The SLP Next Door Podcast

Visual supports are widely used in classrooms and speech therapy—but sometimes they don't work the way we expect. In this episode, we explore why visual supports can sometimes create additional pressure and how to adjust them so they truly support communication and understanding. When used effectively, visual supports can increase predictability, reduce stress, and support functional communication development. But when they are introduced at the wrong time or used as a demand, they can become overwhelming. In This Episode We Discuss • Why visual supports sometimes fail • When visuals reduce stress—and when they increase demands • How adults can model the use of visuals effectively • Signs that a visual system may need to change Who This Episode Is For This episode is helpful for speech-language pathologists, early childhood educators, and caregivers who use or are considering visual supports to support communication development. Key Takeaway Visual supports should reduce stress and increase understanding—if they are adding pressure, it may be time to simplify and adjust how they are used.   Be sure to share this podcast with someone you know!  Like what you hear? Leave a rating and review!

Once we understand that communication becomes harder when a child is overwhelmed, the next question becomes: What can we do about it? In these instances, it is so important that we work hand in hand with parents, caregivers, and teachers to help them see the child's behavior as a way of communicating a want or need. Because communication support isn't just about getting children to say more words. It's about helping them communicate in ways that actually work in their daily lives. So why are we still buying into this idea that children "must" talk to communicate? The truth is, for children who are experiencing difficulties or delays with the actual talking part of communication, support should be provided. As professionals, we should be helping parents see that their children can communicate with them- effectively- without using verbal speech. Whether that means we introduce sign language, picture boards, choice boards, or encourage their gesture development- there are other ways. Is talking an important part of being able to communicate? Sure. It's much easier to talk versus use a device, point to pictures, or have someone interpret sign language. But just because someone doesn't talk doesn't mean they aren't less than. So, let's change the narrative. Let's introduce parents and educators to the full view of communication. Remind the grown-ups that they don't "just" talk to communicate, and neither do children. Here are some ways to do that. Acknowledge, Empathize, and Strategize. Acknowledge what's going on, empathize with the situation, and strategize ways to improve functional communication. The great thing is- is that when you improve a child's ability to communicate, you also improve their ability to regulate and keep their nervous system in check. And that, my friend, is the ultimate goal. Looking for more information on early childhood language development? Check out my website! www.theslpnextdoor.com Do you love The SLP Next Door Podcast? Help others find it by leaving a rating and review!

In this episode of The SLP Next Door, Megan explores how nervous system regulation affects communication development in young children. When children are overwhelmed, accessing language becomes much harder. Understanding the connection between regulation and communication can help grown-ups respond in ways that support learning and build connections. In This Episode We Discuss • Why nervous system overload impacts communication • How stress affects language processing • The difference between behavior and regulation • 3 small shifts we can make to support communication in early childhood Who This Episode Is For This episode is helpful for speech-language pathologists, early childhood educators, and caregivers supporting young children's communication development. Key Takeaway Supporting regulation often makes communication easier and more accessible for children.

After a year away, The SLP Next Door is back. In this episode, pediatric speech-language pathologist Megan Peveto reflects on what sustainability really means in speech therapy, early childhood classrooms, and communication development. Too often, we feel pressure to add more strategies, more visual supports, and more goals. But sustainable, trauma-informed support doesn't come from doing more — it comes from building systems that fit real life. In this episode, we discuss: Why functional communication must work outside of structured settings Reflection questions to help you determine whether your approach is sustainable When it's time to simplify instead of add This episode is for speech-language pathologists, early childhood educators, and caregivers who want communication support that feels practical, compassionate, and doable. 🎙 New episodes release on the first and third Wednesday of each month.

What Medicaid changes mean for providers—and how to support families without the drama. In this episode, Megan is unpacking the real story behind the recent Medicaid changes—without the noise, drama, or clickbait. There's a good chance you've heard about Trump's "Big Beautiful Bill" and seen some intense headlines, but what does it actually mean for families and providers? This episode isn't about politics—it's about people. We're looking at both sides of the issue and exploring how to be steady and informed advocates as the system shifts. Whether you're in early intervention, schools, or private practice, this episode will help you stay grounded and proactive as upcoming changes in Medicaid begin to roll out. Read the blog post here!  

Just wanted to shout out THANK YOU- thank you my friends for your continued support as I walk this post partum anxiety journey. I see you, I appreciate you, and I am thankful for each and every one of you. 

In this episode, I'm sharing my journey through the first 2 months post-partum and how it relates to parent involvement in speech therapy for toddlers.  I pride myself on being an empathic person. Life has thrown a ton of curveballs my way. With each curveball, I've been left with a lesson and purpose that has helped me relate to parents on multiple levels. Today, I want to share some of that with you.  Check out this episode if you're interested in learning about post-partum anxiety and more ways you can empathize with the parents of toddlers on your caseload. 

In this episode, you'll find an honest conversation about setting boundaries, find peace, and making tough decisions about work life balance.  If you caught the previous episode of The SLP Next Door Podcast, then you know I'm currently in the midst of new motherhood (second time around) and fighting an incredibly difficult battle with post partum anxiety.  Today, i'm opening up and talking about big decisions I've had to make over the last few days and the ways I will be navigating life moving forward. 

In this episode, I'm starting to share my journey with post-partum anxiety. Like many moms, my post-partum anxiety slammed me out of nowhere and left me feeling completely out of control of my life.  After posting about it on Instagram, I realized that many others also experience crippling anxiety and so I've decided to carve out some time on The SLP Next Door Podcast to share my journey.  I'm no stranger to anxiety disorder; in fact, I've experienced anxiety all my life. After my second baby was born, I knew it was coming, I just wasn't expecting it to hit me as hard as it did.  If you're a follower of The SLP NExt Door Podcast- the speech therapy for toddlers side, don't worry! I will continue to share episodes. They will be labeled with pink thumbnails. For the anxiety side of things, look for the purple thumbnails.  You can decide which side fits you best (although I do hope you'll join me for both!)  This is the first episode, where I'm introducing the concept of this podcast series and sharing how it all got started.  You can find me on Instagram @theslpnextdoor - I would LOVE to hear from you!

What is a language based learning disorder? It's exactly what the name says- a learning disorder caused by difficulties and deficits in language development. Language based learning disorders can impact a child's ability to process, express, read, write, and comprehend language in written and oral form.  Language based learning disorders include diagnoses such as Developmental Language Disorder, Dyslexia, and Dysgraphia.  Developmental Language Disorder is a difficulty in learning, understanding, and using language. Impacts expressive and receptive language skills. (typically the children we see) Dyslexia is often linked with difficulties in phonological awareness. A child experiences difficulties in reading and decoding skills. Once evaluated and diagnosed in the school, children can qualify for services provided by a specialist. Parents/caregivers may also seek outside specialists for diagnosis and services. Dysgraphia is when a child experiences difficulties with writing such as forming letters, spacing letters and words correctly, and fluency. Children can receive specialized services for intervention with dysgraphia. Occupational therapy can help! With early intervention and speech therapy for toddlers, we don't focus on dysgraphia or dyslexia. (we're just excited when the toddler pays attention to the book or uses their pincher grasp appropriately, amiright?) It's important to remember that what we are doing can have an impact on those future skills. For instance if a toddler that has difficulty with fine motor movement in their hands and fingers and these skills do not improve, there's a chance a child may experience some type of difficulty in the future.  In speech therapy for toddlers, it's so important that we are intentional with what we do. This is also another reason to get parents and caregivers on board with what we are doing.  We know about language delays and language disorders- but what about language differences? A language difference is referring to the variations in languages that are influenced by an individual's culture, regional, social, or language background. Language differences ARE NOT language disorders or language delays. When we meet a child with a language difference, those differences don't count against them. It's important for us to be sensitive to language differences, talk with parents about their expectations for speech therapy, and plan strategies that will benefit the child moving forward without changing who they are. You know, that last part should actually apply to everyone on your caseload.   Help others find this podcast by sharing it with other SLPs! You can also leave a rating and review!

