Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Up first…

Auditory Recordings!

As parents, we assume kids naturally “hear” and fix their own speech by age 3-4. But auditory feedback skills often need extra support up to 8, especially for little ones refining sounds. Using a simple recording device lets them listen back, spot errors, and self-correct independently—building confidence without constant cues.

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Proprioception - Mirrors for Visual Cues

As parents, we know kids need active play to burn energy, mirrors for checking outfits or making faces, and practice with dressing or brushing teeth for independence. But as an SLP, I learned these are key for sensory processing, motor planning in speech, and building language through everyday routines—especially for kids with delays.

Target proprioception with “heavy work” like wall pushes or carrying books to boost body awareness and focus. Use mirrors to provide visual feedback on mouth shapes for clearer sounds. Tie in self-help by sequencing steps in hygiene tasks, like “squeeze paste, brush in circles.”

Combine them: Have kids push firmly while brushing in front of a mirror, describing actions!

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Narrating Your Day - Boosting Receptive Language

As parents, we know daily routines like walking outside, opening doors, or shopping for groceries are just part of the hustle. But as an SLP, I learned narrating these moments in simple words builds receptive language—helping kids understand vocabulary, categories, and the world around them, especially those with delays.

Narrate actions clearly: “I’m opening the brown door, walking down the gray sidewalk to the red car.” At the grocery store, point out colors and groups: “Let’s find all the red fruits—like apples and strawberries—to work on categories.”

Combine them: During a walk or errand, describe steps while involving your child, like “We’re picking the yellow banana from the bunch!”

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Emotional Intelligence - Regulating Emotions in Kids

As parents, we know kids’ emotions can swing wildly—from joyful giggles to full-blown meltdowns—and we do our best to navigate them. But as an SLP, I learned that fostering emotional intelligence (EI) through recognizing physical signs, labeling feelings, and identifying antecedents (triggers) is essential for self-regulation and coping, especially for children with delays. Dr. Daniel Goleman notes a steady decline in children’s emotional competencies over decades, making EI building more vital than ever.

Teach physical manifestations: Clenched jaw/fists for anger, butterflies in the stomach for anxiety, red/hot cheeks for embarrassment, or a big smile for happiness.

Label emotions: Use “I feel angry” or “I feel happy” to name them clearly.

Add antecedents: “I feel angry because…” to pinpoint what sparked it.

This progression helps kids anticipate emotions and regulate them proactively.

Combine them: Spot a physical cue like tense shoulders, then guide: “I see your shoulders are up—you feel frustrated because the puzzle is hard? Let’s take deep breaths.”

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Cause and Effect - Teaching Choices and Consequences

As parents, we know kids make impulsive decisions without seeing the ripple effects—like sharing toys (or not)—and we guide them as best we can. But as an SLP, I learned fostering cause and effect through play and discussion builds decision-making, pragmatics, and self-awareness, especially for kids with delays.

Teach through gameplay: Use games like Chutes and Ladders, where landing on squares leads to sliding down (negative) or climbing up (positive) consequences.

Practice pragmatics: Encourage responses like “Good game!” for losses or “Great job!” for wins to foster empathy and communication.

For older kids, add verbal analysis: Discuss scenarios like “What if you don’t study for a test?” to explore outcomes.

This helps kids connect actions to results for better choices.

Combine them: In a game, if they slide down, guide: “Upset because of that square? Let’s discuss how it happened and say ‘Nice move!’ to your friend ahead.”

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Modeling and Recasting Speech for Clarity and Correction

As parents, we often recognize what our child is trying to say and simply respond, keeping the conversation flowing. But as an SLP, I learned that fostering clear and correct speech involves more intentional strategies, like modeling and recasting through repetition. This approach is essential for building language skills, especially in children with speech delays, by providing gentle corrections in natural interactions without interrupting the joy of communication.

Recasting, a well-established technique in speech-language pathology, involves repeating back the child’s utterance in a corrected form while maintaining its original meaning. According to ASHA research, it effectively supports grammatical and articulation development by offering immediate, positive models.  The key is to echo what you heard, model the accurate version, and encourage repetition—not every time, but as a natural practice.

Teach through modeling: When your child produces a sound or word, immediately provide the correct model to reinforce it.

Incorporate recasting: Rephrase their attempt correctly in your response, expanding slightly if needed.

Encourage repetition: Gently prompt them to try again after your model.

Combine them: For example, if your child says “Wa wa” (meaning water), respond with: “Oh, you want water? Say ‘water’!”

After their attempt, affirm and recast: “Yes, water—great job!” This builds accuracy, confidence, and turns everyday moments into learning opportunities.

