Milestones of autistic children: Crawling, walking, and talking

ByLondon Speech and Feeding
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Image by wayhomestudio on Freepik

For all children every milestone achieved is a testament to the unique and intricate process unfolding within each young mind. For autistic children, this journey may present a distinct pattern, with some reaching developmental milestones like crawling, walking, and talking later than their neurotypical peers. Let’s have a look into the fascinating realm of Autism and explore why some autistic children might crawl, walk, and talk later, shedding light on the underlying factors contributing to this unique way of developing.

1. Individual Pacing:

Child development is not a one-size-fits-all journey. Each child, whether neurotypical or autistic, has a unique timeline for achieving milestones. Autistic children, like any other children, follow their own pacing. This individual rhythm might lead them to focus on one set of skills before they progress to others. Like some neurotypical children might focus on talking earlier than walking, autistic children might prioritise other areas before crawling or talking.

2. Neurodevelopmental Complexity:

The human brain is a remarkable entity, with a bewildering array of interconnected processes that lead to us achieving our developmental milestones. Autistic children often have variations in “neural wiring”, which can impact the balance between gross motor skills (crawling, walking) and fine motor skills. Speech and language acquisition falls under fine motor skills and may be momentarily disrupted due to the divergent neurological pathways at play in autism.

2. Sensory Processing Differences:

One of the hallmarks of autism is altered sensory processing. Autistic children often experience sensory stimuli differently than their neurotypical peers. This heightened or diminished sensitivity can influence a child’s desire or ability to engage in activities like crawling and walking. The sensation of movement while crawling or walking, for instance, might be overwhelming for some autistic children, causing them to either avoid or delay these activities.

3. Visual-Spatial Abilities:

Autistic children and adults frequently display excellent visual-spatial abilities. This strength might lead some children to focus more on activities that engage these skills, potentially delaying their engagement with activities like walking or talking. As they navigate their environment and process information visually, they might naturally invest more time in activities that stimulate this particular cognitive ability and strength.

4. Communication Challenges:

For many autistic children, speaking can be a really complex and difficult endeavour. Communication delays are a common feature of autism. This can affect both receptive and expressive language development. While some children might be physically capable of crawling or walking, they may not yet have the tools to communicate their desires and intentions. This leads to a temporary focus on non-speaking forms of expression. This does not mean that they do not communicate at all. But autistic individuals often start out using jargoning or echolalia as a form of communication as well as behaviours and physical forms of communication.

5. Executive Functioning and Motor Skills:

Executive functioning, or abilities for planning, organising, and carrying out tasks, can vary in autistic children. These skills are crucial for activities like crawling, walking, and talking, which need coordination and planning. About 40% of autistic persons have a motor planning difficulty.

6. Intense Interests and Routines:

Autistic children often develop intense interests in specific subjects, sometimes to the exclusion of other activities. These interests might become their primary mode of engagement. They might side-line milestones like crawling, walking, or talking. The mostly rigid adherence to routines and preferences might cause them to allocate more time to their preferred activities. This delays their engagement with other developmental tasks.

How can Speech and Language Therapy help:

Support and Intervention:

Early intervention and regular Speech and Language Therapy play a pivotal role in the developmental journey of autistic children. Therapies tailored to individual needs can aid in bridging the gaps between milestones. Occupational therapy, for example, can help address sensory sensitivities and motor skill challenges that might impact crawling and walking. Speech therapy can help communication development, gradually bridging the gap between non-verbal expressions and spoken language.

For example, we now know that echolalia or jargoning of longer phrases with intonation, repeating scripts from favourite tv shows or songs have many meanings and communicative functions. For example, a child who utters long strings of echolalic utterances, often difficult to understand, might want to do any one of the following:

  • Comment
  • greet
  • ask a question
  • make a request
  • express surprise
  • negate something.

We now understand that the way to support a child with echolalia is to acknowledge all utterances and try and find out what the meaning is behind these scripts. This is very supportive. Over time it will lead a child to move on to understanding and saying more clear and self-generated language. For more information about this Natural Language Acquisition here are some other great websites for you to look at:

Conclusion

In conclusion, the journey of an autistic child’s development is a testament to the uniqueness and complexity of the human mind. The delays or differences in achieving milestones like crawling, walking, and talking can be attributed to a range of factors, including

  • neurodevelopmental intricacies,
  • sensory processing variations,
  • and communication challenges.

It’s crucial to recognise that these delays are not indicative of a lack of potential, but rather a manifestation of the intricate interplay between an autistic child’s strengths and challenges. By embracing these differences and providing tailored support, we can help each autistic child unfold their potential at their own pace.