Language is the words we use and how we use them to communicate and share ideas. Effective language development is critical for a child's development because language helps us learn, communicate, and socialize. Typically, we divide language into three categories: pragmatic language, expressive language, and receptive language. However, there are actually 5 domains of language and 3 components of language.   The 5 domains of language are phonology, morphology, semantics, syntax, and pragmatics. Phonology is the sounds and patterns of sounds in a language. [think: articulation, phonological processes, phonological awareness, phonemic awareness, etc.] Morphology is the study of rules that govern how morphemes are used in a language. Morphemes are the smallest grammatical unit of language that has meaning. There are two types of morphemes: free morphemes or morphemes that can stand alone [dog, run, happy] and Bound morphemes or morphemes that cannot function as independent words and must be attached to another morpheme [prefixes, suffixes, word endings] Semantics is the linguistic representation and relationship between objects, ideas, feelings, and events. The meaning of words and combination of words in a language. Semantics includes: vocabulary- expressing ideas about objects or actions, relationships between objects, expressing by using a word, expressing by using a group of words. *Side note: children with Specific language impairment or Gestalt language processing have difficulty analyzing semantic information. Syntax is the rules and ways words combine to form sentences. Syntax includes grammar and differs across language and age groups. Toddler's syntax is much different than adult syntax. Syntax also includes sentences that are not grammatically incorrect, but, we still understand [I want to hold that, me hold dat]. Pragmatics are the rules for language in conversation and social situations. Pragmatics is knowing what to say, how to say it, and when to say it based on a situation or context. The components of language help us understand how the domains of language work together to form meaningful communication. 3 components of language are: form, content, and use. Form is as it sounds; it includes the structure of language. Phonology, morphology, and syntax fall under the component of form. Content is expressing ideas about objects and actions, aka, semantics. Use is how we combine words and sentences for social interactions and conversational speech. As you can imagine, effective language and communication require a combination of form, content, and use. The speaker thinks of something to say and how to say it then puts the words into a sentence based on the scenario or situation. Understanding these 5 domains of language and 3 components of language isn't just a grad school thing—it's the foundation of everything we do to communicate! If you found this episode helpful, share it with a friend! You can also help others find it by leaving a rating and review. 

In this episode, Megan talks about a topic being discussed amongst many people working with (or raising) toddlers and preschoolers... behaviors! More specifically, finding the function of the behavior impacting communication development in early intervention speech and language.   There are 4 potential functions of a behavior: seeking attention escape or avoid someone or something seeking access to someone or something seeking some type of sensory input  Once we've determined the function or "why" behind their behavior, we can better understand, strategize, and respond to a child. To find the WHY behind a behavior, Talk with family/caregivers to determine any patterns surrounding the behaviors to determine what message the child may be trying to convey. Talk with the child about their problematic behaviors outside of their occurrence. Praise positive behaviors and effective communication strategies when a child attempts or uses them. The most important thing to remember: when it comes to changing behaviors, we are working in the best interest of the child (and their family), we must remain consistent, and we gotta remember this is a long game. Changing how your view on behavior can make a difference in your approach to speech therapy for toddlers and help you view the little ones on your caseload from a different perspective.  If you're looking for handouts and more information about communication development and behaviors, download the FREE PREVIEW of my handbook Communicate & Connect.   Share this episode with someone you know struggling with the behaviors of the little ones on their caseload or in the classroom! Help others find this podcast by leaving a rating and review :) 

Gestures are actions produced with the intent of communicate. Gestures are typically expressed using fingers, hands, arms, facial features, and other body movements. Children produce gestures before their first spoken words. A 2009 study found that the number of gesture + speech combinations a child uses in early communication is a strong predictor of later language development.  Tracking early gesture development may help us determine if a child is at risk for a language delay. Dietic Gestures: these are the earliest to develop. Pointing, reaching, showing, and giving are dietic gestures. Easy way to remember this? Dietic gestures are the first gestures babies and toddlers learn to use. Conventional Gestures are those that are culturally specific. I found this to be interesting; we take for granted that we use certain gestures to mean certain things but that doesn't mean they are universal. These are gestures like waving and nodding yes/no.  Iconic/Representational Gestures reflect the shape or form an object and give information about objects, actions, or abstract ideas: cupping your hand in a c shape to represent drink or enclosing your hand over your eyes like glasses or binoculars. Beat Gestures emerge between 2 and 4. They are rhythmically tied to the prosodic features of speech and reflect social language development and an increase in MLU. These gestures do not convey meaning but are more in tune with the rhythm of speech. People who "talk with their hands" are using beat gestures. Babies should have (and use) at least 16 gestures by the time they are 16 months old.  By the time they are one year old, babies will begin to point using their whole hand and, eventually, an isolated index finger. Babies learn to point through imitation, and caregivers and parents point to items and objects throughout the day, encouraging joint attention and labeling.  Pointing is also a sign that observational learning is occurring and the child is becoming more of a symbolic communicator. Observational learning means the child is learning by observing and modeling the behavior of another person. In order for observational learning to occur a child must be able to remember, imitate, and have a reason to imitate the behavior. (that's a lot of cognitive development, right?) Symbolic communication occurs when the child is able to use symbols to convey information or express their ideas, feelings, or beliefs. Being to able to refuse something, choose an item of interest, or make a choice based on preference. Here are 3 ways you can encourage gesture development! Introduce 1-2 specific gestures at a time. Imitate and make big movements with gestures in songs and nursery rhymes Use gestures in your speech therapy activities and encourage parents to use gestures during their daily activities. Check out my handbook, Communicate & Connect for more information on gestures and language development! If you found this episode helpful, share it with a friend!

In this episode, Megan continues talking about communication in speech therapy for toddlers. Topics include: verbal communication, not verbal communication, and multimodal communication.  Megan dives into examples of non verbal communication, gives a verbal communication example, and explains why multimodal communication is typically most common.  Communication is the exchanging information between people through a common system of symbols, signs, or behavior.  Effective communication occurs when the intent and meaning of one person is understood by another.  Here are some tips to remember when it comes to toddler language development and communication:  Presume competence. Just because a child doesn't use spoken language does not mean they cannot communicate. Be mindful of a toddler's body language, facial expressions, and use of gestures during an activity Offer opportunities for a child to communicate Acknowledge anytime a child attempts to communicate Honor all forms of communication   Determining how a toddler is trying to convey their message gives us a starting point for building functional communication. If you're looking for a way to determine how the little ones on your caseload communicate, check out my handbook: Communicate & Connect.  You'll find strategies for encouraging communication, handouts for helping parents understand the various ways their child communicates, and printables to help you keep track of a child's communication.   If you found this episode helpful, share it with a friend! 

Communication is the exchanging of information between people through a common system of symbols, signs, or behavior. Babies and toddlers communicate through a variety of methods that often get misconstrued. In this podcast episode, Megan talks about the importance of understanding what functional communication looks like in speech therapy for toddlers. The ability to communicate helps children build and establish relationships, express information, solve problems, and learn new ideas.  Communication in toddlers is often widely misunderstood and misinterpreted We must begin to look at their toddler behavior and interactions through the lens of communication.  What does this mean? Before we jump straight into the idea that a toddler is "so bad" we have to look at the whole picture. All behavior is a form of communication. If we have a toddler who doesn't use verbal speech; are they using gestures? Do they have an interest in sign language? How do they get their needs met?  In this podcast episode, you'll find out how to determine a toddler's method of communication and strategies for encouraging functional communication in early intervention speech and language.    If you found this episode, share it with a friend or colleague! 

Back by popular demand, this week's episode is a case study featuring a 24-month-old toddler named Noah. Noah has been receiving speech therapy services but isn't showing the expected progress. We'll take a look at his prelinguistic skills—those foundational communication abilities that set the stage for later language development. The goal for today's episode isn't to diagnose or jump to conclusions about Noah. Instead, I want to challenge you to look at his development from a different perspective. When it comes to speech therapy for toddlers, remember to meet children where they are developmentally, check the development of their prelinguistic skills, and be mindful of the child's development as a whole when it comes to setting speech therapy goals.  With this case study, Megan talks about the importance of understanding and addressing prelinguistic skill gaps in toddlers, especially in the instances when we aren't seeing progress. The Prelinguistic Skills are the foundation for later language development, and identifying where a child is struggling gives us a roadmap for moving forward and helps us determine strategies for the development of these skills. Follow The SLP Next Door Podcast so you'll be the first to know about weekly episodes! If you found this episode helpful, share it with a friend or colleague!

In this episode, Megan shares 4 ways to encourage Prelinguistic Skills development. These activities can be easily implemented into any early intervention speech and language activities or daily routines; including language activities for infants! What are Prelinguistic Skills? How to monitor progress and track development. Even better, these activities also target multiple areas of communication and language development.  Imitate the child's movements: a child's ability to imitate the action, sound, or words of another is very important.  Show them how to point: early gestures are another important prelinguistic skill. Pointing is one of the first gestures to emerge. Model vocalizations and sounds: encourage little ones to use play sounds and environmental sounds during play activities and daily routines.  Encourage turn-taking: respond to and encourage a child's vocalizations and attempts at verbal speech. Want a free copy of these strategies? Grab yours HERE! You'll also receive an exclusive preview of the ENTIRE handbook: Communicate & Connect!    If you found this episode helpful, so will someone else! Share it with a co-worker or friend!