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Teaching Difficult Speech Sounds - Step-by-Step Progression

As parents, we might spot our kids struggling with tricky sounds and figure they’ll sort it out with time or casual repeats. But as an SLP, I learned a simple progression helps build clear speech, especially for kids with articulation challenges. ASHA recommends starting small and layering up for lasting results.

Try this easy buildup:

•  Isolation: Practice the sound alone, like a quick hiss for /s/.

•  Syllable: Add a vowel, such as “sa” or “si.”

•  Word: Move to simple words like “sun” or “bus” (skip blends for now).

•  Sentence: Form short phrases, e.g., “See the sun.”

•  Conversation: Use it in everyday chat.

For cues (using /s/ as an example): Keep the tongue behind the front teeth and blow smooth air down the middle for a clear sound. A mirror helps them check their mouth!

Combine them: During play, start with /s/ in isolation, add a cue like “Tongue behind teeth!”, then build to a sentence: “Say ‘See the sun shine!’”

 Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Self-Regulation Strategies to Calm Emotions for Better Communication

As parents, we might tell our children to “take a deep breath” or “count to 10” when they’re upset, assuming it’ll help them talk it out. But as an SLP, I learned structured strategies using body movements and coordination can down-regulate the physical signs of big emotions—like fidgeting or tension—making it easier for young elementary children to find words and communicate clearly. ASHA emphasizes teaching self-regulation skills through modeling and environmental supports to boost emotional awareness and speech readiness.

Try this easy buildup:

• Identify Emotions: Help children name what they’re feeling by describing physical manifestations (e.g., “My heart is beating fast” for anger or anxiety), then use Daniel Goleman’s emotional intelligence approach with phrases like “I feel… because…” to connect the sensation to the cause.

• Body Movements: Incorporate “heavy work” like wall pushes, jumping jacks, or bear hugs for calming proprioceptive input.

• Coordination Activities: Add rhythmic actions, such as clapping patterns or marching in place, to refocus energy.

• Transition to Communication: Once calm, practice simple phrases like “I feel mad because…”

For cues (using anger as an example): Squeeze fists tight then release while breathing deeply—say “Push the wall hard to let the mad out, then tell me what happened.”

Combine them: During a meltdown, start with movement (wall pushes), add coordination (clapping “calm down” rhythm), then guide to words: “Now that we’re steady, what do you want to say?”

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Situational Awareness and Visual Scanning for Better Observation Skills

As parents, we might notice our children running into things or ignoring obstacles in their rush to get what they want, and wonder, "how can we help?". As an SLP, I learned that visual scanning—a technique used with geriatric patients to orient them to their surroundings—can be adapted for children to build situational awareness, helping them perceive depth, identify objects, and navigate safely, which supports communication and independence. Evidence-based practices in occupational and speech therapy support visual scanning activities to improve attention and awareness.

Try this easy buildup:

•  Start with the basics: Use books or colorful scenes to scan and identify with younger children, labeling items (e.g., "Look at the red bird, now the green tree").

•  Scan walls systematically: Have the child scan from floor to ceiling on one wall, naming everything they see, including furniture.

•  Go around the room: Move to each wall or area, familiarizing with the space to build a mental map.

•  Make it a game for older children: Challenge them to navigate the room blindfolded, grab a specific object, and return it based on their memorized layout and given two verbal hints.

For cues (using a wall scan as an example): "Start at the floor—what's there? Move your eyes up slowly—now the chair, the picture, up to the ceiling light. Good job spotting everything!"

Combine them: During playtime or before moving around, pause to scan the room, labeling items and discussing paths (e.g., "See the toy on the floor? Step around it to get to the door.") This enhances observation, reduces accidents, and supports communication skills. For younger children, hearing the labels from books or scenes builds vocabulary and language comprehension. For older children, describing items practices syntax (e.g., forming complete sentences like "The red Lego is under the blue couch") and semantic skills (e.g., categorizing objects as "toys" or understanding spatial terms like "behind" or "next to").

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Supporting Children Learning Two Languages and the Silent Period

As parents, we might worry when our children learning two languages stay quiet or seem hesitant to speak, wondering if something’s off. But as an SLP, I learned the silent period is a natural stage where children receptively absorb both languages and their systems before trying expressive language. This involves mastering multiple vocabulary words and sentence structures (syntax rules) for each language, which can lead to hesitation as they choose the right word or order it correctly. Research from bilingual language development, including ASHA guidelines, shows this phase can last weeks to months and is a healthy part of learning.

Try these strategies:

•  Model Responses: Offer examples in one or both languages during daily moments (e.g., "Eat now" in English or "Come mangiare" in Italian) to show how words fit.

•  Identify Languages: Clearly state which language we’re using and remind the child we’re working with two or more (e.g., "We’re speaking Spanish now, then English later").