Do get in touch if you would like to book an appointment where we can explore how to help your child develop and thrive

Do get in touch if you would like to book an appointment where we can explore how to help your child develop and thrive

Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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    How to use Attention Autism to develop language and communication

    ByLondon Speech and Feeding

    Now you’ve read Attention Autism (part one), you are familiar with the concept of ‘bucket time’ and the benefits it has to offer your child. It’s time to explore all the different stages. In sessions, it can be noisy and with so much to take in, you may want something to refer to. If you’re in need of a helping hand or memory jogger for stage two, read on…

    Knowing what stage your child is working at is vital. Every stage has different aims to develop and enhance functional communication. So being familiar with your child’s goals ensures you can continue to practise at home. If you’re unsure of their goals, please ask your Speech and Language Therapist.

    With all speech, language and communication goals, the aim is always to generalise skills from therapy settings to home and nursery or school life. This generalisation period will take time. Please try to stick with the plan. You will experience the benefits for your child, and it’ll make family life a little easier.

    You may remember that Autistic children thrive on visuals. Let’s use their strengths to support their communication needs. It is a good idea at the start of the activity to have a visual for what’s happening now and what will happen next. If you’re anything like me, you’ll grab a pen and paper or a whiteboard and whiteboard pen, and will doodle away! You don’t need fancy photos.

    On the left is a bag with Now written above it and Bag below. On the right are three children playing with Net written above and Play written below.

    The attention builder

    Stage two of the Attention Autism approach is called “the attention builder”. The clue is in the name, your child’s goal is to keep focused on the activity for a longer period. The duration will be different for every child, but it’s useful to time their attention, so you can report progress back to your therapist.

    Parents are often worried about doing something wrong. If it all goes a bit pear-shaped or not as you expected, don’t panic! This is the time to ask yourself, did my child have fun? Did they engage in the activity? It’s very helpful to reflect on the experience. What could you do that would make the activity easier for your child to access? (For example, did you set up the activity before your child entered the room? This would allow for a smoother session, so that waiting time was minimal.)

    Three ideas for stage two activities

    There are so many ideas out there, which at times can feel overwhelming. I’m always looking for the easiest options to present to you to reduce overwhelm and allow it to feel manageable.

    Remember this is about having fun. Your child’s communication will benefit from you relaxing and having this structured approach.

    Here are our three top ideas for stage two attention Autism activities:

    1. Flour castles

    You’ll need:

    • Container, cup or glass
    • Flour
    • Sheet (for the table/floor) (optional)

    This is a fun-filled activity to try. But it can get a little messy!

    Fill a small glass, cup or container with flour and flip the cup over to build flour castles. It’s great to engage your child especially with the “Splat” at the end.

    2. Paint balls

    Another activity which is a little bit cleaner is ‘Paint balls’.

    You’ll need:

    • Tray, container
    • Paint
    • Rubber balls or marbles
    • Paper (optional)

    First dip the marbles into the paint, then drop into the container and roll it around to make a pattern. You could always make a pattern on some paper.

    I love to use everyday objects in therapy, so when I came across this next idea, it was added to the list. It’s simple, effective, not to mention clean!

    3. Skittles

    You’ll need:

    • A packet of skittles
    • Warm water
    • Plate

    You’ll need to create a circle of skittles around the edge of the plate. Then add small amounts of warm water to the plate and watch the rainbow of colours appear.

    These activities offer a sequence to build and sustain your child’s attention. Remember the key is to have fun. Create meaningful interactions that your child cannot miss! If they can learn to hold their attention, they can learn to use functional skills.

    Now you’ve got ideas for stage two activities. Go ahead and carry them out.

    Have fun!

    If you need speech, language or communication support or advice, I am always here to help.

    Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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    Three-syllable words made fun: How I use play to build speech skills

    ByLondon Speech and Feeding

    Why spend time on syllables?

    Sounds have to be organised into syllables, words and phrases. A child needs to coordinate these parts to produce longer words successfully.

    This can be particularly relevant for children who:

    • leave out parts of longer words
    • simplify multisyllabic words
    • have reduced speech intelligibility
    • have phonological difficulties
    • have difficulty remembering or organising the sound sequence in a word
    • have suspected or diagnosed Childhood Apraxia of Speech (CAS)
    • find longer or more complex words particularly difficult.

    For children with speech sound disorders, phonological awareness is important because speech sound development and awareness of the sound structure of words are connected areas of development.

    When creating new habits, new motor plans,new anything repetition is important!

    But the way we get to that repetition can be playful and creative.

    Today I give you a little window into one of my recent speech therapy sessions. I was working on three-syllable words, words such as ladybird, butterfly and other longer words that contain three ‘beats’.

