Today’s episode is a can’t-miss if you work with children with developmental language disorder (DLD) or developmental language delays. I’m sharing my #1 most powerful responsive language strategy—one that works with every child on your caseload, regardless of temperament. We’re going beyond basic expansions and simple recasts. Instead, I’ll show you how to transform simple sentences into complex ones by adding finite clauses—what I like to call “clausing.” You’ll hear about peer-reviewed research from: Gillian Steel et al. (2016) – demonstrating how complex sentence deficits persist in DLD. Amanda Owen Van Horne et al. (2023) – showing how targeting complex sentences drives broader language gains, including grammatical morphology. You’ll also learn practical ways to apply “clausing” during play, art, snack time, and book reading without memorizing verb lists or forcing structure—just natural, responsive modeling that works. 🎯 Key Takeaways: The higher you aim, the higher the gains. Responsive modeling of finite clauses builds both sentence complexity and verbal working memory. Simple to implement. Powerful results. 💚 Ready to take this strategy further?If you love helping your students use bigger, bolder sentences, you’ll love the SIS Membership. Each week, you’ll get:✅ Research-based language activities focused on complex syntax, literacy, and movement.✅ Parent carryover visuals and whole-class Google Slides decks.✅ Ready-to-use therapy tools that align with current research—so you can make an impact today, not 17 years from now. Join at https://www.kellyvess.com/sis and start building complex sentences that stick. Sources: Owen Van Horne, A. J., Curran, M. K., Fey, M. E., & Tomblin, J. B. (2023). Teaching little kids big sentences: A randomized controlled trial of complex sentence intervention embedded in science instruction. International Journal of Language and Communication Disorders, 58(5):1551-1569. Steel, G., Rose, M., & Eadie, P. (2016). The production of complement clauses in children with language impairment. Journal of Speech Language Hearing Research, 59(2):330-41.
If you work with children with speech sound disorders, this episode is a must-listen. We’re diving into cutting-edge research on final consonant clusters—a treatment target that has been largely overlooked but may unlock powerful generalization gains. For decades, evidence has shown that choosing complex targets leads to greater overall progress. Now, new research suggests that working on final 3-element clusters may be just as effective—and possibly more efficient—than the traditional initial cluster approach. In this episode, I’ll break down: ✅ Why marked forms (like /skr/) accelerate progress more than unmarked forms ✅ What makes final clusters uniquely complex (morphological load, rarity, later acquisition) ✅ Key takeaways from a 2025 study on final clusters in intervention (8 children, 6 weeks, medium effect sizes) ✅ Practical strategies you can implement tomorrow on your back porch ✅ Why efficiency matters: getting gains in speech and language when time is limited. I’ll also share how to structure practice (limited exemplars, high repetitions, removing models for self-driven motor planning) so you can maximize impact. Don’t wait 17 years for research to trickle into practice—try this approach now. 🎁FREE Resource: Download your Final Cluster Homework Flip Book here: 👉 http://www.kellyvess.com/finalcluster ✨ Want weekly ready-to-go resources? Join the SIS Membership today and get instant access to: Theme-based movement + literacy activities Weekly treatment targets (including complex clusters + paragraphs) Parent + teletherapy Google Slides decks A full treatment target library 👉 https://www.kellyvess.com/sis Source: Potapova, I., John, A., Pruitt-Lord, S., & Barlow, J. (2025). Extending complexity to word-final position via telepractice: Intervention effects for English-speaking children with speech sound disorder. Language, Speech, and Hearing Services in Schools, 56(1), 42–57. https://doi.org/10.1044/2024_lshss-24-00020