In this episode, Megan chats about the 11 Prelinguistic Skills, gives examples of what each skill looks like, and different ways to take an inventory of a child's prelinguistic skills while measuring progress in early intervention for speech and language.  If you don't have a copy of Communicate & Connect, today's episode is still going to be beneficial, so stick with me. Visit theslpnextdoor.com/handbook to grab your copy. I'm a visual and auditory learner, so I created a video for today's episode. You can watch it here! I recommend completing this form with evaluations or the first therapy session. You're not looking to pull goals from it, but it gives starting points for areas and concepts that might need to be addressed in your speech therapy for toddlers. Let's talk about monitoring progress in prelinguistic skills development. I created a handout for that! The handout includes a list of all the skills and multiple columns to indicate whether a child has mastered the skill by date. These handouts were designed to help you keep track of how a child is doing in terms of their acquisition of prelinguistic skills. They are also a great visual representation of what has progressed in speech therapy for toddlers in those moments where you feel like you've done nothing…or parents are asking, "When will we see progress?!"   If you would like to get a copy of these amazing handouts and the other resources I've mentioned in this episode,grab my handbook, Communicate & Connect. You'll also receive immediate access to my busy books for FREE! Visit theslpnextdoor.com/handbook for more details! If you found this episode helpful, so will someone else! Please share it with a friend or colleague!

Prelinguistic Skills are the foundation for all language and communication across the first 2 years of life.  Here's the thing: if a child is lacking in one of these areas, it will lead to difficulties in language development. Understanding these skills helps providers and caregivers/parents determine how a child communicates and progresses through language acquisition and use.  More importantly- these are the skills we want to fall back on whenever we aren't seeing progress in speech therapy for toddlers. Here are the 11 prelinguistic skills: Responding to others and their environment: Turn-taking Attention to task Joint Attention Playing with a variety of toys Understands words Follows directions Vocalizes purposefully Imitates simple actions, vocalizations, words Use of gestures Initiates communication Consider this episode a huge overview of these skills. If you find yourself in a session with a little one who doesn't seem to be making progress or is struggling to meet your expectations on something- step back and reassess their skillset. You have to look beyond  "they just won't talk." I've created a prelinguistic skills checklist for you! You'll also find printable handouts of these prelinguistic skills with more details, examples, and strategies to help you talk with parents about their child's skills. Additionally, you'll find a checklist of prelinguistic skills and a chart to help you monitor a child's progress!    Help others find The SLP Next Door Podcast by sharing this episode with a friend!

Today, I want to talk to you about what you can expect from The SLP Next Door this year and how you can be an important part of it! I'm not one for making New Year's Resolutions- mainly because I have terrible anxiety, and if I don't complete whatever it is I set out to do, I'll mentally tear myself down and spiral into the abyss and, frankly…. I don't want to do that this year. I actually began to stop making resolutions a few years ago when someone introduced me to the concept of choosing a word of the year. I loved the idea because it was a good way for me to re-center myself. Last year, my word of the year was grace. I started January 2024 in a pretty dark spot in my personal life. As a family, we experienced a tough situation in 2023 and I knew going into 2024 that I needed grace: for myself, for others, and to find God's grace in everything life threw my way. That word proved to be true for the entire 12 months of 2024. Turns out, I had to give myself grace for situations I expected, but mostly, I had to give myself grace in the unexpected. This year, I've chosen 2 words—one for the personal side and one for the business. Joy and Growth. Honestly, both of these words can be applied to either side of my life and probably will. I want to intentionally find joy in situations where I typically default to worry, fear, or anger… and want to be more intentional with the growth of The SLP Next Door. And that, my friend, is where YOU come in! The SLP Next Door cannot grow without you. I see all of you showing up and opening the emails weekly, and, from the bottom of my heart, thank you! You are the reason I keep writing! Now, you can be a huge part of helping The SLP Next Door continue grow. Here's how you can get involved: Subscribe to the SLP Next Door podcast so you'll be the first to know when every weekly episode drops: including the widely popular Case Studies (yep, more will be popping up this year!) You can find it on Apple or Spotify!🎙️ Speaking of loving the episodes, share them with a friend and leave a review so others can find them! Like and share The SLP Next Door posts on Instagram and Facebook- if you're not following me over there, you definitely should be, there is a LOT of exciting content showing up in 2025! 😉 Check out the blog posts on my website where you can find resources, info, and ideas If you see something in the emails you love, hit reply and tell me! I LOVE hearing from you 😊 The best part about all of these is that they are FREE, and most of them take less than 10 seconds to complete. You'll play a big role in helping The SLP Next Door become incredible! I'm excited to see what 2025 brings!

As we end this 2024 I wanted to take a moment to reshare the most popular episode that was listened to this year!  Thank you all so much for being a continued part of this journey, I cannot wait to see what 2025 brings :)  This episode is Part 1 of a four-part conversation between Tara and Megan about autistic toddlers. Megan and Tara discuss typical vs. atypical toddler development, traits of Autism in 2 year olds, and other early signs of Autism in toddlers. This is an important conversation for early intervention speech and language and speech therapy for toddlers.  Tara Phillips, the founder of Autism Little Learners, is an expert on Autism in Early Childhood. Tara has been in Early Childhood Special Education for over 20 years. She founded Autism Little Learners in 2019 because it was difficult to find engaging resources for young autistic children.   Early Signs of Autism discussed in this episode: Differences in Eye Contact Not responding to their name Limited use of gestures Not imitating others Different/Delayed Play Development Consistently using another's hand as a tool More interest in objects than people Unusual body movements Intense difficulty with changes Intense interests Sensory Differences   When it comes to the early signs of Autism in toddlers, we must look at the toddler as a whole. It's also important to collaborate with other professionals and parents/caregivers. Additionally, the more we can educate ourselves on Autism Spectrum Disorder, the early signs of Autism in toddlers, its indicators, and typical development in toddlers, the better equipped we will be to help the little ones on our caseload. Connect with Autism Little Learners: Autism Little Learners Website Autism Little Learners Facebook Autism Little Learners Instagram Autism Little Learners Podcast Other links from today's episode: Communicate & Connect Handbook Love the podcast? Help others find it by leaving a rating and review!

Sometimes seeing a rare genetic disorder come across your desk can be intimidating- How do I begin? What can I do for therapy? How do I evaluate? I've been there, and today, I'm going to walk you through this case step by step – so the next time, you'll feel empowered, not intimidated. Coffin-Siris Syndrome is a rare genetic disorder that affects multiple areas of the body including; developmental delay, cognitive delay, hypotonia, difficulties with feeding, communication, vision, and hearing. Coffin-Siris syndrome is not progressive but often prevents individuals from driving or living independently.  A g-tube was placed at 18 months due to failure to thrive. However, oral feedings are still encouraged and she is presented with food multiple times throughout the day. She receives occupational therapy, physical therapy, and speech therapy. Previously, progress was being made; she had 10 consistently used signs and was able to complete a puzzle with minimal assistance, but 2 weeks ago, she had a major seizure that resulted in several setbacks. She's up for re-evaluation and so mom and I have started talking about what her goals can be moving forward. Check out this episode to find out the speech therapy goals, strategies for improving communication, and working through any future medical setbacks.    Was this podcast helpful? Share it with a friend! 

Today, we're diving into new case study, where we turn early intervention speech and language evaluations and observations into goals and strategies you can use in speech therapy for toddlers. If you've ever found yourself staring at an evaluation report or sitting in a session thinking, Okay, now what?, this series is for you. This week, we are walking through the case of a minimally verbal 27-month-old child with some emerging communication skills, sensory-seeking behaviors, and a few indicators of autism spectrum disorder. Let's get started! Okay, here's what we know about this little friend: He's 27 months old and very active Exhibits some sensory seeking behaviors: mouthing objects and spinning wheels, toys, or self Parent reports the following words: milk, mama, go - these words have not been observed in therapy sessions Engages in play: rolling ball back and forth, scribbling on paper, lining up toys, spinning objects/self Recently emerged gestures: clapping and pointing (both imitation and spontaneous) Primary form of communication: behaviors, a few gestures, and a few reported words Enjoys being hugged, snuggled, and will sit in mom's lap during therapy activities Parent reports the following indicators of Autism: sensory differences, difficulties with joint attention, and often more engaged with objects versus people - no formal diagnosis [yet] As of now, the focus in speech therapy has been addressing his functional communication skills; improving gestures and building on the words parent reports he has imitated or expressed. The parent really wants to engage with him. This little guy has some great skills in place already when it comes to functional communication. His use of gestures is definitely something we can build from and if he has a few verbal expressions, we can work with that as well. Check out this episode, where we talk about determining speech therapy goals, strategies to increase communication, and ways to encourage parent involvement.  Here is the series of episodes with Tara from Autism Little Learners, where we talk about signs of Autism in toddlers, strategies for speech therapy, and more ways to encourage communication in little learners. If you have a tricky case on your caseload, let me know—I'd love to feature it in a future episode. Send me an email [email protected]   Don't forget to subscribe, share this episode with your friends, and check out the Communicate & Connect handbook for even more resources.

