), “y”/ Advanced Level: Later-Developing Sounds and Clusters (Ages 4-7 yrs and beyond) Producing the following sounds: /v, ʤ (“j”), s, ʧ (“ch”), l, ʃ (“sh”), z, /r/, “th” (voiced and voiceless), ʒ (“zh” as in “measure”) / Producing Consonant Clusters * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Articulation Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Phonology Curriculum:What is it? An easy-to-follow system for teaching phonology skills to children and teens ~ includes all therapy materials along with training and support. Who is it for?Children and teens who… Leave off sounds at certain positions of the word (beginning, middle, or end) Have trouble with whole classes of sounds, like long sounds (fricatives) or ones made in a particular place in the mouth (back sounds like /k/ and /g/) Can say certain sounds in some positions/words but not others (ex: can say at the beginning of a word but not at the end) How Does it Work? This Curriculum is broken down into three levels: Beginner Level: Early Phonological Processes (Ages 3-4 yrs and beyond) Initial Consonant Deletion (e.g., “at” for “cat”) Final Consonant Deletion (e.g., “do” for “dog”) Unstressed Syllable Deletion (e.g., “nana” for “banana”) Intermediate Level: Mid-Developing Phonological Processes (Ages 4-5 yrs and beyond) Velar Fronting (e.g., “tat” for “cat”) Backing (e.g., “gog” for “dog”) Stopping of Fricatives (e.g., “toap” for “soap”) Cluster Reduction (e.g., “poon” for “spoon”) Advanced Level: Later-Developing Phonological Processes (Ages 4-7 yrs and beyond) Gliding (e.g., “wabbit” for “rabbit”) Prevocalic Voicing (e.g., “big” for “pig”) Postvocalic Devoicing (e.g., “pick” for “pig”) * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Phonology Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Motor Speech Curriculum:What is it? A guided therapy framework that takes the mystery out of treating motor speech disorders, giving you clear steps to help kids move from frustration to confident communication. Who is it for?Children and teens who… Have speech sound errors are inconsistent Have more trouble with sounds in longer words Seem to physically struggle to get the sounds out Sound robotic/choppy Struggle with drooling or excessive saliva buildup How Does it Work? This Curriculum is broken down into three levels: Beginner Level: CV, VC, CVC Words (Ages 1-3 yrs and beyond) Produce consonant-vowel (CV), vowel-consonant (VC) and consonant-vowel-consonant (CVC) words Intermediate Level: Expanded Word Structures and Utterance Length (Ages 1.5-4 yrs and beyond) Produce Expanded Word Structures, such as CVCV, CCVC, etc. Produce 2-Word Utterances Advanced Level: Coordination and Connected Speech (Ages 3-7 yrs and beyond) Improving oral proprioception and coordination for speech Producing multi-syllabic words Improving prosody (pitch, volume, rate) * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Motor Speech Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. Mumbling Curriculum:What is it? A structured, confidence-building program that helps children and teens who mumble learn to project their voice, articulate with intention, and communicate with confidence in any setting. Who is it for?Children and teens who… Mumble or slur their speech Speak too quickly Speak too quietly Can say sounds correctly in single words but intelligibility reduces in conversational speech How does it work? This Curriculum is broken down into three levels: Beginner Level: Over-Articulation in Structured Tasks (Ages 3-5 yrs and beyond) Overarticulate in Single Words Overarticulate in Phrases Overarticulate in Sentences Intermediate Level: Speaking Clearly in Structured Conversation (Ages 5-7 yrs and beyond) Overarticulate in Structured Conversation Overarticulate conversational speech when prompted Advanced Level: Self-Correcting in Conversation (Ages 7-10 yrs and beyond) Identify signs of a communication breakdown Overarticulate during communication breakdown * Age ranges represent when children typically master these skills. However, this program can help older children/teens with these skills as well. Try the Mumbling Curriculum Free for 7 DaysInstant access.  No risk.  Cancel anytime. You Don’t Have to Do This Alone.Every child’s communication journey is unique — but you don’t have to reinvent the wheel for each one. Our Speech Sound Curriculums are just the beginning. Inside the SLK Curriculum, you’ll find comprehensive therapy plans for every major area of communication: Language (vocabulary, grammar, comprehension, etc.) Speech sound pronunciation Social communication and pragmatic skills Fluency and stuttering Voice and resonance Functional Communication Each curriculum walks you through the therapy process step-by-step — from first session to mastery — so you can spend less time planning and more time helping children and teens succeed. Because when you have a clear plan, children make faster progress. And when children start communicating clearly and confidently… everything changes. Sneak Peek!  Learn More about the Curriculum → The post Speech Sound Curriculums for Speech Therapy appeared first on Speech And Language Kids.

Special Announcement: Speechie Summer Camp Is Here! This Summer, Get Organized and Have Fun!In this special announcement episode of the Speech and Language Kids Podcast, Carrie Clark shares exciting news about what’s happening this summer inside The Hub. If you’re a school-based SLP, SLPA, or SaLT looking to get your systems in place before the school year chaos returns, this one’s for you! Listen to the Podcast Here You can listen to the full podcast episode below: What You’ll Learn in This Episode: Why now is the best time to get organized for next school year What the new Speechie Summer Camp includes (spoiler: it’s full of camp-themed fun and prizes ) How to participate—even with just a free Hub membership! What to expect from our new Teams Program launching this fall Why getting your whole workplace on one therapy system can transform your outcomes and reduce burnout Highlights: Weekly assignments that walk you through The Way, our step-by-step therapy system Discussion board activities, scavenger hunts, and points-based rewards Chance to win lifetime memberships and other awesome prizes Flexible format: complete activities on your own time (no live calls!) Special invitation to get your whole team covered under a Teams Plan New! Join Our Teams Program for 2025-2026 Is your organization ready to simplify therapy planning and improve outcomes across the board? Our SLK Teams Program is designed for schools, clinics, and teletherapy companies that want every SLP, SLPA, or SaLT on the same powerful system. When your team uses our research-backed framework together, you’ll see: Better therapy outcomes Stronger collaboration across colleagues Less burnout and higher retention Increased credibility with parents, administrators, and partners Bonus: Organizations that join the Teams Program also receive exclusive marketing opportunities and recognition in our SLK-Certified Directory. Ready to get your team signed up? Email carrie@speechandlanguagekids.com today to reserve your spot for the 2025–2026 school year! How to Join the Summer Camp: Go to hub.speechandlanguagekids.com Sign up for a free membership to access the first 3 weeks of camp Check your email and the discussion board on June 9th for your first assignment Don’t Miss What’s Coming in August: We’re putting a pause on our podcasts and live webinars for the Summer while we run our Summer camp and get ready to launch our Teams Program! We’ll be back with new podcast episodes, live webinars, and a BIG launch of our Teams Program in August—designed to help whole teams of SLPs get better therapy results with less stress. The post Special Announcement! appeared first on Speech And Language Kids.