    I used five very simple activities:

    • playdough
    • two different versions of Snap
    • an online activity
    • stickers.

    None of these activities are complicated or expensive. What matters is how the activity is being used and what the child is practising within it.

    Video examples

    Here are five little clips from the session so you can see what I mean.

    Squashing the syllables with playdough

    In my first clip, you can see me using three blobs of playdough with picture cards.

    The child places or squashes one blob onto each part of the word.

    For example:

    LA – DY – BIRD

    Three blobs. Three beats.

    This gives the child something very concrete to see and feel while they are listening to the word.

    We can squash:

    • 🟢 LA
    • 🟢 DY
    • 🟢 BIRD

    And then say the whole word: LADYBIRD.

    Next came Snap.

    I used cards containing the target words and played two different versions of the game.

    This is where something very simple becomes surprisingly useful.

    The child isn’t just practising ‘ladybird, ladybird, ladybird…’

    Instead, they are playing a game.

    They have to look. They have to listen. They have to wait. They take a turn.

    And, importantly, they have a reason to say the word.

    When a card appears, we can practise the three syllables: LA – DY – BIRD

    Then we might say it again naturally: ‘I got ladybird!’

    This gives us repeated opportunities to practise the target word while keeping the activity meaningful.

    Taking the practice online

    The fourth clip shows an online activity.

    Here, the online pictures provide another opportunity to look at a picture, identify the word and break it into its three syllables.

    My child taps each syllable.

    Thun-der-storm

    👏 👏 👏

    The visual presentation can be particularly helpful for children who benefit from seeing exactly what we are talking about.

    And we can move between levels of difficulty.

    First:

    How many beats can you hear?

    Then:

    Can you say the word with me?

    Then:

    Can you say it by yourself?

    That progression is important. We build the steps.

    This time, I used a sticker sheet

    We practise:

    TAKE – IT – OFF

    👏 👏 👏

    Three syllables.

    And then we can reverse the action:

    PUT – IT – ON

    👏 👏 👏

    Three syllables again.

    This is a lovely example of why I like to work on speech within real actions and little phrases, rather than only isolated words.

    The child has an actual reason to communicate.

    They want the sticker. They want to take it off. They want to put it somewhere.

    And suddenly our three-syllable practice is also helping with:

    • verbs
    • little phrases
    • following an action
    • understanding language
    • turn-taking
    • functional communication.

    So although my clinical focus might be syllable structure and speech production, I am still thinking about the whole child and the whole communication experience.

    And eventually we want those words to become part of everyday communication rather than something that only happens during therapy.

    That is the real goal.

    A little bit of research

    A useful recent article by Brosseau-Lapré and Roepke (2024) looked at phonological awareness skills in preschool children with speech sound disorders. Through three case studies, the authors highlighted that children with speech sound disorders can have very different profiles of phonological and pre-literacy skills, and that children with more atypical and omission-type speech errors were more likely to show phonological awareness difficulties.

    It is another reminder that speech development is wonderfully complex, and that sometimes a seemingly simple activity, such as putting three blobs of playdough onto a picture, can have a very specific clinical purpose behind it.

    If you are concerned about your child’s speech, a speech and language therapist can help identify whether the difficulty is primarily related to speech sounds, phonological patterns, syllable structure, motor planning, language development, or a combination of factors.

    Any questions please contact me via my contact form.

    Sonja McGeachie

    Sonja McGeachie

    Highly Specialist Speech and Language Therapist

    Owner of The London Speech and Feeding Practice.

    Health Professions Council registered
    Royal College of Speech & Language Therapists Member
    Member of ASLTIP

    Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

    Reference

    Brosseau-Lapré, Françoise & Roepke, Elizabeth. (2024). Beyond Sounds: Decoding Speech Errors and Phonological Awareness in Preschoolers. Perspectives of the ASHA Special Interest Groups. 9. 922-934. 10.1044/2024_PERSP-24-00001.

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    Does my child need a myofunctional therapist? Lisps, tongue posture and oral function explained

    ByLondon Speech and Feeding

    Have you ever been told that if your child’s lisp or /R/ sound isn’t improving after months of speech therapy, you should see a myofunctional therapist?

    The short answer is: possibly, but not automatically. Whether it will help depends on what is behind your child’s difficulty, and finding that out is exactly what a thorough assessment is for.

    I’m a Speech and Language Therapist with nearly 30 years’ experience in speech sound disorders, feeding and swallowing, and I have additional training in myofunctional therapy. Looking at how the mouth works has been an intrinsic part of my assessments for many years, so I’d like to explain what that involves and when it matters.

    What is myofunctional therapy?