If you work with preschool or early elementary students, this episode is a must-listen. We’re diving into decontextualized language—a skill that’s rarely discussed but critical for literacy and academic success. Decontextualized language is when children talk about things outside the here and now—past events, future plans, ideas, feelings, and abstract thinking. Why does it matter? Research spanning over 20 years shows that children with strong decontextualized language skills in preschool perform better in reading and academics throughout elementary school. Yet, most SLPs and educators aren’t taught how to target it. In this episode, you’ll discover: -What decontextualized language is and why it’s the foundation of complex thinking. -Four powerful, evidence-based strategies to build this skill in fun, natural ways. -How to use Halloween excitement to scaffold conversations about past and future events. -Practical tips for using visuals, gestures, role-play, and parent collaboration. 💡 These strategies don’t just work for Halloween—they can be used for birthdays, field trips, and any special event to make language learning stick. 💚 Join the SIS Membership: Want ready-to-go therapy materials that build decontextualized language every week? Join the SIS Membership and get: -A Google Slides deck each week packed with educationally rich, movement-based literacy activities, Home resources to bridge school and family communication, -Evidence-based materials to target speech, language, and AAC in fun, engaging ways. 👉 Join here: https://www.kellyvess.com/sis 🎃Happy Halloween: Click here to download a 100% FREE Halloween-themed Google Slides deck to kickstart decontextualized conversations in therapy and at home!: https://www.kellyvess.com/halloween
Are you ready to go digital the right way in your therapy sessions? Today, we’re diving into the latest systematic review research on using digital tools to improve preschoolers’ language and literacy outcomes. The evidence is clear: digital media can be a powerful tool — when it’s used intentionally. In this episode, you’ll discover five key strategies that work, including: Why children should never be left alone with a device How to make digital activities multimodal and engaging The language modeling strategies that matter most Ways to make alphabet knowledge meaningful and connected to stories How to coach families and teachers for lasting impact Want to skip the overwhelm and have ready-to-go resources at your fingertips? Join my SIS Membership, where every week you’ll receive: A Google Slides deck filled with educationally rich activities Movement-based literacy ideas to target speech, language, and AAC goals Parent-friendly materials to bridge home and school learning Make therapy easier, more engaging, and research-based — all while saving hours of prep time. ✨ Join the SIS Membership today: https://www.kellyvess.com/sis Source: Liu, S., Reynolds, B., Thomas, N., & Soyoof, A. (2024). The use of digital technologies to develop young children’s language and literacy skills: A systematic review. Sage Open, 14(1).
If you work with minimally speaking children using low-tech or high-tech AAC, this episode is for you. A brand-new systematic review has just been published, but the underlying research is sparse, messy, and often mislabeled. Today, we’ll dig through the “recycle bin” of studies to uncover what actually works, why commenting is more powerful than requesting, and how to take action on Monday morning. You’ll learn: -Why are many so-called “commenting interventions” really prompted responses to labeling questions, not true initiations -The pivotal role of combining words in AAC for speech development and generative language -Why modeling and scaffolding work and what research says about prompting hierarchies -How to apply the triangle of evidence-based practice when published protocols don’t exist -Download my free 30 Minute M.O.D.E.L. workshop to share with colleagues and caregivers: https://www.kellyvess.com/aac 💡 Ready-to-Go Tools: Don’t waste hours planning therapy. Get empirically-based, literacy-rich, movement-based activities delivered to you every week inside the SIS Membership. You’ll get: -Weekly theme-based Google Slides decks for individual, group, and teletherapy sessions -Engaging multisensory activities that target speech, language, and literacy, all ready to use Join now at https://www.kellyvess.com/sis and transform your therapy sessions with tools backed by research and designed for real-world success. Spencer, T. D., Tönsing, K., & Dada, S. (2025). Augmentative and alternative communication (AAC) interventions that promote commenting: A systematic review. Augmentative and Alternative Communication, 1–14.