Announcing: Summer Camps and Teams ProgramIn this short and exciting update episode, Carrie Clark announces two brand new virtual summer camp experiences inside the Speech and Language Kids Hub—one for parents & caregivers, and one for SLPs and related professionals! Plus, get an exclusive sneak peek at the upcoming SLK Teams Program, designed to support speech teams with tools, training, and marketing benefits. Listen to the Podcast Here You can listen to the full podcast episode below: Virtual Summer Camps Are Here!Two interactive, themed camps—one for parents and one for professionals: Language Catch-Up Camp (Parents & Caregivers) $75 ticket includes 1 grade level of the Core Language Program ($99 value) Runs June to mid-July For kids entering K–6th grade with language challenges Goal: Help your child catch up on essential oral language skills at home this summer Weekly emails with lessons + fun “camp” activities Prizes, badges, and access to a private camp discussion space SLP Summer Camp (SLPs, SLPAs, SALTs, etc.) Launching early July Get organized for the school year with fun activities Training on the SLK Framework, therapy planning, data collection, goals, and space/session organization Designed to make next school year smoother and less stressful Sneak Peek: SLK Teams Program New offering for organizations with multiple SLPs Streamlined, systemized therapy approach to improve outcomes Includes full Hub membership, Core Language Program, team training, consultation, and SLK-Certified directory listing Ideal for private practices, school districts, and staffing agencies Interested orgs can contact Carrie at carrie@speechandlanguagekids.com Quick Links Mentioned: Join the Hub: hub.speechandlanguagekids.com Sign Up for Camp: Visit speechandlanguagekids.com and look for the summer camp banner Email Carrie: carrie@speechandlanguagekids.com Join the Conversation: Want to attend future live podcast recordings or join the discussion board? It’s free to sign up! Already a member? Log in to access the summer camp registration page inside the Hub. The post Announcing: Summer Camps and Teams Program appeared first on Speech And Language Kids.

How to Do Speech Therapy at HomeDo you want to help your child improve their communication skills at home but aren’t sure where to start? Whether you’re on a waiting list for services or just want to boost your child’s progress between sessions, this episode is for you. Carrie Clark, SLP and founder of Speech and Language Kids, breaks down exactly how to do speech therapy at home without feeling overwhelmed. She walks you through how to figure out what to work on, how to break it down into bite-sized steps, and how to sneak practice into your daily routine (even with a busy schedule). This episode was recorded live inside the SLK Hub, and you’ll hear about how the tools and resources inside the Hub can make this whole process even easier. Listen to the Podcast Here You can listen to the full podcast episode below: Step One: Figure Out What to Work OnIf you’re not sure where to begin, Carrie shares a simple framework to help you narrow down your child’s communication challenges. She explains the six main areas of communication: Speech Sounds Language Social Communication Fluency Voice/Resonance Functional Communication Not sure which one fits? Grab the free screening checklist included in the free Hub membership to help you pinpoint where your child needs support: hub.speechandlanguagekids.com Pick One Skill to Focus On Once you’ve identified the general area, it’s time to zoom in on a single skill. Carrie explains how to pick a specific, meaningful skill that will have a big impact—like answering “where” questions or producing the R sound. You’ll hear why it’s important to: Choose just one skill to avoid overwhelm Start with the easiest version of the skill Work your way up gradually How to Teach a New Skill (Without Overwhelm) Carrie explains how to make practice feel easy and doable: Find the version of the skill your child can do Practice that first Then baby step your way up from there She also explains how to apply this to both speech and language goals, using real-life examples like: Teaching “where” questions starting with “Where’s your nose?” Teaching R by starting with just the “er” sound Inside the full SLK Hub membership, therapy plans are laid out step-by-step for each skill, but Carrie shows how to do this process on your own, too. 5 Minutes a Day is EnoughYou don’t need hours of therapy time. Carrie recommends: Doing just 5 minutes of focused practice per day Setting a timer to keep it short and motivating Reinforcing the skill in little moments throughout your day (like in the car or during play) And yes, it’s okay if it doesn’t go perfectly! Carrie reminds us that working with your own child is way harder than working with anyone else’s. Do what you can, when you can—and take breaks when needed. Virtual Summer Camps for Parents (Starting June 2, 2025)Want more structure, support, and fun this summer? Join us for the Virtual Summer Camp for Parents inside the SLK Hub! Here’s what you’ll get: A 6-week plan to help your child boost language skills at home Two lessons a week from our Core Language Program (included in your ticket) Activities for kids entering Kindergarten through 6th grade Guidance, accountability, and a fun camp theme to keep things moving Whether your child needs to catch up or get a head start on next year, this is your chance to make summer count! Stay tuned—registration opens soon at: www.speechandlanguagekids.com Resources Mentioned Free Hub Membership + Screening Checklist Full Therapy Plans inside the SLK Hub Virtual Summer Camp Info (coming soon) Got questions or want support on what to work on at home? Join us in the Hub and post in the discussion board—we’re here to help! The post How to Do Speech Therapy at Home appeared first on Speech And Language Kids.