If you've ever struggled with taking your speech and language evaluation information and turning it into early intervention language goals, this series is for you. I get a lot of questions about navigating the chaos that early intervention speech and language evaluations can bring while trying to determine goals, strategies, and figure out what the heck to do to see progress. So, I've decided to spend the next few episodes diving into real-life case studies, and we will dive into the crazy together. Today's case study is about a 23-month-old boy who presents with several challenges: limited vocalizations and expressions, limited vocabulary, lack of joint attention, and not your typical interactions with toys. Come on friend, let's take a walk through his evaluation, figure out some manageable early intervention goals for vocabulary, and put together some strategies that will support his communication development and help you see progress.  This little friend has a lot of potential, and by focusing on joint attention, imitation, and building vocabulary through play, we're setting him up for success as his communication skills grow.    If you found this episode helpful, share it with a friend or leave a rating/review!

When it comes to building attention to tasks in speech therapy for toddlers, we want to manage our expectations and reduce the stress of the activity. This means modifying the activities we present and offering the support necessary while also being realistic about our expectations from the toddlers we're treating.  My main objective is simple. Introduce the new concept of completing an activity to increase attention. In this case, we were transitioning from participating in "free-play"- meaning she opened the bag and picked the activity- to reducing her choices but still giving her the independence of choosing which item she wanted to use.I presented her with 3 options, all of which she has previously engaged with in other sessions.  Often, simple tasks, such as putting a puzzle together- can feel like a giant task to a little one with language difficulties and short attention spans. We can reduce the overwhelm and stress of the situation by placing some of the pieces back and reducing the number that a toddler is expected to return.  As they become more confident in their abilities to complete the puzzle (or other tasks), you'll be able to raise the level of expectation for completion.​​​ It's also important to acknowledge their feelings in their moments of being overwhelmed and guide them through completing the task.  I do not require toddlers to participate directly with me for the entire session. We typically engage in a structured activity for "x" amount of time (like a puzzle or book) take a break, and play something else. I always follow their lead.  Sometimes, you may only have their undivided attention for 5 minutes. ​That's why it's important to be intentional with the moments you have their attention. Over time and with consistency, these moments of sustained attention will increase.   Love this episode? Help others find it by sharing with a friend or leaving a rating and review! 

This week, one particular question from a parent stuck out in my brain, and I thought it might be helpful to you as well!  I had a parent ask, "Can we not play so much?" That question can make us twinge. But my instincts told me there was more to this than mom was asking…and I was right. Not everyone has a background of child development, grew up taking care of siblings or babysitting, or understands how important play is for their development, and not everyone learns strategies to encourage their child's communication development. Remember a few episodes, we talked about activities parent involvement? In this episode, Megan talks about a big one. When you ask a parent to provide more context or share their concerns, you've also gotta be ready to listen. We must look at the situation from their perspective and listen to their concerns. We need to be the ones empowering parents and encouraging them to be actively involved in their speech therapy for toddlers because that's how we can see progress.     Love this episode? Help other SLPs find this podcast by sharing it with a friend! 

In this episode, we talk about how to increase attention span. I used to get frustrated, thinking I had to hold the toddler's attention to make progress. But here's the thing: toddlers aren't made to sit still. Their attention spans develop gradually, and knowing what to expect can make a world of difference in how we approach (and plan) our therapy sessions. Between 8 and 15 months, babies can maintain attention to a task for up to 1 minute16-19 months: 2-3 minutes25-36 months: 5-8 minutes3-4 years: 8-10 minutes Basically: a one year old can attend for one minute, two year old for 2 minutes, by 3 attend for at least 5 minutes and by the time they are 4 years old, they should be able to attend to tasks for 10 minutes. These numbers are based on typical developing toddlers. Meaning no delays, disorders, or other difficulties in their development. AKA: Not the ones we see in speech therapy for toddlers. So, if you're having a hard time keeping littles on your early intervention speech and language caseload engaged, take heart, friend! It's normal. The key is to remember that progress doesn't always happen in a straight line, and a toddler's ability to attend to tasks increases over time. It may also be parallel with other development they experience. Here's the encouraging part: while you might not always hold their attention, there are strategies you can use in your sessions to support and develop their focus over time. Check out this episode for tips on how to see improved attention development in your sessions.   You can read more about attention span in this blog post!   Share this podcast with a fellow SLP that could use some encouragement about the little ones on their caseload! You are not alone!   Follow me on Instagram @theslpnextdoor

Here are 5 easy tips for holiday stress you can empower parents with this holiday season. Each tip is also perfect for early intervention speech and language development!  Keep Routines Consistent (as much as possible) Here's what I mean by staying consistent: encourage parents to keep bedtimes, mealtimes, and quiet times as consistent as possible to help kids feel more secure. Try to plan for meals with familiar foods, bring comfort items like blankies and stuffies, and carry familiar toys. During routines, parents narrate and use simple phrases like "let's eat" or "time for bed." The repetition reinforces vocabulary while adding comfort to their day. Talk Through Holiday Traditions & Plans Whether decorating a tree, lighting candles, or taking a vacation, remind parents to narrate what they're doing to encourage language and help their toddlers understand what to expect. Parents can also involve their little ones in safe prep tasks like baking cookies or decorating. If families are traveling, encourage parents to involve their little ones in packing with simple choices or naming items. Talk about riding in the car or flying on the plane daily until it's time to go. For example, if you see an airplane in the sky or on TV during the day, it's the perfect opportunity to point it out: "Look! It's an airplane! We are flying on an airplane soon to see grandma!" Offering these opportunities to know what's going to happen before it happens- might prevent those major meltdowns in the airport.  Practice Simple Social Phrases Holiday gatherings can be a lot for toddlers (and grown ups 🙃). Practice a few easy social phrases at home, like "Hi," "Thank you," "all-done" and "bye." These phrases can help little ones stay involved in activities and communicate with family members. Remind parents that when a child communicates something to them- it's very important they listen and honor that communication. Even if it means we don't hug Aunt Linda.  Build in Breaks Family gatherings can get busy! Encourage parents to create a calm down spot with a few familiar toys or favorite books. This space can help toddlers recharge, and parents can also model asking for a break ("I need a break")—a helpful skill when toddlers are feeling overstimulated. these can also be applied for adults in the chaos too! Everyone needs an opportunity to get away from the chaos. Providing toddlers with a break can help prevent meltdowns and keep familarity in the uncertainty of the changes. Celebrate! Most importantly, remind parents: the holidays are supposed to be FUN! Encourage parents to be gentle with themselves and celebrate small moments when things go well.

This episode of the podcast is a bit longer than usual. Several months ago, Megan was interviewed by Jessica Moore with Empowered Parenting.  She and her team were gracious enough to share the audio so that it could be shared with you! In this episode of 'Empowered Parenting with Jessica T. Moore,' host Jessica Moore speaks with Megan Peveto, a seasoned speech-language pathologist from Texas. They discuss the critical importance of parental involvement in a child's speech and language development, various aspects of speech therapy, and the impact of the pandemic on language deficits. Megan introduces her handbook on typical language development and explains the use of busy books for interactive learning. The conversation also covers the distinctions between expressive and receptive language, the significance of community and social interactions for children's language skills, and tips for parents to identify and engage with effective therapists. About Megan Peveto: Megan Peveto, M.S., CCC-SLP, is a certified speech-language pathologist specializing in early childhood communication development and has a passion for empowering fellow professionals and caregivers. Her extensive experience in both general speech-language pathology and autism/special education serves as the foundation for her comprehensive approach to fostering language and communication skills in young children. Driven by a commitment to accessibility and practicality, Megan founded "The SLP Next Door," a dynamic platform dedicated to providing high-quality resources and support for those working with toddlers and preschoolers. "The SLP Next Door" serves as a virtual hub where speech-language pathologists, educators, and caregivers can access evidence-based strategies, engaging activities, and insightful guidance tailored to the unique needs of early communicators. Megan's expertise and dedication to her field have garnered recognition and respect within the speech-language pathology community. Her ability to translate complex concepts into actionable solutions has made her a sought-after resource for those seeking to make a meaningful impact on the lives of young children. Through "The SLP Next Door," Megan continues to inspire and equip others with the tools necessary to foster a lifelong love of language and communication.     Did this episode speak to you? Share it with a friend! 

In this episode of The SLP Next Door, I am continuing my conversation with Venita from Speechie Side Up about the incredible benefits of AAC in early intervention. Venita helps break down the stigma surrounding AAC—it's not just about high-tech devices, but an essential tool for all children, including toddlers with expressive language delays. You can catch up on our conversation: Part 1 and Part 2 Venita shares valuable tips on introducing AAC: building relationships with parents, modeling sign language, using functional words, and offering choices through visuals and objects. She also shares strategies for accessing loan devices and how to continue conversations with parents about implementing AAC at home. Feeling unsure about where to start with AAC? Venita tackles this common concern among SLPs and provides incredible advice on what to do when you're feeling stuck. Whether you're new to AAC or looking for fresh insights, this episode is a must!

In this episode, we continue the conversation with Venita from Speechie Side Up (you can find episode 1 here).  Venita answers the question, "What are Augmentative Alternative Communication Devices?" She also discusses the importance of incorporating a child's individual needs when deciding on a device and form of communication, including gestalt language processors.   