Is telepractice just as effective as in-person therapy for treating speech sound disorders? In this episode, we take a realistic, research-driven look at what the evidence really says about speech telepractice—and what factors determine whether it works. You’ll discover: The exact client profiles that are NOT a good fit for telepractice. The active ingredients that make telepractice sessions as effective as in-person therapy. Why dose isn’t just about reps—and how complex targets create massive gains. Brand-new research on final clusters and how to apply it in therapy. The key role of caregivers as co-therapists in virtual sessions. If you’re a school-based SLP, private practitioner, or just considering telepractice, this episode will help you deliver high-impact, evidence-based therapy online—while avoiding the pitfalls. 💛 Get ready-to-go therapy plans every week inside the SIS Membership:https://www.kellyvess.com/sisYou’ll get theme-based movement activities, literacy-rich speech therapy materials, and a home-to-school 'Google Slides Deck' bridge that’s ready for immediate use. Potapova, I., John, A., Pruitt-Lord, S., & Barlow, J. (2025). Extending complexity to word-final position via telepractice: Intervention effects for English-speaking children with speech sound disorder. Language, Speech, and Hearing Services in Schools, 56(1), 42–57. https://doi.org/10.1044/2024_lshss-24-00020 P.S. A gift for SLPs & Educators: I’m giving away a FREE Digital Articulation Screener to make speech assessments easy and engaging—for both in-person and teletherapy sessions. Here’s what you’ll get for free when you join The Preschool SLP Facebook group: 🗂 A ready-to-go digital speech screener + protocol 📝 5 pages of goal-writing cheat sheets to write strong, measurable IEP goals 🎥 A live workshop to walk you step-by-step through the process ✨ Download by pressing the pinned link here → facebook.com/groups/thepreschoolslp
Are your speech therapy goals actually creating change or just filling space on an IEP? In this episode, I share the three biggest mistakes I made in writing goals (and what to do instead). You’ll learn how to: Write measurable annual goals that track real growth. Use complex clusters and the complexity approach to accelerate progress. Show parents exactly how to cue, fade prompts, and buy-in to accomplish the quarterly objective so they become co-interventionists right from the start. Avoid clunky goals that stall progress and force unnecessary amendments. Want done-for-you treatment targets, cueing visuals, and movement-rich literacy-based activities? Join the SIS Membership today at www.kellyvess.com/sis . You’ll get ready-to-use weekly therapy materials that help you write smarter goals, coach parents with confidence, and create massive speech gains — without reinventing the wheel. Work smarter, not harder. Don't delay and download my free goal cheat sheet by clicking on the link in 'The Preschool SLP Facebook Group': https://www.facebook.com/groups/thepreschoolslp P.S. This week's episode was excerpted from my recent 'How to Write Speech Goal that WORK' Workshop. To access the free workshop and free accompanying goals sheets, go to 'The Preschool SLP Facebook Group': https://www.facebook.com/groups/thepreschoolslp
If you work with children with speech sound disorders, this episode is for you. I’m breaking down my simple 3-step method for writing speech goals that not only improve clarity but also empower parents and the entire intervention team to stay on the same page. You’ll learn how to: Use your single word standardized speech tests to track progress with confidence Write easy to measure annual goals that are reliable to connected speech Create clear, evidence-based objectives that scaffold from maximum to minimal support This approach has been a game-changer in my 20+ years of practice, making goals measurable, parent-friendly, and easy to implement across settings. ✨ Want ready-to-use literacy, speech, language, and AAC activities delivered weekly—complete with movement-based themes, large group lessons, and teletherapy/large group/parent home practice Google Slides decks? Join the SIS Membership and transform your sessions: https://www.kellyvess.com/sis Want to see exactly how I write these goals step by step—and get a downloadable cheat sheet you can use right away? Join me in The Preschool SLP Facebook group: . I’ll be https://www.facebook.com/groups/thepreschoolslp going live on Monday, August 25th at 12 PM ET with an hour-long training that breaks this all down in detail. Can’t make it live? No worries—the replay and resources will be waiting for you inside the group.