Teaching Children to Follow DirectionsDoes your child (or student) struggle to follow directions? You’re not alone! In this episode of the Speech and Language Kids Podcast, Carrie Clark, SLP and founder of SpeechAndLanguageKids.com, walks you through how to teach children to follow directions—step-by-step. Whether you’re working with toddlers just starting to understand basic commands or older kids struggling with multi-step instructions, this episode has got you covered. You’ll learn practical strategies for teaching one-step, two-step, and even complex multi-step directions, plus how to support kids using play, visuals, repetition, and more. We’ll also dig into why following directions is hard for many children (even those without speech or language delays!) and what you can do to help them succeed. Listen to the Podcast Here You can listen to the full podcast episode below: Why Following Directions is Hard for KidsFollowing directions requires listening, understanding, memory, attention, and execution—sometimes all at once! Carrie explains why even neurotypical kids can struggle and how communication delays, ADHD, or autism can make this even more challenging. Beginner Level: Teaching One-Step Directions Start here with your toddlers and early learners! Carrie explains how to teach: Routine directions (like “put your shoes on”) Novel directions (like “touch your nose”) How to use play-based therapy, visual cues, gestures, and prompt fading Why giving clear, concrete instructions is critical (no more “take a seat”—say “sit down”!) Moving to Two-Step Directions and Spatial Concepts Once kids are getting the hang of simple directions, it’s time to build up! Learn how to teach: Two-step routine and novel directions Directions using spatial concepts like “on,” “under,” “next to,” and “in” How to embed these skills into daily routines or classroom settings Intermediate Level: Multi-Step and Temporal DirectionsNow we’re stepping it up with: 3- and 4-step directions Temporal concepts like “before” and “after” Tips for older preschoolers and elementary-aged kids who need extra support due to memory, attention, or processing challenges Advanced Level: Real-Life, Real-World DirectionsThis is where the rubber meets the road. Carrie covers how to help students follow complex directions in: Academic settings (like classroom tasks or worksheets) Daily life (like routines at home) Noisy, distracting environments Resources and Tools Mentioned Therapy Pathways and Therapy Plans – Step-by-step guidance on teaching following directions at all levels. Available in the Speech and Language Kids Hub Session Builder Tools (AI-Powered Prompts) – Generate custom one-step, two-step, or three-step directions on any topic. Discussion Boards in the Hub – Ask questions, share challenges, and get feedback from the SLP community. Available on all membership levels. Search the Hub for “Following Directions” to find therapy kits, materials, and more. Want to Join the Next Live Podcast?This episode was recorded live inside the Speech and Language Kids Hub. Join us in the Hub to attend future live episodes and ask your questions in real-time! Learn more and join by clicking here. The post Teaching Children to Follow Directions appeared first on Speech And Language Kids.

Building Therapy Plans for Children with AACDo you work with children who use communication devices or systems to express themselves? Whether it’s a high-tech talker, sign language, or picture boards, AAC (Augmentative and Alternative Communication) comes in many forms—and it’s essential that we know how to support kids in using it effectively. In this episode, Carrie shares how to build therapy plans for children who use AAC, including practical strategies and step-by-step guidance based on the AAC Pathway inside the Speech and Language Kids Hub. You’ll also hear answers to live listener questions about AAC devices in the classroom, choosing apps, and working with parents and teachers to support communication across environments. Listen to the Podcast Here You can listen to the full podcast episode below: What is AAC and Who Uses It?Carrie starts by explaining what AAC is and the many ways children may use it to communicate, from low-tech tools like picture boards and gestures to high-tech devices with eye gaze or text-to-speech features. She also dispels the myth that AAC prevents speech development—spoiler alert: research says otherwise! Helpful resource: What is AAC? The Two Golden Rules of AAC Therapy Before jumping into therapy planning, Carrie shares the two biggest takeaways for anyone supporting a child who uses AAC: Focus on communication, not technology. Model, model, model! She explains why goals should center on meaningful interaction (not just button-pushing) and how modeling AAC use builds confidence and understanding. Beginner Level: Getting Started with AAC At this stage, the focus is on helping the child communicate basic wants and needs using core vocabulary. You’ll hear: Why “go,” “more,” “stop,” and “all done” are more useful than “cracker” or “train” Tips for modeling AAC use throughout the day Strategies to help the whole team (SLPs, parents, teachers) stay on the same page Inside the Hub: Visual aids with core word boards and low-tech AAC tools Intermediate Level: Expanding AAC UseOnce kids can express some wants and needs, it’s time to expand! Carrie discusses: Moving beyond requesting to include labeling, describing, commenting, and more How to support grammar and sentence growth through AAC Examples of social and functional communication goals Advanced Level: Full Participation Through AACAt the advanced level, AAC becomes a tool for full participation in classroom and social life. Learn how to support: Retelling past events and participating in conversations Self-advocacy and problem-solving with AAC Using AAC across different settings and environments Supporting Gestalt Language Processors (GLPs)Carrie briefly touches on how some AAC users may learn in chunks rather than word-by-word. She shares how you can support GLPs by incorporating full phrases and familiar scripts into AAC devices. Live Q&A HighlightsListeners asked some fantastic questions, including: What to do when a child uses one AAC button repeatedly (hint: treat it like verbal babbling!) Choosing a speech-generating app or device (Carrie recommends Grid by Smartbox and TouchChat) Home strategies for encouraging AAC use with toddlers and teens When AAC is (and isn’t) appropriate for speech-delayed children Resources Mentioned The Hub Mobile App AAC Pathway inside the Hub Free Text-to-Speech Tool by Google SLK Screening & Progress Monitoring Checklists – Inside the SLK Framework (for non-AAC speech/language concerns) Looking for low-tech AAC boards, full lesson plans, or more support? Join us inside the Speech and Language Kids Hub where you’ll find everything from downloadable materials to expert-led courses. The post Building Therapy Plans for Children with AAC appeared first on Speech And Language Kids.