In this episode, I'm joined by the incredible Venita from Speechie Side Up! Join us for part 1 of 3 in our conversation about AAC in early intervention. In this episode, Venita answers the question: "what is AAC?" She discusses the variations of AAC including aided vs unaided AAC, High Tech vs Low Tech AAC, and RTI Tiers of AAC. Be sure to share this episode with a fellow SLP!  Come back next week for part 2 of our conversation.  Venita is an Assistive Technology (AT) Consultant in south Florida. She is passionate about using AAC, AT, and literacy to support individuals with complex communication needs, autism, and other diagnoses. Venita has worked as a research and teaching assistant in the FAAST Atlantic Regional Assistive Technology Demonstration Center, assisted in clinical research projects, and presented on several topics related to AAC at local and national conferences.  She co-authored two articles published in ASHA Leader's online publication and the Lou Knows What to Do book series published by Boys Town Press. In 2018, Venita started utilizing the power of social media to empower and motivate educators across the country through the Speechie Side Up podcast, blog, Instagram, and YouTube channel. When she's not dominating the world of AAC, Venita loves being a girl mom, cycling, and going on adventures with her husband.  

Hey friend! I am so excited that the SLP next door podcast is GROWING! Let's keep this momentum going. Be sure to share this episode with a friend or colleague. You can also help others find it by leaving a rating and review. Social stories were initially created by Carol Gray. In 1989, Carol began writing stories for her students to share information they seemed to be missing. Many of the stories resulted in immediate and marked improvement in her students' responses to daily events and new situations. Nowadays, social stories have become quite common amongst those working with Autistic children and special education. As a speech therapist, you've probably even heard about them. Maybe you've used them with some of the Autistic children on your caseload. The message I want to give you today is about using social stories with any of the little ones in speech therapy for toddlers, the ones having a hard time with transitions, not understanding routines, and expressing themselves through challenging behaviors.  Research shows that reading social stories to those experiencing difficulties in certain situations is beneficial. Why? Social stories are designed to explain things in a way that is easy to understand. Plus, they provide real-life examples of how to respond to situations or how to use different behaviors/methods of communication to get a message across.  In this episode, we also talk about how to write social stories. Introduce the concept, address the areas of concern (behaviors, fears, new experiences), describe the new experience and how to respond, talk about the experience and then transition to how it will end.  Another aspect to consider when using stories is when to do so. There are 2 ways to do this. Just like responding to a behavior, you want to introduce social stories when you notice a child experiencing difficulty with a situation. This is not to say that if you see a child biting another child, your response needs to be shoving a social story in their face immediately. It won't work, especially if they've never been exposed to the concept of a social story before. Instead, you'll want to introduce the social story outside of the behavior occurring. In other words, include reading the social story into the child's daily routine. Then, when they find themselves in the scenario, remind them of the story and different ways to handle it. You might also want to read the story before you know the child is in a situation where the behavior might occur (like before school or daycare). If possible, the child can also carry the social story with them so an adult can help remind them of the necessary strategies.  The other way to use social stories is by introducing them before the event occurs. If you know something new is coming up that your child hasn't experienced before, start reading the social story. An example of this is a haircut. Haircuts are planned so you can incorporate the story and help the child understand what is happening. Then, on the day of, you'll read it again before the haircut and celebrate the victory (no matter how big or small) of achieving the goal. Moving forward, each time the child gets a haircut, read the story beforehand until they no longer need it.   Some social stories also include visuals and helpful handouts to be used for additional support. Social stories are awesome and available in a variety of contexts. They can be extremely beneficial for unexpected behaviors, routine changes, or new experiences! Grab your free social story HERE! 

In this episode of The SLP Next Door podcast, we are putting our words into action. We've talked about the importance of determining the "why" or function of a behavior.  In this episode, you'll learn about creating a behavior intervention plan [of sorts] through parent involvement and implementing strategies that can help a child reduce the behavior and increase their functional communication skills.  When we empower parents to use their daily interactions and activities intentionally, we help them show their toddlers they can replace their behaviors with communication skills. Afterall, those day to day interactions are the best times to model new vocabulary, offer choices, or narrate what's happening. The strategies in this episode include:  The importance of using power words and words that are familiar to a toddler's routine  Empowering children to make choices  Implementing a variety of visual communication techniques You'll also learn the importance of encouraging parent involvement by providing simple strategies such as narrating activities, introducing turn-taking, and celebrating small victories. Therapists should support parents and encourage their participation while working together to implement techniques and strategies that fit a parent/caregiver's daily routine and benefit the child.  Remember, friends, all behavior is communication. It's not always the most functional form of communication, but behavior is often effective because it does elicit some type of response. When parents/caregivers and therapists collaborate, you can create a behavior intervention plan to increase a child's communication skills, which in turn often reduces their challenging behaviors.  Check out the handbook for SLP early intervention and speech therapy for toddlers, Communicate & Connect!   Love the episode? Share it with a friend that might need some extra support for a little one on their caseload.  Thanks for being here, friend!

Working in speech therapy for toddlers, one of the biggest questions I get from parents (and even other therapists) is what to do about toddler behaviors. Whether a parent is feeling overwhelmed with their little ones' outbursts and has no idea how to help them or a therapist doesn't understand why the toddlers seem to keep throwing things (including tantrums) in their sessions… at some point, we all need a little guidance. And today, that's exactly what we are going to talk about- helping parents (and therapists) understand that behaviors are often a form of communication. There are multiple layers to behaviors and today I want to give you some tools that you can start implementing today that will help both you and parents. Understanding that behaviors are a form of communication is a fundamental idea in early intervention, and we need to help parents understand it. Toddlers may not have the words yet, but they still communicate with us. Behaviors have four functions: social/seeking attention, escape or avoid, seeking access, or sensory seeking. Are they trying to get my attention? Do they want out of a situation or event? Are they looking to gain access to something? Or are they trying to tell me something doesn't feel right? When we understand the why behind a behavior, we can better understand, respond, and support a child. For many parents, challenging behaviors are incredibly frustrating. However, once we help them see that these behaviors are their child's way of talking to them, the entire conversation shifts.  That shift from seeing behavior as 'bad' to seeing it as an attempt at communication is powerful. It reduces frustration and opens the door to understanding. And, it's not just parents that should have this shift. Sometimes, as clinicians, we ourselves must remember that not everything is as it seems. When we have a little one on our caseload that appears to be experiencing difficulties, we have to ask ourselves: why? Before we can help parents address or respond to their child's behaviors, we need to guide them in understanding what the behavior is. Often, parents see behavior like hitting, screaming, or shutting down, but they don't always connect it to what their child might be trying to communicate.  In this episode, we discuss 4 topics to consider when understanding a toddler's behavior.  Observe the behavior in context Take note of what is going on surrounding the behavior Identify the function of the behaviors Keep an open dialogue with parents and caregivers about the behaviors  When choosing strategies, it's important to include parent and caregiver input. We want to use strategies that will be beneficial and easily incorporated into their routine. Introduce communication techniques such as functional words (power words) like "help", "more" "all-done" Use visual aides to provide concrete examples to abstract ideas. Visual communication schedules, "first/then" visuals, etc.  When we help parents see behavior as communication, we give them a new way to connect with their child. We want to help them identify the function of the behaviors, observe and take data on what is going on around the behaviors, and implement strategies to encourage development and more functional communication. Love the episode? Share it with a friend and leave a rating/review! 

In today's podcast episode, we continue the conversation of encouraging parent involvement in speech therapy for toddlers. Today's topic? Managing tasks for parent involvement.  When we expect parents to implement strategies beyond speech therapy sessions, we must keep the tasks manageable. This leads us to the question: "What is manageable?" The word manageable is pretty abstract. It means different things to different people. Some thrive with a list of items to do, while others try to get through the day. It's important to keep this in mind when deciding what actions you will put into place for the parents and caregivers of the little ones on your caseload.  For example, if you meet a mom with 3 children under the age of 3- their list of "achievable home goals" will likely play out differently than an only child with a stay at home mom. The overall goal of increasing or enhancing functional communication and language development will be the same- you will use different strategies. Let's talk about 3 ways you can encourage parent involvement  Get parents involved in the conversation! Be observant of parent surroundings; look at things from their perspective. What resources are/aren't available? If you ask them to create an activity or implement a strategy, you must also show them exactly what to do. Some examples of activities for parent involvement include:  Narrating their child's life Encouraging parents to acknowledge all the ways their child communicates Build and use visual communication boards or references Sign language and gestures Start by implementing small tasks and gradually work toward more steps.  Encouraging parent involvement isn't a quick process. Like our speech therapy with toddlers, parent involvement will take a lot of trial and error, brainstorming different ideas, and encouraging open communication about what is working vs what isn't. Be flexible with your strategies and empathetic to parent situations. When you begin to truly see things from the parent's perspective and try to fit what you're doing into their routine... I promise they'll notice and buy in with your actions.  Like this episode? Please share it with your SLPs and co-workers!