How can speech-language pathologists determine whether a child’s communication challenges are due to a language difference or a language disorder—and then choose the most impactful language intervention strategies? In this episode, I’m joined by Dr. Celeste Roseberry-McKibbin, one of the leading experts in culturally, linguistically, and economically diverse (CLED) populations. With over 70 scholarly publications and 16 books, she has dedicated her career to ensuring SLPs can assess children fairly and provide evidence-based interventions that truly change outcomes. You’ll get research-backed, Monday-morning-ready tools you can use right away to evaluate students from under-resourced backgrounds and target goals that will boost both communication and academic skills. 🧠What You’ll Learn in This Episode: ✔️Why standardized tests often misrepresent abilities in children from economically diverse backgrounds ✔️How working memory and nonword repetition tasks can reveal developmental language disorder (DLD) ✔️Fine and gross motor skills as powerful screening indicators ✔️Practical dynamic assessment techniques that reduce cultural and linguistic bias ✔️How parent responsiveness speed drives early language growth ✔️Goal-setting priorities from infancy through school age for maximum impact ✔️Building phonological awareness, morphological awareness, and narrative skills ✔️Why tier 2 vocabulary and paper books improve long-term literacy outcomes ✔️Free and low-cost strategies any caregiver can implement—no matter their literacy level. If you’re ready to put these strategies into practice, join the SIS Membership. You’ll get weekly, empirically based language and literacy activities that improve phonological awareness, literacy, and print skills—all ready to use for therapy every week. Perfect for working with preschoolers, early elementary students, and children from culturally and economically diverse backgrounds. 🎯 Start improving outcomes today → www.kellyvess.com/sis Connect with Guest Dr. Celeste Roseberry-McKibbin: TikTok: @celesteroseberry Instagram @dr.celesteroseberry YouTube: Celeste Roseberry Dr. Celeste's Website: www.lovetalkread.com Download Dr. Roseberry-McKibbin's Supplementary PowerPoint Handout
Are you using the Natural Language Acquisition (NLA) framework in your autism intervention? This episode of The Preschool SLP pulls back the curtain on Gestalt Language Processing (GLP) and challenges you to think critically about what’s truly supported by research—and what isn't. SLPs are increasingly encouraged to adopt GLP-informed interventions, but a recent article by Venker and Lorang (2025) in response to Hadock et al. (2024) raises five concerns you can’t afford to ignore. In this episode, we break down each criticism with clinical insight and offer evidence-aligned strategies you can use immediately in your therapy room. 🔍 In this episode, you'll learn: ✅ What aspects of the NLA framework are backed by empirical research ❌ Why there’s currently no published GLP intervention program to evaluate 🧠 How mislabeling children as “Gestalt processors” can lead to unsupported assumptions ⚠️ The risks of avoiding verbs or grammar in early language modeling 🧪 What data you should be tracking with spontaneous language samples 🦢 Why eclectic, evidence-informed practice beats one-size-fits-all intervention 📚 Want done-for-you, research-backed materials aligned with what actually works? Skip the guesswork. My SIS Membership provides weekly, ready-to-use intervention tools grounded in empirical research—designed to help preschool SLPs like you make real progress with children on the autism spectrum, including those who use gestalts to communicate. 👉 Join the SIS Membership at www.kellyvess.com/sis Inside, you’ll find: 🎯 Multimodal therapy treatment targets 🔁 Materials for consistent, high-frequency language use that boosts progress 00:00 Introduction to Natural Language Processing 00:30 Evidence-Based Practices in Language Development 01:54 Intervention Strategies and Challenges 03:05 Criticisms of Gestalt Language Processing 06:59 Understanding and Measuring Language Processing 10:44 The Role of Gestalts in Language Learning 17:43 Final Thoughts and Practical Advice Haydock, A., Harrison, L., Baldwin, K., & Leadbitter, K. (2024). Embracing gestalt language development as a fundamental neurodiversity-affirmative practice. Autism, 28(5), 1055–1059. https://doi.org/10.1177/13623613241234598 Venker, C. E., & Lorang, E. (2024). Continuing the conversation about echolalia and gestalt language development: A response to Haydock, Harrison, Baldwin, and Leadbitter. Autism, 29(3), 821–824. https://doi.org/10.1177/13623613241287577