Cycles Approach for Language: Treating Multiple Areas of Language SimultaneouslyWhen a child is struggling in more than one area of language, how do you decide what to work on first? In this episode, Carrie Clark, SLP and creator of the Speech and Language Kids Hub, shares her approach to tackling this common challenge—using a cycles approach for language therapy. Inspired by the classic cycles method for phonology, this flexible strategy helps SLPs target multiple areas of language without having to pick just one. Whether you’re working with Tier 2 kids, students with mild mixed delays, or children with more complex needs, this method can help you move the needle on progress without feeling scattered or overwhelmed. Keep reading (or listening!) for practical tips, real-life examples, and tools to get started. Listen to the Podcast Here You can listen to the full podcast episode below: Why Use a Cycles Approach for Language?Carrie introduces the idea of cycling through different language goals—just like we do with phonology. Instead of zeroing in on one skill until mastery, you rotate through a set of 2–4 key targets, giving students repeated exposure over time. Perfect for: Students with scattered mild delays Tier 2 intervention groups Children with language disorders across multiple domains This method mirrors how language naturally develops and aligns beautifully with how school curriculums revisit and build on skills over time. Meet Lane + Parker: Real-Life Student Examples Carrie shares stories of two students who inspired her to rethink how she structured therapy. Both had mild delays across multiple language domains—but no single “big weakness” to focus on. Instead of choosing one goal and ignoring the rest, she tried a cycles-based approach… and it worked! What the Research Says Carrie highlights a study (from the ‘80s or ‘90s) that compared three therapy models: simultaneous targeting of phonology and language, block scheduling, and a cycling approach. Spoiler alert: cycling came out on top, reinforcing the value of this method for supporting progress across multiple skill areas. Why It WorksCarrie describes a research study comparing three therapy methods: Both phonology and language in every session Blocked sessions (e.g., 6 weeks of just phonology, then 6 weeks of language) A cycles approach (alternating weekly) The winner? The cycles model—students made more progress when targets were rotated! How to Set Up a Language CycleNot sure where to start? Here’s Carrie’s simple setup: Pick 2–4 language goals (e.g., WH questions, sequencing, adjectives) Spend 1–2 weeks on each Cycle back to the beginning and repeat Adjust goals based on student progress and data There’s no “one right way” to do it—customize based on the child’s needs and your style! How to Write Goals + Track ProgressGoal writing can feel tricky with a cycles model, but Carrie offers two great options: Track one representative skill (e.g., retelling a past event) as a measure of overall language growth Use a rubric to rate functional communication skills like understanding and expressing Inside the Hub, you’ll find screening checklists, rubrics, and goal-writing guides to make this super manageable. A Look Inside the Core Language Program A Look Inside the Core Language ProgramCarrie’s Core Language Program is a full-blown example of this approach in action. It’s a 16-week curriculum that cycles through every oral language skill for one grade level, with built-in foundational skills like: Following directions Asking and answering questions Retelling Producing narratives, information, or opinions Each lesson includes therapy activities + homework pages for families and teachers. Available inside the Hub (separate purchase required) Helpful Resources Mentioned The Hub: Membership site with therapy checklists, lesson plans, data tools, and more Core Language Program: Learn more + download a free sample Cycles Approach for Phonology: Also inside the Hub Final ThoughtsThe cycles approach to language therapy is a flexible, effective way to support students with mixed needs—and it fits beautifully with how children learn naturally. Whether you’re brand new to this idea or already cycling through goals without realizing it, this episode will give you fresh ideas and next steps. Give it a listen, and let us know what you think! The post Cycles Approach for Language – Treating Multiple Areas of Language Simultaneously appeared first on Speech And Language Kids.

Ahmad’s Story: Childhood Apraxia of Speech and the Motor Speech PathwayIn this episode, Carrie shares the story of a sweet 5-year-old boy named Ahmad (name changed for privacy) and his journey with childhood apraxia of speech. From using AAC to working through early speech sounds, Carrie walks through the specific framework and strategies that helped Ahmad go from frustration to finding his voice. If you’re working with a child who struggles to speak but clearly has a lot to say, this one’s for you. Listen to the Podcast Here You can listen to the full podcast episode below: What is Childhood Apraxia of Speech (CAS)?Carrie kicks off the episode by explaining what childhood apraxia of speech is—a motor speech disorder where the brain knows what it wants to say, but the message doesn’t make it clearly to the mouth. Ahmad had CAS along with other developmental and medical challenges, which made early intervention even more important. Carrie talks about what apraxia can look like in a preschooler and how it can affect speech production in unpredictable ways. Learn more about Childhood Apraxia of Speech Using the SLK Framework to Plan Therapy Carrie walks through how she applied the Speech and Language Kids Framework to Ahmad’s case. The first step? Identifying the areas of communication that needed the most support. For Ahmad, that meant: Functional communication (getting needs met) Speech production (expressing himself verbally) From there, she explains how they chose two primary therapy pathways: AAC (Augmentative and Alternative Communication) for functional communication Motor Speech Approach for targeting simple, early speech patterns Grab the SLK Therapy Framework Introducing AAC (and Managing Parent Concerns) Ahmad’s story isn’t just about the therapy—it’s about the people involved, too. Carrie shares how she encountered resistance from Ahmad’s mom about using AAC, particularly because of concerns around manipulation and behavior due to reactive attachment disorder. Instead of pushing her agenda, Carrie modeled collaboration by calling a team meeting. Together with a behavior specialist and the family, they developed a plan: Ahmad could use the AAC device, but would also be encouraged to attempt speech with each use. This balanced approach honored everyone’s concerns while still supporting Ahmad’s communication. Related Resource Targeting Early Speech Skills with Motor Speech TherapyWith AAC in place, Carrie focused on Ahmad’s expressive speech. She used a motor speech approach, starting with simple word shapes like consonant-vowel (CV) and vowel-consonant (VC) patterns. Key strategies included: Selecting core words that were functional (like “go,” “up,” “in,” “bye”) Practicing with frequent, short sessions throughout the school day Posting word lists in the classroom for consistent reinforcement Collaborating with teachers and parents to embed practice into daily routines Try the Motor Speech Therapy Plan Practical Therapy Example: Real-Life RepetitionCarrie describes how she used brief, frequent practice opportunities—like greeting Ahmad at the classroom door and reviewing his core words by his backpack. These mini-sessions, combined with play-based speech therapy and consistent home carryover, helped Ahmad make meaningful progress. Key Tip: Kids with apraxia benefit from distributed practice—short bursts of practice multiple times a day are more effective than one long session. Takeaways for SLPs and Caregivers Collaboration is key—trust and teamwork with families and staff make interventions more successful. AAC doesn’t mean giving up on speech—it can be a bridge to verbal communication. Consistent, functional practice helps kids build motor speech pathways over time. If you’re working with preschoolers with CAS or complex needs, you’ll find loads of practical gems in this episode. Resources and LinksSLK Therapy Framework Motor Speech Therapy Plan in the Hub AAC Overview for SLPs and Parents Apraxia-KIDS.org Join the Next Live RecordingReady for more? Join the next live podcast recording inside The Hub! The post Ahmad’s Story – Childhood Apraxia of Speech and the Motor Speech Pathway appeared first on Speech And Language Kids.