When it comes to speech therapy for toddlers and early intervention speech and language, parents and caregivers are very important to a child's success. This episode is a follow-up to the previous two episodes: Strategies for Parent Involvement and Compassion vs. Empathy.  In this episode, we are talking about educating and empowering parents when it comes to their participation in speech therapy sessions. It's important for us, the clinicians, to remember that parents must know the why behind what we are doing so they can begin to brainstorm ideas and implement strategies outside of speech therapy sessions with toddlers.  Educating and empowering parents is all about open conversations and building relationships. It's important to encourage parent input and offer up simple, concrete suggestions of techniques and strategies they can implement into their daily routine without causing huge amounts of overwhelm.  Asking parents open ended questions opens the floor for their input. It invites them into the moment and provides an opportunity for you to empower them and give them the tools they can use when you're not there to help them encourage communication in their child.  It also allows an opportunity for you to talk about the different goals their child has, what techniques you're using, and how these work to encourage communication/language development. Always remember, the main goal of speech therapy with this population is to encourage their functional communication skills. By doing this, we improve their vocabulary, teach them social skills, encourage play development, and build the foundation for later language success. In this episode, you'll also find tips for encouraging parents and caregivers that can be difficult to motivate in sessions, and an easy strategy to increase parent-therapist communication when seeing children in the daycare and preschool setting!   Love this episode? Share it with a friend! You can also help others find it by leaving a rating and review!

Today, we're diving deep into one of the most challenging aspects of our role as SLPs in early intervention and speech therapy—bridging the gap between the therapy and carry-over using compassion and empathy. Y'all, this isn't just about therapy techniques. This is about building trust, understanding, and empowering parents to be their child's biggest advocate. Whether you're a seasoned SLP or just starting out, this episode is going to change the way you approach parent involvement. Let's discuss the difference between empathy and compassion. These two concepts actually play distinct roles in our work when it comes to parent involvement.  What is empathy, and why is it important?Empathy is about feeling what another person is feeling. Empathizing with someone allows you to place yourself in their shoes and understand their emotions from their perspective. You can empathize with other SLPs because you know what it's like to work hard for your degree (grad school or SLPA) Compassion, on the other hand, is empathy in action. It's taking that understanding and using it to help, support, or uplift the person in need. For example, if you know a current grad student, you can offer support and different ways you survived those tough and stressful days of your grad program There are different reasons why parents are hesitant to get involved in our therapy sessions: including a parent's fear of "getting in the way", they're overwhelmed and uncertain about speech therapy, or parents themselves are facing some emotional challenges.   How do we approach these situations while offering the support parents need? Acknowledge their feelings, empower them, normalize their asking questions, use compassionate language, and, if all else fails, relate to them from the lens of the communication expert.  As clinicians in early intervention and speech therapy, our compassion and empathy are some of our greatest tools. By using them to encourage parent involvement, we can make a huge difference in a toddler's language and communication development.    Remember, it's not just about guiding the child—it's about empowering the parents, too. Sometimes, that means building parent's self-esteem and belief in themselves. If you have any questions, feel free to reach out!  I would love to continue this conversation and support each other. Send me an email: [email protected] I can't wait to chat with you!   If you related to this episode, be sure to share with a colleague or friend! 

Working in early intervention speech and language, we meet a lot of parents. As therapists, we know that parents play a massive role in their child's development, but how do we effectively engage them in speech therapy sessions?   When parents are involved, they feel empowered! Research shows that when parents are engaged, therapy outcomes improve significantly. Here are 6 strategies I've found to be very effective:  1. Start with Empathy and UnderstandingParent involvement begins with meeting parents where they're at. 2. Educate and Empower Parents Parents need to understand the "why" behind what techniques we are doing and how they encourage their toddler's development. 3. Make it Mangeable Keep expectations reasonable 4. Create a Collaborative Environment Collaboration is the key to success. Create open communication so parents feel validated and heard 5. Provide Resources In addition to telling parents strategies, demonstrate techniques and provide resources for parents and caregivers 6. Celebrate Parent Efforts A simple acknowledgment can go a long way in encouraging them to stay engaged. As SLPs, we have the unique opportunity to work with our young clients and empower parents to be their children's first and most important teachers. By encouraging parent involvement, we're setting the stage for long-term success beyond our therapy sessions.

Do you know how to help a parent get special education services for their child? Are you confident in explaining the steps in IEP process to a parent? You might not think this conversation is relative to you and your caseload, but if you're working in early intervention speech and language… it actually is. We are often on the front lines of intervention when it comes to speech therapy for toddlers. In SLP early intervention, we identify communication delays and language disorders. We may help parents navigate the world of "this is something more than speech or language delay".  Sometimes we also have the opportunity to help them set up early childhood special education services for school.  The theory behind an IEP is that is will be put into place so that a child can have an equal opportunity as their peers to attend school. Parents can have their children evaluated to get these services started when they turn 3 years old. How do you start the IEP referral process? If a child is receiving services through ECI, those services will provide the information to help transition the child into school.  The other way to request special education services is by parent request. Parents can contact their local school district special education department and request a full and individual evaluation for their child. The school district has 15 school days to respond (contact the parents and get scheduled). Once things have been scheduled, the school has 45 school days to complete the evaluation. From the date of a completed report, the school then has an additional 30 school days to hold and complete the IEP meeting to get services started.  When the IEP meeting is held, parents and other professionals that will be on the child's team will discuss evaluation results and talk about different goals and accommodations they are putting into place. Once the meeting is complete a start date for the child is set and services begin! If you'd like to find out more about the IEP process, check out this blog post!

Several months ago I put out a brand new resource into the world for SLP Early Intervention and speech therapy for toddlers. Today I wanted to take you on a personal tour of this handbook and tell you all about what's inside!  Here's the story behind Communicate & Connect, a guide for early intervention and speech therapy. This SLP Early Intervention handbook is perfect for your early intervention speech and language caseload! Backed by research, each topic includes handouts that can be used as a quick reference for SLPs or printed handouts to be shared with parents and caregivers! This includes information & milestones on a variety of developmental subjects, including: Prelinguistic Skills: 11 prelinguistic skills are listed individually with examples of ways to encourage development for each Communication Development/Methods of Communication Types of AAC Language Development & Language Milestones Late Talkers & Language Explosion Browns Morphemes MLU Taking a Language Sample Language Milestone Charts and Developmental Toys for each age group Pragmatic Language [social skills] and Development Milestones Gestures: development and ways to encourage the skills 16 before 16 Gesture Development Fine Motor Development Fine Motor Activities Literacy Milestones and Development Phrases of Literacy Development Behaviors & Communication Functions of Behavior Language Development Toys Books for Language Development (and literacy skills!) Handouts for Parents, Caregivers, & Therapists Evidence-based information for therapists   You'll also gain access to FREE resources you can immediately use with your caseload: communication core boards, visuals for: language expansion, making request, asking questions, answering questions, and using descriptions. Additionally, you get printable handouts to encourage language and communication carry-over.  Here's what you can expect to see included in the future: Speech Development (coming up next!) Early Intervention Evaluation for Speech and Language Early Intervention Goals for Speech Therapy/Monitoring Progress Imitation Development Attention Development Play Development Social Stories & Visual Communication [Early Intervention AAC] Anything Can Be Therapy: incorporating language, communication, and speech in daily activities. There are 2 places you can find the handbook:  my TPT store, The SLP Next Door  www.theslpnextdoor.com/handbook   Love the podcast? Share this episode with a friend!

Today I'm changing things up a little bit. I want to talk to you about one of the ways I use one resource to work with a lot of toddlers on my caseload. This is something that I use across multiple patients, pair it with a variety of toys and books, and target a ton of goals.  Grab your free busy book and follow along in this episode! Learning to condense and make the most of the toys you have is definitely a learning curve. I learned very quickly that just because a toy was popular and flashy, it didn't mean it was practical. Making the most of your supplies is especially important when it comes to home health. Cars and bags can quickly become filled and overrun with supplies.  One of my absolute favorite must-have, multi-use resources? It's a busy book.  What is a busy book? Busy books are interactive learning books for toddlers and children. They are one of my favorites and a staple in my therapy bag.  Here are just a few concepts I've targeted using busy books: Encouraging Communication Encouraging Exchanges (turn-taking, conversation, etc) Labeling Items & Vocabulary Descriptions Verbs Prepositions/Locations Object Function Expanding Utterances Answering Questions Asking Questions Following Directions Sequencing Generalization Categories/Sorting/Comparison Busy books can be paired with other books, language development toys like farm sets, puzzles, Mr. Potato Head, and just about anything else you already use.  I chat about the different ways I use my free busy book in a variety of sessions in speech therapy for toddlers and talk about how I use each page with other resources! After you download your free copy, come back and follow along!  Grab your free busy book today! Love the podcast? Help others find it by leaving a rating and review! 