•  Engage in Play: Narrate activities and play in both languages, labeling actions and objects while noting the language (e.g., "I’m drawing a car in English—‘draw car’—now in Spanish, ‘dibujar coche’").

For cues: Point out the current language (e.g., "We’re in English now") and provide models for them to repeat when they’re ready, like "Say ‘red ball’ after me."

Combine them: During play or routines, model language, label the language in use, and narrate what’s happening, giving them space to listen and absorb before gently encouraging a repeat. This builds their bilingual confidence step by step.

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Phonetics and Early Literacy Skills: How Sound Errors Impact Reading

As parents, we might hear our children mix up sounds and think it’s cute or they’ll outgrow it, but as an SLP, I learned consistent speech sound errors can affect early literacy skills like reading and spelling. When a child substitutes sounds (e.g., saying “T” for “K,” turning “call” into “tall”), it changes the word’s meaning and can confuse phonics—the foundation of literacy—making it harder to map sounds to letters. Evidence-based practices show speech sound disorders are linked to poorer literacy outcomes, emphasizing the need for early intervention.

Try these strategies:

•  Model Correct Sounds: Demonstrate clear phonetics in everyday talk, repeating words with emphasis on tricky sounds (e.g., “Listen to ‘call’—feel the back sound”).

•  Use Multi-Sensory Tools: Incorporate resources like Lively Letters by TLC, which teaches phonics through stories, songs, and hand movements to engage multiple senses and improve sound-letter connections.

•  Practice in Context: Read books or play games focusing on target sounds, pointing out how errors change meanings (e.g., “If we say ‘tall’ instead of ‘call,’ it means something different!”).

For cues (using T for K as an example): “Put your tongue back for ‘k’ like in ‘call’—make your quiet choking/back sound. Now try: ‘Call the dog’!”

Combine them: During reading or play, model sounds with Lively Letters activities, label how errors alter words, and practice corrections—building both phonetics and literacy step by step.

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Starting With Parallel Play for Children with Delayed Communication

As parents, we might see our children preferring solo play or showing little interest in talking, wondering how to draw them out. But as an SLP, I learned parallel play—where adults join in beside the child without direct interaction—is a gentle way to build engagement and communication foundations for children with delayed communication. ASHA highlights parallel play as a key developmental stage that supports social-communication skills, especially in contexts like autism or delays, by fostering imitation and shared focus through modeling.

Try these holistic home strategies:

• Set Up On-the-Ground Play: Create a cozy spot in the living room on the rug with toys like blocks or puzzles—sit beside your child and engage in similar play without forcing interaction.

• Mimic Their Actions: My favorite suggestion—quietly copy what they do (e.g., if they stack blocks, stack your own nearby) to show connection and encourage auditory/verbal awareness through nonverbal cues.

• Narrate Gently: Describe your own play softly (parallel talk), like “I’m building a tower,” to model language without pressure, helping them absorb words.

For cues (using mimicking as an example): If your child rolls a car, roll yours too and say, “Vroom, the car goes fast!”—keep it light to invite imitation naturally.

Combine them: During floor time in the living room, mimic their play while narrating softly, building trust and gradually leading to joint attention. This holistic approach at home enhances engagement, self-regulation, and eventual verbal communication.

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next Up… ASHA Norms: When Kids Master Speech Sounds and When to Seek Help

As parents, you might wonder when your child should say sounds clearly. Based on ASHA norms, here’s what’s typical: “p,” “b,” “m,” and “w” are usually mastered by age 3; “f,” “v,” “k,” “g,” and “t” by age 4; “s,” “z,” “sh,” “ch,” and “j” by age 5-6; and “r,” “l,” and “th” often by 6-7. If sounds are consistently off past these ages (e.g., “tall” for “call” at 5), it might signal a delay. Evidence from ASHA shows early intervention can boost communication success.

What to Do If a Sound Is in Error:

• Model the Sound: Repeat the word correctly during play (e.g., say “call” clearly if they say “tall”) to show the right way.

• Use a Mirror: Let them watch their mouth in a mirror while you make the sound together—e.g., show how the tongue moves back for “k.”

• Try Audio Recordings: Record yourself saying the sound and then record your child’s attempt, playing both back so they can hear the difference and compare.

For cues (using “k” for “t” errors as an example): Teach them to lift their tongue to the back for the “quiet choking sound” of “k” in “call.” Point out, “If we say ‘tall’ instead of ‘call,’ we change the word meaning and message—‘tall’ is height, but ‘call’ is to shout!”

Seek an SLP if errors persist beyond the age norms, especially if it affects understanding or confidence. Start with these home tips, and reach out for support if needed!