Arianna’s Story: Preschool Speech and LanguageHow do you know where to start with a preschooler who’s hard to understand? In today’s episode, I’m walking you through a real-life case study of a sweet little one (we’ll call her Arianna) who had significant speech and language challenges. I’ll share the exact process I used to figure out what to target first and how I built a therapy plan that made meaningful progress possible—even with limited time and resources. This episode is perfect for SLPs, teachers, and parents working with preschoolers who have unclear speech, multiple delays, or difficulty getting their message across. Listen to the Podcast Here You can listen to the full podcast episode below: Step 1: Identify the Main Areas of ImpactWe started by figuring out which areas of communication were causing the most trouble. For Arianna, that meant: Speech sounds (especially final consonant deletion and velar fronting) Syntax and grammar (telegraphic speech and missing grammatical markers) These were the pieces that were making her the hardest to understand. Tip: Narrow down to the areas that will give you the most bang for your buck—the ones that will make everything else easier once they improve. SLK Screening Checklist (Free inside the Hub!) Step 2: Use Progress Monitoring Tools to Dig Deeper Once we knew her biggest challenges, we used SLK’s progress monitoring checklists to pinpoint where she was breaking down: Speech: We identified phonological processes (not just individual sounds) as the main issue. Language: Grammar and sentence structure were the weakest spots—she was using very short, simplified utterances. These checklists helped us move from a broad area (like “speech”) to the exact patterns to target in therapy. Progress Monitoring Tools Step 3: Choose the Right Therapy Pathways We mapped Arianna’s goals onto SLK’s structured therapy pathways: Phonological Processing Pathway: Targeting beginner-level patterns like final consonant deletion and velar fronting. Syntax & Grammar Pathway: Starting with early-developing grammatical markers like present progressive “-ing.” This helped create a clear, step-by-step plan that fit her level and needs. Step 4: Target Specific, Functional SkillsFrom there, we picked specific therapy goals: Say words with final consonants (e.g., “cat” instead of “ca”) Produce K and G sounds in the correct place in the mouth Use basic grammatical forms like “jumping” or “eating” These were the skills that would have the biggest immediate impact on her intelligibility and communication success. Step 5: Make Therapy Play-Based and FlexibleSince Arianna was just 4 years old, we kept our sessions fun and flexible: Used toys and books for natural practice Modeled target sounds and grammar during play Adapted session length to her attention span Mixed speech and language practice together in the same session We also collaborated with her teacher and sent simple homework activities home for carryover. Bonus: Troubleshooting Other Common Preschool ChallengesIn the second half of the episode, we tackled listener questions about similar preschoolers: What to do when there’s echolalia and limited spontaneous language How to support a preschooler using AAC/LAMP devices for communication Choosing between speech vs. language vs. social goals when there are multiple areas of need I shared how the same SLK framework helps guide those decisions so you can confidently know what to target first. Resources and LinksJoin the Speech and Language Kids Hub – Free & Paid Plans SLK Screening Checklist SLK Progress Monitoring Tools Therapy Pathways & Materials ($25/month or $250/year) The post Arianna’s Story: Preschool Speech and Language appeared first on Speech And Language Kids.

Speech/Language Therapy 101: Back to Basics for SLPs and CaregiversAre you looking for the simplest, most effective way to teach communication skills to children and teens? Well, search no farther! I’m speech-language pathologist Carrie Clark and in today’s episode of The Speech and Language Kids Podcast, we’re diving into exactly how to make the most of virtual speech sessions so we can work on closing these gaps, one child at a time. Listen to the Podcast Here You can listen to the full podcast episode below: The Different Areas of Speech/Language/Communication: Speech Sounds: Individuals with speech sound problems have difficulty pronouncing sounds correctly. Their speech is difficult to understand. Fill out the Speech Sounds Progress Monitoring Tool to dive deeper. Language: Individuals with language difficulties struggle to understand or use words effectively. This can impact their ability to follow directions, express thoughts, or build sentences correctly. Fill out the Language Progress Monitoring Tool to dive deeper. Voice/Resonance: Individuals with voice or resonance concerns may have voices that sound hoarse, too nasal, too quiet, or otherwise unusual. These issues can affect how others perceive and understand them. Fill out the Voice/Resonance Progress Monitoring Tool to dive deeper. Fluency: Individuals with fluency difficulties may experience stuttering or interruptions in their speech. This can include repeating sounds, stretching out words, or having frequent pauses. Fill out the Fluency Progress Monitoring Tool to dive deeper. Functional Communication: Individuals with functional communication difficulties struggle to get their needs met using speech, gestures, or other means of communication. They may have trouble making requests, answering questions, or using words effectively in daily life. Fill out the Functional Communication Progress Monitoring Tool to dive deeper. Social Communication: Individuals with social communication challenges may struggle with conversational skills, understanding social cues, or using language appropriately in different social interactions. This can affect their ability to interact with others successfully. Fill out the Social Communication Progress Monitoring Tool to dive deeper. To Access the Specific Progress Monitoring Tools, Click Here! Therapy Pathways for Speech Sounds Articulation – Individuals with articulation challenges have difficulty with specific speech sounds, producing them incorrectly or with noticeable distortions. Choose the articulation pathway for traditional sound-by-sound therapy that targets one speech sound at a time. Phonology – Individuals with phonological challenges demonstrate consistent patterns of speech errors, such as omitting sounds at the beginning or end of words or struggling with whole categories of sounds (e.g., back sounds like /k/ and /g/). Choose the phonology pathway to teach sound patterns and eliminate phonological processes such as fronting, stopping, final consonant deletion, etc. Motor Speech – Individuals with motor speech difficulties have inconsistent speech errors, struggle more with longer words, appear to have difficulty physically producing speech sounds, and may sound choppy and robotic. Choose the motor speech pathway to treat motor-based speech disorders, such as apraxia, by teaching specific word structures, such as CV, VC, CVC, and multisyllabic words. Mumbling Pathway – These individuals may speak too quickly, too quietly, slurs their words, or are able to produce sounds correctly in isolation but become harder to understand in conversation. Choose this pathway for a structured approach to teaching over-articulation and increasing awareness of when they are not understood. To access these Therapy Pathways and the corresponding Therapy Plans, click here! Therapy Pathways for Language Skills Following Directions Pathway Individuals with following directions challenges have difficulty understanding and carrying out one-step or multi-step instructions. They may become easily distracted when given directions or struggle to process spoken information. Choose this pathway to target skills like following verbal and written directions, improving attention to instructions, and processing spoken language efficiently. Asking and Answering Questions Pathway These individuals have difficulty responding to basic WH-questions (who, what, where, etc.), struggle to ask meaningful questions, or have trouble answering questions about something they just heard. Choose this pathway to build skills in answering WH-questions, formulating clear and relevant questions, and improving comprehension through question-based interactions. Sequencing & Retelling Pathway Individuals with sequencing and retelling challenges have difficulty organizing events or stories in logical order. They may start retellings in the middle without context, leave out key details, or struggle to recall events accurately. Choose this pathway to focus on skills like sequencing steps, retelling stories with key details, and structuring a