Are you using the Gestalt Language Processing (GLP) approach in assessing autistic language development—or wondering if you should? In this episode of The Preschool SLP Podcast, we cut through the noise to break down what’s evidence-based, what’s not, and how to make informed, practical decisions starting Monday morning. Whether you're a speech-language pathologist or a parent of a child with autism, this episode will equip you to approach Gestalt language development with discernment and clarity. In This Episode, you'll Learn: What is Gestalt Language Development and where it comes from (Marge Blanc, Barry Prizant, Laura Lee)? Why does current meta-analytic research cast doubt on many GLP intervention programs? Which active ingredients of the Gestalt paradigm align with spontaneous, generative language development? What are the biggest red flags in GLP that may hinder progress? The #1 evidence-based assessment tool you should be using (Hint: It's a spontaneous language sample—only 25 utterances needed!)? How to measure growth using: Repetition reduction, Type-token ratio, Verb diversity, Subject-verb combinations, Syntactic + grammatical complexity? Why do verbs matter more than nouns in assessing vocabulary gains? How to “be discerning like a swan” and combine the best of multiple intervention models? This episode isn’t just theory—it’s practical, raw, and backed by real research. If you're looking to create impactful change in language development, this is your blueprint. 🔗 Resources Mentioned: ResearchGate: 25-Utterance Language Sample Study, Barry Prizant’s work on Echolalia, Marge Blanc’s six stages of GLP, Laura Lee’s Developmental Sentence Scoring. Want Tools That Make Monday Easier? Get ready-to-use multimodal activities for autistic learners in the SIS Membership? Join hundreds of SLPs transforming their therapy with evidence-based SIS Membership tools you can download and use today. 👉 Join the SIS Membership now at www.kellyvess.com/sis
We're combining two of the most highly requested topics—Gestalt Language Processing and AAC (Augmentative and Alternative Communication)—into one conversation with Farwa Husain of First Phrases. We're answering some key questions about AAC + Gestalt: What do we actually know about integrating gestalts with high-tech AAC systems? What’s missing in the research? How can SLPs move forward confidently on Monday morning without waiting for perfect data? What Gestalt Language Processing really means (and why you can’t “give” a child a gestalt)? What common AAC myths are holding children back—and what to do instead? Is the child “stimming” on AAC devices (spoiler: often exploration, a good thing)? Why focus on relationship-first therapy? How can we model extensively and in a meaningful manner? What are some joyful learning strategies for introducing AAC to Gestalt Language Processors in preschool? Whether you're a seasoned SLP or just getting started, this episode is packed with actionable insights and evidence-informed best practices for Monday morning therapy with autistic preschoolers. Guest Bio: Farwa Husain is a specialist in Gestalt Language Processing and AAC integration. Follow her on Instagram @firstphrasesofficial and learn more at www.firstphrases.com. Roll up your sleeves and join the SIS Membership today! Get ready to implement what you hear on the podcast with done-for-you, ready-to-use literacy, music, and movement-based activities that treat the whole child. The SIS Membership is your go-to toolbox for engaging, evidence-based, educationally rich, neurodiversity-affirming therapy activities that treat the whole child in preschool and elementary school settings. Get AAC support, weekly movement activities, visuals, behavior supports, AAC strategies, Google Slides Decks, and more—all aligned with best practices discussed in today’s episode. I look forward to seeing you at the SIS Membership drawing board. Join now at www.kellyvess.com/sis
Is the way you’re working… actually working? In this candid and empowering episode of The Preschool SLP, I sit down with the SLP Happy Hour host, Sarah Lockhart, to talk about what no one tells you in grad school: the path to sustainability as an SLP is rarely linear. Together, we unpack what it really takes to thrive in this field—from navigating burnout to rebuilding self-trust, shifting careers, and defining success on your own terms. Whether you’re in public schools, private practice, teletherapy, or contracting, this conversation will meet you exactly where you are. What You'll Learn: The hidden costs of perfectionism and overworking When private practice becomes unsustainable The real pros and cons of contracting, teletherapy, and salaried school positions How to build