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next Up… When Stuttering-Like Patterns Might Reflect a Growing Vocabulary

As parents, you might notice your child seeming to stutter, repeating sounds or pausing mid-sentence, and wonder if it’s a concern. As an SLP, I’ve learned this can sometimes stem from a rapidly expanding receptive lexicon—where they understand many words but struggle to choose and organize them into speech. ASHA notes that such disfluencies can occur as children’s language skills surge, especially between ages 2-5, and may not always indicate a true stutter but rather a developmental phase of processing complex thoughts.

Try these techniques at home:

•  Encourage Pausing: Gently cue your child to stop, take a deep breath, and think about their message before speaking.

•  Support Steady Speech: When they’re ready, prompt them to try again slowly, reinforcing a calm pace.

•  Model Patience: Respond with a relaxed tone, giving them time to express without pressure.

For cues: If they hesitate, say, “Let’s pause, breathe, think about what you want to say, then go when you’re ready!” This helps them regain control and communicate clearly.

Combine these during conversations or play—pausing together builds confidence and eases the word-finding challenge. If disfluencies persist or cause frustration beyond age 5, consider consulting an SLP.

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next Up… Screen Time’s Influence on Speech and Observation Skills

As parents, we might use screens for quick entertainment, but as an SLP, I learned the rapid eye movement required for electronics can train fast-paced processing, making real-life’s slower communication feel disjointed and impacting observation skills. This can lead to delayed speech, reduced pragmatic abilities (like turn-taking in conversations), and challenges in understanding social cues. ASHA and research highlight how excessive screen time correlates with weaker language development and expressive delays, especially in young children.

Try these home strategies:

• Limit Screen Time: Follow ASHA guidelines for under 2s (none except video calls) and 2-5s (1 hour max of high-quality content) to encourage real-world interactions.

• Practice Slower Rates: Narrate daily activities at a calm pace (e.g., “Look, the ball is rolling slowly across the floor”).

• Build Observation: Play “I Spy” games focusing on details in the environment to sharpen visual and pragmatic skills.

For cues: “Let’s take a deep breath and observe slowly—what do you see? Tell me one word at a time.”

Combine them: During play, replace screens with hands-on activities, narrating slowly while modeling observation (e.g., “See how the toy moves? It’s going behind the couch”). This fosters pragmatic turn-taking and steady communication.

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next Up… Spotting Hearing Difficulties: How They Affect Speech

As parents, we might miss subtle signs of hearing issues, but as an SLP, I’ve learned early detection is key. Hearing difficulties can delay speech development, leading to unclear sounds, limited vocabulary, or trouble following directions. ASHA emphasizes that untreated hearing loss in children can hinder articulation and language growth, with evidence showing delays in expressive and receptive skills by as much as 6-12 months if not addressed.

Look for these signs:

•  Not responding to sounds or their name by 12 months.

•  Turning head to one side to hear better.

•  Speech with frequent mispronunciations or omissions.

Try these home strategies:

•  Test Hearing: Clap hands behind them or whisper their name to check reactions.

•  Model Sounds: Exaggerate clear speech (e.g., “ssss-nake”) during play.

•  Encourage Response: Use simple commands like “look at me” with gestures.

For cues: “Let’s listen—can you hear this clap? Say ‘yes’ when you do!”

Combine them: Play a clapping game, modeling sounds and waiting for their response to build listening skills. If signs persist, consult an audiologist or SLP.

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next Up… Speech as a Sequenced Motor Movement

As parents, we might not realize speech is a sequenced motor movement—a rapid series of steps like saying ‘cat’ (tongue up back to stop airflow, open for the vowel, then up front for the ending sound) that happens without much thought, much like walking while chatting. Once a pattern forms, changing it (like fixing an error) takes practice—imagine relearning to walk a new way!

Difficulties with these sequences can signal childhood apraxia of speech (CAS), a motor speech disorder where the brain struggles to plan movements for speech. Kids with CAS often produce words differently each time, with inconsistent sounds and trouble with vowel variations. Some childreb may also demonstrate limb apraxia, appearing clumsy due to challenges coordinating other motor movements.

Try these home strategies:

• Break It Down: Practice one sound at a time (e.g., /k/ then /a/ then /t/).

• Slow It Up: Say words slowly to build new patterns.

• Repeat Playfully: Use games to reinforce correct sequences.

• Use Audio: Record your child repeating the word 5-10 times and discuss if it changes in any repetition for self-help.

For cues: “Let’s try ‘cat’—/k/, /a/, /t/—feel your tongue move!”

Combine them: During play, model slow speech, break down sounds, use audio to compare repetitions, and cheer successes to ease into new patterns. Seek an SLP if inconsistencies persist.