In this episode, I'm talking with Suzanne from Playing Speech! We discuss various topics related to speech development including phonological processes and speech sound disorders in toddlers and early childhood.   Part 1 of this conversation Playing Speech Instagram Playing Speech TPT Store Playing Speech Course Suzanne has been an SLP for over 13 years. She currently owns her own private practice, where she specializes in SSDs and early intervention. Suzanne also owns and operates a TPT store, PlayingSpeech. When she's not working, Suzanne likes to hang out with her 3 small children, read fantasy and historical fiction novels, and do CrossFit. Here's some information to keep in mind as you listen to this podcast episode:  Speech sound disorders are defined as any difficulties or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments.  Articulation disorders focus on errors in production of individual speech sounds. Children with an articulation disorder can't coordinate their oral mechanisms [their lips, mouth, tongue, or breath support] to produce certain sounds. They may form distorted speech sounds or swap out sounds they can't make. Phonological disorders focus on predictable, rule-based errors that affect more than one sound. In other words, children can produce sounds correctly but have trouble combining sounds to form words correctly. Some phonological errors are developmentally appropriate, but most phonological processes should be resolved by the time a child turns 4. It is often difficult to cleanly differentiate between articulation and phonological disorders. Because of these difficulties, we use the term "speech sound disorder." Assessment for speech sound disorders may start as a screening but later require a comprehensive evaluation. Comprehensive assessments include looking at the child as a whole: a medical history, oral motor development/assessment, speech sound inventory, and language (vocabulary) development. Comprehensive assessments are completed using standardized and non-standardized measures. It's important to consider a child's cultural and linguistic background when conducting these assessments.  When it comes to treatment, there are plenty of approaches to try. Look at the child's areas of need and compare them to the options different approaches target. Sometimes, the first approach we try will work, and other times, it will take multiple attempts at different approaches before we finally see progress.

In this episode, I'm talking with Suzanne from Playing Speech! We discuss various topics related to speech development including phonological processes and speech sound disorders in toddlers and early childhood.   Playing Speech Instagram Playing Speech TPT Store Suzanne has been an SLP for over 13 years. She currently owns her own private practice, where she specializes in SSDs and early intervention. Suzanne also owns and operates a TPT store, PlayingSpeech. When she's not working, Suzanne likes to hang out with her 3 small children, read fantasy and historical fiction novels, and do CrossFit. If you're listening in real time, aka it's July 2024- I have an announcement: the next chapter of Communicate and Connect: the SLP early intervention handbook & guide to speech therapy for toddlers is almost ready for release! And, you guessed it, it's all about Speech Development. Want this chapter for free? You still have a chance. Purchase it now before the price goes up. Check out theslpnextdoor.com/handbook to grab your copy and when the update is ready (and future ones), it'll be sent straight to your inbox for FREE! Visit theslpnextdoor.com/handbook to learn more. Here's some information to keep in mind as you listen to this podcast episode:  Speech sound disorders are defined as any difficulties or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments.  Articulation disorders focus on errors in production of individual speech sounds. Children with an articulation disorder can't coordinate their oral mechanisms [their lips, mouth, tongue, or breath support] to produce certain sounds. They may form distorted speech sounds or swap out sounds they can't make. Phonological disorders focus on predictable, rule-based errors that affect more than one sound. In other words, children can produce sounds correctly but have trouble combining sounds to form words correctly. Some phonological errors are developmentally appropriate, but most phonological processes should be resolved by the time a child turns 4. It is often difficult to cleanly differentiate between articulation and phonological disorders. Because of these difficulties, we use the term "speech sound disorder." Assessment for speech sound disorders may start as a screening but later require a comprehensive evaluation. Comprehensive assessments include looking at the child as a whole: a medical history, oral motor development/assessment, speech sound inventory, and language (vocabulary) development. Comprehensive assessments are completed using standardized and non-standardized measures. It's important to consider a child's cultural and linguistic background when conducting these assessments.  When it comes to treatment, there are plenty of approaches to try. Look at the child's areas of need and compare them to the options different approaches target. Sometimes, the first approach we try will work, and other times, it will take multiple attempts at different approaches before we finally see progress.    

As verbal speech begins, so do phonological processes.  What are the phonological processes? Phonological processes are patterns of sound errors that typically developing children use to simplify speech as they learn to use verbal speech. These simplifications of words are called phonological processes, and several of them are developmental. In the first four years, toddlers and preschoolers will use reduplication denasalization, assimilation, final consonant devoicing, final consonant deletion, stopping, fronting, cluster reduction, and weak syllable deletion.  Keep in mind that there are more phonological processes that can occur in speech development; however, for this episode, we are covering the first five that appear in verbal speech. Reduplication occurs when a toddler repeats a complete syllable for a word. It is very similar to babbling. Reduplication is intentional; toddlers are able to apply a specific meaning to an object and label it. Toddlers progress through this phase of early speech development quickly and should not use reduplication (for every word) by the time they are 2 years old.  Denasalization occurs when a toddler replaces a nasal consonant (m, n, ng) with a non-nasal consonant. Assimilation occurs when one consonant sound in a word sounds like another sound in the word.  Final Consonant Devoicing occurs when a sound typically voiced is replaced with an unvoiced sound at the end of the word. Final Consonant Deletion: Final Consonant Deletion occurs when the toddler omits the final consonant sound in a word. Stopping occurs when a fricative or affricate sound is replaced with a stop sound. Stop sounds are produced when a small amount of air is forced quickly through part of the oral cavity. Fronting occurs when a velar sound is replaced with an alveolar sound. Cluster reduction occurs when part of all of the phonemes in a cluster are omitted. In weak syllable deletion, the unstressed syllable in a word is omitted. The weak syllable in a word is the syllable with the least emphasis; it can be at the beginning or middle of a word. A phonological disorder occurs when phonological processes persist beyond the age when most typically developing children have stopped using them or when the processes used are much different than what would be expected.   Links mentioned in today's episode: Babbling in Infants Podcast Episode Communicate & Connect Handbook   Love the podcast? Help others find it by leaving a rating and review!

Speech sound disorders are any difficulties or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments. Speech-speech sound Disorders can be divided into Organic and functional categories. Organic Speech-Speech Sound Disorders are based on motor/neurological deficits or differences, structural differences, or sensory/perceptual differences.  Motor/Neurological speech sound disorders are those as a result of difficulties with execution and motor planning. Dysarthria and apraxia of speech are examples of motor/neurological speech sound disorders. Structural speech sound disorders are speech difficulties due to structural abnormalities. Examples of structural speech disorders include cleft palate, children with orofacial abnormalities, or structure deficits related to traumatic events or surgery. Sensory/Perceptual speech sound disorders result from a disorder in sensory or perception. Speech difficulties caused by hearing impairment are an example. Functional speech sound disorders are related to the motor production of speech sounds and the linguistic aspects of speech production. While there are no obvious causes when it comes to functional speech sound disorders, there are some risk factors to consider such as gender, complications with mother's pregnancy or delivery, family history of speech difficulties, or persistent ear infections (otitis media). Functional speech disorders are referred to as articulation disorders and phonological disorders. Articulation disorders focus on errors in the production of individual speech sounds. Children with articulation disorders are unable to coordinate their oral mechanisms to produce certain sounds.  Phonological disorders focus on predictable, rule-based errors that affect more than one sound. In other words, children can produce sounds correctly but have trouble combining sounds to form words correctly. It is often difficult to differentiate between articulation and phonological disorders. A child may have both at the same time. You have several options when it comes to assessing children for speech sound disorders. Screening and comprehensive assessment. Screenings are conducted whenever a speech sound disorder is suspected or as part of a. evaluation for a child with communication concerns. The purpose of the screening is to identify individuals who require further speech-language assessment and referral for other professional services. Comprehensive Assessments look at the child as a whole. Comprehensive assessments are conducted using standardized and non-standardized material and formal or informal assessments.  When it comes to treatment, there are plenty of approaches to try. Look at the child's areas of strength and weakness and compare them to the options different approaches target. Sometimes, the first approach we try will work, and other times, it will take multiple attempts at different approaches before we finally see progress. Check out ASHA's website for more information about speech sound disorders. Be sure to share this podcast episode with a friend!