story clearly. Grammar & Sentence Complexity Pathway Individuals with grammar and sentence complexity challenges have speech that contains frequent grammar errors, sounds choppy and incomplete, or relies on shorter or simpler sentences than expected for their age. Choose this pathway to strengthen grammar use, expand sentence length and complexity, and improve overall sentence structure. Foundations for Literacy Pathway Individuals with literacy challenges have difficulty with early reading skills, such as phonological awareness, understanding written texts, or developing reading fluency and comprehension. Choose this pathway to build phonological awareness, strengthen early literacy skills, and improve reading comprehension and fluency. Abstract Language Pathway Individuals with abstract language challenges struggle to understand figurative language, such as idioms, sarcasm, and metaphors, or have difficulty making inferences from conversations and texts. Choose this pathway to develop skills in understanding and using figurative language, interpreting implied meanings, and making logical inferences. Vocabulary Pathway Individuals with vocabulary challenges have difficulty understanding and using new words, rely on vague or imprecise language, or struggle with remembering and using the correct words. Choose this pathway to enhance word knowledge, improve word retrieval, and build precise and meaningful vocabulary use. To access these Therapy Pathways and the corresponding Therapy Plans, click here!   Therapy Pathways for Social CommunicationSocial Awareness and Interaction Pathway Individuals with social awareness and interaction challenges have difficulty responding to others, understanding different perspectives, and engaging appropriately in social situations. Choose this pathway to build skills responding to others, joint attention, turn taking, topic maintenance, and perspective taking. Emotional Regulation & Self-Advocacy Pathway Individuals with emotional regulation and self-advocacy challenges have difficulty expressing their needs, managing emotions, and coping with social stressors. They may struggle to communicate boundaries or self-regulate in overwhelming situations. Choose this pathway to develop skills in emotional awareness, self-advocacy, coping strategies, and effective self-expression. Conversational Skills Pathway Individuals with conversational skills challenges have difficulty initiating, maintaining, and appropriately ending conversations. They may struggle to take turns, stay on topic, or understand conversational rules. Choose this pathway to improve an individual’s ability to initiate conversations, keep them going, and adapt them to a variety of situations. Abstract Language Pathway Individuals with abstract language challenges struggle to understand figurative language, sarcasm, idioms, and implied meanings in conversations. They may take things literally or have difficulty making inferences. Choose this pathway to strengthen skills in interpreting figurative language, understanding implied messages, and making logical inferences in conversations. Selective Mutism Pathway Individuals with selective mutism can speak in some situations but experience anxiety or difficulty speaking in specific social settings (such as speaking freely at home but remaining silent at school). Choose this pathway to build confidence in verbal communication, reduce anxiety around speaking, and support gradual exposure to new speaking environments. To access these Therapy Pathways and the corresponding Therapy Plans, click here! Therapy Pathways for Fluency/StutteringFoundations for Fluency Pathway Individuals with fluency challenges may struggle with maintaining smooth, natural speech flow. They may benefit from strategies that support breath control, emotional regulation, and confidence in speaking. Choose this pathway to work on coordinating breathing with speech, increasing awareness of stuttering, and dealing with negative emotions or reactions related to stuttering. Stuttering Pathway Individuals with stuttering challenges experience interruptions in speech, such as repetitions, prolongations, or blocks. They may feel frustrated or anxious about speaking. Choose this pathway to develop structured strategies for smoother, more confident communication and to reduce tension associated with stuttering. Cluttering Pathway Individuals with cluttering challenges speak too quickly, in a disorganized way, or with reduced clarity, making their speech difficult to understand. They may struggle with self-monitoring and pacing their speech. Choose this pathway to improve speech clarity, regulate speaking rate, and enhance overall communication effectiveness. Word Finding/Word Retrieval Pathway Individuals with word finding challenges struggle to retrieve the right words, leading to frequent hesitations, pauses, or subs

The Teletherapy Playbook: Proven Strategies for Faster Progress in Virtual Speech SessionsIt’s no secret that teletherapy speech/language therapy services soared during the pandemic. Telepractice use among SLPs jumped from just 3.9% pre-pandemic to 88% by 2021. (source) And while teletherapy services are not quite as prevalent now as they were at the height of the pandemic, we’re still seeing many turn to teletherapy for its convenience and accessibility. And for good reason! We’re also seeing a huge increase in the number of children needing services. One analysis found a 110% increase in speech disorder diagnoses in children aged 0-12 years in 2022 compared to the pre-pandemic rates. (source) When families and schools are struggling to find enough local SLPs to serve the needs, teletherapy is available to serve the gaps. I’m speech-language pathologist Carrie Clark and in today’s episode of The Speech and Language Kids Podcast, we’re diving into exactly how to make the most of virtual speech sessions so we can work on closing these gaps, one child at a time. Listen to the Podcast Here You can listen to the full podcast episode below: Teletherapy Strategy 1: Work WITH the Adults in the Child’s LifeSeeing you once per week on a screen ain’t gonna cut it! (Sorry, midwest roots coming out there) The best therapy happens as part of a cohesive whole-team appraoch. Meet with parents, caregivers, teachers, educators, other therapists and stay in communication about the child’s progress. Your time during therapy sessions should be spent on figuring out which strategies work for that client. If possible, spend your sessions coaching and training the adults on how to implement the strategies all day long. If not, make sure you communicate! Teletherapy Strategy 2: Use a Systematic Approach to Teaching SkillsBoom cards are fun and all, but they don’t always lead to a cohesive strategy.   Therapy will be more effective if you’re following a systematic approach instead of just finding cutesy one-off activities that work well on teletherapy. Teletherapists using The Speech and Language Kids Framework use our pathways (larger plans for specific challenges) and our therapy plans (step-by-step workbooks for each skill). Share the workbooks with the “screenshare” tool and some platforms will even let you write on the worksheets. This forms the “drill” portion of your session where you can find the right strategies. Teletherapy Strategy 3: Keep it Fun with Reinforcers!All drill and no play makes teletherapy a dull….boy?   Ok that one fell apart a bit, but you get what I’m saying. Keep your sessions fun and fresh by switching up your reinforcers (NOT your therapy materials). After you’ve introduced the skill, you can make the practice more fun by introducing reinforcers that are related to each client’s interests: Use our AI-Powered Custom Material Generators to generate custom images, word lists, reading passages, or social scenarios that contain the target skill and are based around your client’s interests. Play a clip from a YouTube video about their favorite topic and then talk about it (using their skill, of course!) Play an online game Find hidden objects or do other puzzles on the Highlights Kids website Or have them do show and tell with something they love from their house! Keeping teletherapy fun and fresh doesn’t have to mean loads of time planning and prepping for you! Need More Materials for Teletherapy/Telepractice?Our therapy plans and the step-by-step workbooks are perfect for teletherapy! Follow our streamlined approach with our Pathways and Plans. Use our materials to explicitly teach skills Then use our Custom Material Generators to create additional practice materials on the spot!   Available with the Full, Paid Hub Membership here The post The Teletherapy Playbook: Proven Strategies for Faster Progress in Virtual Speech Sessions appeared first on Speech And Language Kids.