a fulfilling SLP career through self-trust and clinical intuition Why working smarter (not harder) is the key to staying in this field long term If this episode hit home, and you’re craving less prep and more purpose in your therapy sessions, then it’s time to join the SIS Membership. Inside SIS, you’ll get: ✅ Weekly ready-to-go, research-backed therapy materials ✅ Tools like the Behavior Flip Cards and Progress Diplomas featured in this episode ✅ Multimodal strategies that support the whole child ✅ A system that protects your energy so you can focus on what matters: being present Join now and start working smarter today: www.kellyvess.com/sis 00:00 Introduction and Inspirational Opening 02:33 Sarah's Journey as an SLP 04:16 Challenges and Realities of Private Practice 04:46 The Shift to Telepractice 07:24 Balancing Work and Personal Life 18:12 Top Recovery Tips for SLPs Get your Behavior Rule Flip Cards + Behavior Diplomas at: 🔗 www.kellyvess.com/behavior
If you work with or have a child with communication impairments, today's episode, dedicated to improving behavior, is a 'must-listen'. I’m pulling back the curtain and giving you access to two powerful tools straight from my SIS Membership that are helping SLPs across the country transform their therapy sessions—without burning out. Heat up your laminator and get ready for success. Tool #1 will help your kiddos develop prosocial communication behaviors. Tool #2 will support celebrating and generalizing prosocial communication behaviors. These tools are designed to be effective, easy to implement, and evidence-based for kiddos with communication challenges. Download both free tools by going to www.kellyvess.com/behavior Get ready-to-go, empirically-based, engaging activities (with parent home practice) in your inbox every week by joining the SIS Membership today at www.kellyvess.com/sis Join SIS and be present.
Take your recovery as seriously as the work. In this episode, I share my five current favorite health hacks for achieving optimal health and well-being, both mentally and physically. P.S. Prevent burnout by becoming a SIS member and receiving educationally rich, ready-for-use materials in your inbox weekly. Don't delay and join the SIS Membership today at kellyvess.com/sis
Over 20 years ago, I moved from the "I want" sentence strip to the "Look at" one in working with children with Autism. Why? This episode explores the advantages of using a "Look at" sentence strip over an "I want" sentence strip to optimize gains in the development of communication skills in children with autism in both the short and long term. Ready to take action? Don't delay and join me at the intervention drawing board by joining the SIS Membership today at kellyvess.com/sis
We're diving into one of the most common and heart-wrenching challenges faced by parents, educators, and therapists—separation anxiety. Leave this episode with a simple, yet effective, four-step process to ease anxiety and build relationships with confidence and compassion. Make sure to set yourself up for success by understanding a child’s temperament, triggers, and favorite things—before they walk in the door by downloading the tried and true, free parent input form now at kellyvess.com/parentinputform Don't delay by rolling up your sleeves and taking action today b joining the SIS Membership at kellyvess.com/sis P.S. If you loved this episode, please follow, rate, and review the show. Your support helps spread responsive, evidence-based practices around the world.
Are you working with anxious children who are exhibiting challenging behavior? What can you do to help? Check out this episode for six actionable steps you can take right now to make a difference. Don't delay and join the SIS Membership today at kellyvess.com/sis to receive educationally rich activities weekly that treat the whole child and empower you to focus on what matters most: meaningful interactions.
This week, we are diving into play. We will discuss the importance of transitioning from sensory to symbolic play levels. Ready to take action and engage in educationally rich play activities during your sessions? Don't delay and join the SIS membership today at kellyvess.com/sis
Researchers estimate that a majority of children with developmental delays have Sensory Processing Disorder. What to do? Let's dive in! Raevsky, M., Nabalta, C. A., & Atiles, J. T. (2025). Managing sensory processing disorders in an early childhood classroom: Evidence-based strategies for teachers. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01904-z Ready to put research into practice every week? Join me at the drawing board by joining the SIS Membership at https://www.kellyvess.com/sis