Last week, my family and I took a road trip to the beach. We traveled from Texas to Florida. It's about a 6 hour drive, but we split it into 2 days. We've taken at least one road trip every year since my little guy was born and every year I learn something new. In this episode, I'm sharing 4 of my favorite tips for making vacations.   Going on vacation means a change in routine, which can be tough for little ones. To help ease the transition, involve your child in the planning process. Talk about the trip, create a countdown, and read about vacations together. This will help prepare your child for the upcoming change. You can also search your destination website and talk about activities you plan to do and things you want to see! We choose several activities of interest and have our little guy choose something he thinks looks fun!     Keeping toddlers entertained in the car can be tricky. Fun road trip activies like I Spy, Scavenger Hunt, and Spot the Animal are great ways to practice communication skills and expose them to language concepts. Here's the deal- while these activities are great and will help pass some time, they may not sustain a toddler (or preschoolers) attention for very long. It's also important to have a back up activity planned. If you have to give your child a screen before the road trip is over, it's okay! You're still doing a great job.   No expectations are good expectations. If you can go ahead and tell yourself that things are going to get chaotic before you even leave the house- you're already ahead of the game. Road trips and vacations get all of us off our routines and can lead to frustrations and just being tired. If you tell yourself ahead of time that the kids are going to get tired of riding in the car, they're probably going to whine, will be tired but unable to take a nap, and just want out of the car… you'll be ready when it happens. (see: back up activities)   Finally, and most importantly, HAVE FUN! Family vacations and summer road trips are supposed to be fun. They're not supposed to be fun the whole time (because, reality) but you should be having more fun than anger and frustration. If you find yourself being more stressed out than happy- re-evaluate situation. Do we need a nap? Is someone hungry? Do they want to do something else? Am I expecting too much? When you can find the root of the problem, you can create a solution!  Don't let anxiety or boredom ruin your family vacation – let me help you make your next trip a success! Check out these road trip activities that include a social story designed to help children understand and prepare for the journey, from packing to reaching the destination.  This resource covers everything from what vacation means to how to prepare for a car ride, plane ride, or even a cruise ship journey. Here's the blog post for today's episode!

Language Speech Disorders Before we talk about language disorders, I want to address speech disorders quickly. As development progresses, children will naturally say some sounds in words incorrectly. Some sounds develop early in infancy, while other sounds take longer to acquire. Most children should use almost all speech sounds correctly by 4 years old. Children who don't say sounds correctly or use appropriate word structures by the expected ages may have a speech or phonological sound disorder. Language Delays, Disorders, and Differences What is a language delay? A language delay is just that — a delay in acquisition of language skills. Characteristics of language delays include: slower onset of language skills progressing through language skills at a slower rate or acquire skills differently than other children. Children can have delays in expressive and receptive language. Receptive language is the ability to understand or comprehend language. What is a receptive language delay? Children with receptive language delays have difficulty with: Understanding and learning vocabulary Answering questions Problem-solving Following directions. Expressive language is the ability to express wants and needs through verbal and nonverbal communication.   What is expressive language delay? Expressive language delays are characterized by: Less than 50 words at 2 years, including limited or no have vocalizations Use of minimal (if any) word combinations. Children with expressive language delays may not use many gestures to communicate May exhibit seemingly problematic behaviors as a form of communication. (side note: these behaviors more often than not a result of the frustration coming from an inability to communicate effectively) Expressive Language Delays & Late Talkers Expressive language delays fall under the category of late language emergence (LLE). According to the American Speech and Hearing Association or ASHA:  Late Language Emergence is a delay in language onset with no other diagnosed disabilities or developmental delays in other cognitive or motor domains. LLE is diagnosed when language development trajectories are below age expectations. Toddlers who exhibit LLE may also be called "late talkers" or "late language learners." Children with LLE may have expressive language delays only or mixed expressive and receptive delays. Children with LLE who do not catch up to their peers may also be at risk for developing later literacy difficulties or language disorders.  Language Disorders ASHA defines a language disorder as a significant impairment in the acquisition and use of language across modalities because of deficits in comprehension and/or production across any of the five language domains: phonology, morphology, syntax, semantics, pragmatics. Language disorders range in severity and don't always present the same for every child. Characteristics of Receptive Language Disorder Understanding what people mean when they use gestures, like shrugging or nodding; Following directions; Answering questions; Pointing to objects and pictures Knowing how to take turns when talking with others. Characteristics of Expressive Language Disorder: Asking questions Naming objects Using gestures Putting words together into sentences Learning songs and rhymes Language Differences A difference in language or communication occurs when development and behaviors meet the norms of speech and language development but do not meet the norms of Standard English. Language differences occur in children from different countries, cultures, and regions. Although differences are present, all dialects are valid and legitimate. This is why evaluating a child in their native language is essential. The child may be acquiring language typically in their native language but having difficulties with the translation. That's much different than a difficulty acquiring skills in their native language. Language differences are not delays or disorders, they're differences. Remember, friend, speech therapy's main goal is to encourage language development and build functional communication skills. No matter the age group. We want the children on our caseload to be able to understand and communicate with the world around them. Whatever that looks like. Find out more information about the ultimate guide for SLP early intervention and speech therapy for toddlers at www.theslpnextdoor.com/handbook Use this link to get 20% off Communicate & Connect! Love the podcast? Help others working in speech therapy for toddlers find it by sharing this episode and leaving a review!  

Is there an uprise in "late talkers" following the pandemic? Why suddenly see so many of these little ones on our caseloads? The short answer to this question is yes. Following the shutdown of America (and the world), there is an increase in toddlers and preschoolers demonstrating delays in their language development. The real question is why? From an article in ASHA Livewire, I found a research brief from Komodo Health about the "skyrocket" of pediatric language disorders following the pandemic.  Komodo Health conducted its research using its own medical database. The analysis primarily compared rates of new diagnoses of speech disorders and trends in testing and evaluation in this population in the pre-and post-pandemic setting. For their research, the pre-pandemic era is defined as January 1, 2018, through December 31, 2019, and the post-pandemic era is defined as January 1, 2021, through December 31, 2022.  According to their research brief, compared with the pre-pandemic average, annual diagnoses grew by 29% in 2021 and by 81% in 2022. In other words, The number of children ages 0 to 12 diagnosed with a speech disorder increased by 110% in 2022, compared with the pre-pandemic rate. Multiple factors play into these numbers and the ones we continue to see. Even though the pandemic technically ended in May 2023, we still have to take these factors into consideration as we are meeting with families of children born and raised during this time frame. Those stressors are still lingering today. Late talkers have been the topic of research since the 1980s and 90s (and probably even before that). There has always been a segment of the toddler population that experiences expressive language delays. The concept itself is not new.  The pandemic highlighted those differences that were already there pre-pandemic: the family stressors, parent education, differences in cultures, and socioeconomic status. We were forced to face this head-on because everyone was cooped up in their homes and locked out of society. As we began to emerge back into society, those delays and deficits were spotlighted because we couldn't immediately go back to normal.  Links mentioned in today's episode:  ASHA Wire Article Komodo Health  Toddler Toolbox Love the podcast? Help others find it by leaving a rating and review!

Let's talk about expressive language delays, late talkers, late bloomers, and language explosion. Which statement is true about language development? Which statement is true about language development? A. toddlers should have 50 words by 24 months B. Toddlers can go from saying a few words to a bunch of words and phrases seemingly overnight C. Toddlers who are late talkers are demonstrating expressive language delays D. All of the above If you said D, you, my friend, are correct! Speech and language development isn't always linear. Today, we are diving into some of the lesser-talked-about aspects of expressive language development. I'll be honest; I definitely geeked out when researching these topics! What is expressive language disorder? According to the American Speech and Hearing Association, ASHA, when a person has difficulties expressing their thoughts, feelings, or ideas- they are experiencing an expressive language disorder. In toddlers and children, expressive language disorders look like children having difficulty with asking questions, naming objects, using gestures, putting words together into sentences, learning songs and rhymes Sometimes, expressive language delays may result from traumatic experiences or other disorders. Most times, however, the cause of expressive language delay is unknown. It's important to take a comprehensive medical history and ask parents/caregivers if there is a family history of language delay Late Talkers Late Talkers may be diagnosed with expressive language delays. These toddlers develop language at a slower rate than their peers. A distinctive characteristic of late talkers is that "they just aren't talking." There are no other diagnosed cognitive delays, motor development delays, or disabilities. These toddlers will have expressive language delays, less than 50 words at 2 years old, and no word combinations. Several factors contribute to late talking: Children with a family history of late talkers are twice as likely to be late talkers themselves. Boys are 3x more likely to be late talkers Children born earlier than 37 weeks or weigh less than optimum birth weight may experience later language emergence Children with siblings are twice as likely to be late talkers than an only child Late bloomers are late talkers who catch up to their peers. Language Explosions Language explosions—otherwise known as language bursts or vocabulary explosions—occur between 16 and 24 months in typical development. When a toddler experiences a language explosion, their vocabulary and expressions rapidly develop through fast mapping. Fast mapping occurs when a toddler hears a new word and immediately applies meaning to the word. Why does language explosion occur? When they first begin to acquire language, toddlers learn words at one at a time through multiple repetitions and multiple exposures. As development continues and toddlers build their solid vocabulary foundation, they can process language much quicker and learn multiple words at varying levels of complexity. Language explosions can be encouraged, but you won't force a toddler to start using complex language. You won't be able to force a toddler to talk, period. Toddlers with language and communication delays may eventually experience an explosion in their language development—aka, their communication takes off—but it may not be until much later in their development. Want a handout to help you remember all of this information? I've got you, friend! Check out my SLP Early Intervention and Speech Therapy for Toddlers handbook. This handbook includes 4 chapters on toddler development, including prelinguistic skills, methods of communication, language development, and literacy development [with much more to come!]\ Help others find this podcast by leaving a rating and review!