A Therapy Pathway for Frontal and Lateral Speech Errors (aka “Lisps”)Today we’re talking about “lisps”. But many professionals are moving away from using the term lisp because it often carries a negative or stigmatizing connotation, especially outside of clinical contexts. Instead, we’re focusing on describing speech patterns more precisely using phonetic terms. For example: Frontal lisp is often described as interdental or dentalized productions of /s/ and /z/. Lateral lisp is often referred to as lateralized productions of /s/, /z/, and sometimes other sibilants like /ʃ/ and /ʒ/. I’m speech-language pathologist Carrie Clark and in today’s episode of The Speech and Language Kids Podcast, I’ll going to give you a very clear Therapy Pathway that will lay out how to treat dentalized or lateralized productions of sibilants. Listen to the Podcast Here You can listen to the full podcast episode below: Therapy Pathway for Dentalized or Lateralized Productions:Here’s the plan for how to treat these speech sounds: Identify the type of lisp being used Establish correct placement and airflow for one sibilant sound (usually /s/ or /z/) in isolation. Expand use of that sibilant into words, phrases, sentences, and short response. Expand that same placement and airflow to a new sibilant sound, repeat steps 2-3. Continue this process until individual can say all sibilants correctly. Generalize to everyday conversation. How to Establish Correct Placement and Airflow Find a word they can already say it in correctly Watch in mirror: keep tongue behind teeth Find “magic spot” using tactile feedback and start the sound with the tongue tip there Start with /t/ sound, extend it out (exploding /t/) Use /ts/ words Start with “th” and pull back Start with “sh” and move forward Start with “ee” to stabilize back/sides of tongue and then slowly raise tongue tip Use a straw – bite tip of straw and blow /s/ into the straw Need More Resources for Frontal and Lateral Productions?We have therapy materials, training videos, and full therapy plans inside The Hub. Get easy-to-follow plans that work for real kids in real sessions. Available with the Full, Paid Hub Membership here. The post A Therapy Pathway for Frontal and Lateral Speech Errors (aka “Lisps”) appeared first on Speech And Language Kids.

From Chaos to Clarity: Why One-Off Activities Are Failing Your Therapy SessionsYou spend all evening scouring the internet for the perfect activity for little Timmy. You print. You cut. You laminate. You velcro. He’s gonna love it. And then… …it lasts all of two seconds and then he’s bored. I’m speech-language pathologist Carrie Clark and in today’s episode of The Speech and Language Kids Podcast, we’ll be answering the question of “are one-off activities really working, or are they just filling time?” Plus, I’ll show you how you the power of having a start-to-finish plan that actually moves children toward success.   Listen to the Podcast Here You can listen to the full podcast episode below: The Allure (and Problem) with One-Off ActivitiesWhy do we love one-off activities so much? Well… They’re readily available They’re easy They’re super cute and fun-looking And they’re what we see all around us on social media.  Cause they’re catchy. But the downsides of one-off activities are numerous: Lack of progression – no clear path from skill introduction to mastery. SO MUCH time & effort – constant searching for new materials. Difficult to track progress – activities don’t build on each other. Can be overwhelming for kids – inconsistent approaches confuse learners. The Power of a Start-to-Finish Plan:So what’s the opposite of throwing together a bunch of one-off activities? A structured plan that takes you from introducing a skill to mastery in a systematic way. Think back to grad school, remember the Van Riper approach? First we work on sounds in isolation, then syllables, then words, etc. Remember? Imagine having a systematic plan like that for EVERY skill you teach! And then imagine having a systematic plan for which skills to teach in the first place! Start-to-finish plans are: Intentional – every step builds toward mastery. Predictable – clients know what to expect, which lowers stress. Efficient – no scrambling to find the “next” activity. Two Types of Start-to-Finish PlansThink of this as two types of plans: Therapy Pathways: A sequence of skills that you’ll teach to treat or support a specific challenge Therapy Plans: Specific therapy lessons for specific skills that they need to master. A good therapy plan will include both of these. Think of them as the forest, and the trees. The pathway is made up of a whole bunch of therapy plan modules. For example, a therapy pathway for a child who stutters may include coordinating their breathing, dealing with negative emotions, and teaching them stuttering modification strategies. That’s the Pathway. And then there will be an individual therapy plan for each of those skills that breaks them down into manageable steps. How to Make a Therapy Pathway:Take a look at where the individual is now. How are they communicating? Where are they struggling? What are the individual skills that they would need to learn to overcome that particular challenge? Then, we map out the skills that they will need to get there. How to Make an Individual Therapy Plan:Once you know what skills they need to acquire, you can work on planning out how you’ll teach each individual skill. These will become your individual therapy plans. Again, think about where they are now with that skill and where you want them to be. Then, create a step-by-step plan that will walk them through learning the skill. You can… Provide supports and remove them as you go along Or, make the skill easier and then build it up as you go along Want Some Pre-Made Therapy Plans?Oh! I’m so glad you asked! Why am I so passionate about this? Because this is what I’m spending all of my time on right now. I’m building out the therapy plans for you so you don’t have to spend your free time coming up with structured plans. And I’ll be working on the Pathways next! All of our Therapy Plans are available inside the Full Hub Membership. Join Today to Access the Therapy Plans! The post From Chaos to Clarity: Why One-Off Activities Are Failing Your Therapy Sessions appeared first on Speech And Language Kids.

Free Speech/Language Progress Monitoring Tools Now Available!Well, the flu has hit my house! Instead of a full podcast episode today, I’m giving you a quick update about our new progress monitoring tools located inside The Speech and Language Kids Hub. Here’s how it works: 1. Fill Out the Free Speech/Language Screening ChecklistHave everyone on the individual’s team fill out this screening checklist (parents, caregivers, teachers, therapists, SLP, etc.). 2. Fill Out the Free Progress Monitoring Tools:Look at the areas that came up as a concern on the screening checklist. Have the team members fill out the specific progress monitoring tool for each of those areas. This will give you a better idea of what skills need to be addressed. You can also use your formal assessment/evaluation results to fill these out. 3. Make a Custom Therapy Roadmap for this IndividualUse the results of the individual progress monitoring tools to fill out the Therapy Roadmap. This will include all of the skills that the individual needs support with. Share this with everyone on the team! 4. Grab the Therapy Plans for Those Specific SkillsNow use your Therapy Roadmap to pick out specific skills/therapy plans that will best support the areas of need for that individual. Here’s how therapy works: Grab the therapy plan for the skill you need and put it in the child’s folder. Work on the first phase by doing the first page of the therapy plan workbook. Continue to practice by creating custom activities and materials with our session builder tools until they have mastered that phase. Move to the next phase once they’ve mastered the first. Repeat for all phases of the therapy plan. How to Access the Tools and Therapy PlansThe screener checklist, progress monitoring tools, and the therapy roadmap are all available on our Freebies Plan to The Speech and Language Kids Hub. In order to access the Therapy Plans, you’ll need a Full, Paid Hub Membership. Click Here to Choose your Membership Level and Get Started! The post Speech/Language Progress Monitoring Tools Now Available…Free! appeared first on Speech And Language Kids.

When Should Children be able to Say Certain Sounds? (And How Can We Help?One of the top questions I get is about whether or not a child should be saying certain speech sounds. Let me tell you, there is a WIDE range of normal when it comes to speech sound acquisition. But in general, we know that certain sounds (like /b/ and /m/) come in early… …and other sounds (like /r/ and /l/) come in later. And knowing those milestones can help us decide which children need speech therapy, and which can wait it out. I’m speech-language pathologist Carrie Clark and in today’s episode of The Speech and Language Kids Podcast, I’ll be telling you what ages certain sounds should come in by and I’ll be giving you a Therapy Roadmap for how to help them if they’re not. Listen to the Podcast Here You can listen to the full podcast episode below: Ages for Speech Sounds:But before we get to the roadmap, let’s answer the question that everyone is asking: When should children be able to say each speech sound? I’ve got it all laid out for you right here: Speech Sounds By Age:The following sound chart represent the age of acquisition for the English speech sounds.  The age below indicates that 90% of children are saying this sound consistently when they turn that age.  For example, for the /b/ sound, 90% of children are able to produce the /b/ sound correctly in everyday speech by their third birthday. Click here to view the research behind this speech sound age chart. /b/ Sound…………………….3 years /n/ Sound…………………….3 years /m/ Sound……………………3 years /p/ Sound…………………….3 years /h/ Sound……………………3 years /w/ Sound…………………….3 years /d/ Sound……………………..3 years /g/ Sound (as in “go”)…….4 years /k/ Sound………………………..4 years /f/ Sound………………………….4 years /t/ Sound………………………….4 years “ng” Sound (as in, “ring”)……4 years “y” Sound (as in, “yum”)……..4 years /v/ Sound………………………….5 years “j” Sound (as in, “jam”)……….5 years /s/ Sound………………………….5 years “ch” Sound…………………………..5 years /l/ Sound…………………………….5 years “sh” Sound…………………………..5 years /z/ Sound …………………………..5 years /r/ Sound……………………………6 years Voiced “th” (“they”)……………..6 years Soft “j” (“beige”)………………….6 years Voiceless “th” (“thumb”)……….7 years * Keep in mind, most state education departments have their own chart of when children in the public schools qualify for services based on sound.  These ages may be different than the research presented here. But there is a Wide Range of Normal!Ok wait! Before you post a comment telling me I’m wrong…. There is a wide range of “normal”. Many children acquire these sounds earlier or even later than these ages! Different research studies put these ages at different levels. This was a study done in 2020 but other studies have reported different findings. That’s because all children acquire sounds differently. How to Tell if the Child Needs Speech Therapy:Instead of getting hung up on the details… ….look for patterns. Is the child missing MANY of these sounds? Then there may be a problem. If the child is only slightly behind these ages, then we may not need to worry too much. A speech-language pathologist can do a full evaluation to see if there are enough red flags for us to feel that therapy is warranted. Therapy Roadmap for Speech Sound Therapy:So what do we do if we feel a child needs help with pronouncing speech sounds? We follow the roadmap. The first step of the roadmap is picking which road you want to follow first. There’s no wrong answer here, just go with the one that makes the most sense right now. (And revise your path later if they’re not making progress.)   Choose a Road: Motor Speech Path: Choose this path if the child has motor speech problems, such as apraxia. These children tend to say words differently each time they try. Sometimes they can say a word clear as day and others not at all. Phonology Path: Choose this path if the child has trouble with certain classes or groups of sounds, such as “sounds at the ends of words” or “fricative sounds (long sounds like /s/ and /f/)”. Articulation Path: Choose this path if the child struggles with specific sounds, like the /r/ sound. Or if they have a lisp. The Mumblers Path: Choose this path if the child can say all speech sounds correctly in single words or shorter utterances but they’re hard to understand in conversational speech or when they start going fast. Motor Speech Roadmap:Instead of working on specific sounds, you’ll be working on specific word structures, like: Consonant-Vowel words like “go” or “hi” Vowel-Consonant words like “up” and “on” Consonant-Vowel-Consonant words like “cup” and “hat” etc. Choose one structure to practice at a time. When they can do those words, add a sound or add a new structure with sounds they can already say. Phonology Roadmap:Decide if you’ll work on one phonological process at a time or if you’ll use a Cycles Approach. Target that phonological process through these steps: Auditory Bombardment Auditory Discrimination Producing Class of Sounds in Single Words Producing Class of Sounds in Phrases Producing Class of Sounds in Sentences Producing Class of Sounds in Conversation Articulation Roadmap:Choose a sound to teach. Target that sound through these steps: Sound in Isolation Sound in Non-Sense Syllable Sound in Single Words Sound in Phrases Sound in Sentences Sound in Conversation Mumbling Roadmap:Teach the child how to overexaggerate their sounds and slow down. Teach over-articulation through these steps: Over-articulation in single words Over-articulation in phrases Over-articulation in sentences Noticing signs that someone doesn’t understand you Correcting by using over-articulation during moments that you aren’t understood Need Therapy Plans for These Skills?We have step-by-step therapy plans that will take you from start to finish on each of these skills. Get easy-to-follow plans that work for real kids in real sessions. Available with the Full, Paid Hub Membership here. The post When Should Children be Able to Say Certain Sounds? (And How Can We Help?) appeared first on Speech And Language Kids.