    Myofunctional therapy (often called orofacial myofunctional therapy, or OMT) is about how the muscles of the mouth and face work. It overlaps with what speech and feeding therapists call oro-motor function, although OMT looks more specifically at things like resting posture, breathing and swallowing patterns. Depending on the therapist’s training and your child’s needs, it may include:

    • tongue movement, resting posture and positioning
    • lip closure and resting posture
    • jaw movement and coordination
    • oral habits, such as thumb sucking or dummy use
    • swallowing patterns
    • how oral function, feeding and speech affect one another.

    Some children have difficulties across several of these areas. Others have one specific speech sound difficulty and no wider problem with how their mouth works.

    Signs it may be worth having your child’s oral function checked

    You might want an assessment if your child:

    • has a lisp or a tricky /R/ that hasn’t changed with therapy
    • often has their mouth hanging open at rest
    • pushes their tongue forward against or between their teeth when speaking or swallowing (sometimes called tongue thrust)
    • is still dribbling or drooling after 18 months
    • finds chewing difficult, or struggles to move their tongue up, out or from side to side
    • breathes mostly through their mouth.

    If you are worried about tongue-tie, I can assess how your child’s tongue moves for speech and feeding. If a medical or dental opinion is needed, I will explain why, advise you on who to see and work alongside them, for example an ENT consultant or paediatric dentist.

    What does a comprehensive assessment look at?

    When a child has a speech sound difficulty, I look at their speech alongside how their mouth is built and how it works. Depending on the concern, that may include:

    • jaw: how steady it is, and how well it moves and coordinates with the lips and tongue
    • teeth and mouth structure: the position of the teeth, the bite, the palate and anything structural that may be relevant
    • lips: closure, movement and resting posture
    • tongue: how well it moves in different directions, where it rests and whether it pushes forward
    • swallowing: relevant aspects of how your child swallows and where the tongue sits
    • palate and voice: anything that may need further investigation, such as concerns about how the palate is working or an unusually nasal sound
    • habits and breathing: things like thumb sucking or mouth breathing, and any signs that a medical or dental check may be needed.

    Not every child needs every part of this. The questions we are trying to answer guide what I look at and what happens next.

    For example, a child with a lisp may find it hard to coordinate the tongue placement needed for an /S/ sound. They may rest their tongue low in the mouth, or they may have spent years making the /S/ sound with the tongue between the teeth. By looking at how the mouth moves, along with habits and history such as thumb sucking, I can understand what may be contributing and plan therapy accordingly.

    The findings help decide whether your child needs direct speech therapy, further assessment, a different approach, or input from another professional such as an ENT consultant, dentist or orthodontist. Assessment isn’t simply about spotting something that looks unusual. It is about understanding what it means for your child and deciding what, if anything, needs to be done. This kind of clinical reasoning is a natural, daily part of my work as a Speech and Language Therapist.

    What if my child isn’t making progress in speech therapy?

    If your child has been attending therapy for weeks or months without meaningful progress, it is reasonable to ask for a review. In my practice I monitor progress from one session to the next, and if things aren’t moving, I would rather review the plan than simply carry on with the same approach.

    Sometimes a child needs more time. Sometimes the approach needs to change. Sometimes we need more information or another professional’s input. Sometimes therapy needs to pause while an underlying issue is looked into.

    Whichever it is, you can expect a clear explanation of what we are working towards and how progress will be reviewed. A lack of progress should always prompt a review of the plan.

    Does myofunctional therapy help with speech difficulties?

    Sometimes. Some children have speech sound difficulties alongside differences in how their mouth works, which is why I assess both and consider whether they are related. A different tongue posture, an open-mouth resting posture or an unusual swallowing pattern is always worth noting, but it is not automatically the cause of a lisp or another speech sound disorder.

    For speech sound disorders, treatment should be chosen to match the nature of the speech difficulty and be supported by evidence. The routine use of non-speech oral-motor exercises, meaning exercises that don’t involve practising speech sounds, to improve speech is not supported by the available evidence (the Cochrane review of non-speech oral-motor treatment – Lee & Gibbon, 2015).

    That doesn’t mean work on oral function is never appropriate. The important question is what we are trying to achieve. If the aim is clearer speech, therapy needs to work on the speech itself, with plenty of practice of the relevant sounds, syllables and words. If your child also has a separate difficulty with feeding, swallowing or another aspect of oral function, such as resting posture, that may need its own assessment and targeted therapy. This is why I combine evidence-based speech practice with myofunctional assessment and therapy where a child’s oral function needs it, and I will always explain the aim and the reasoning behind what I recommend.

    Choosing the right therapist for your child

    Whoever you choose, I would encourage you to ask who will be treating your child, what their training covers and whether they are well placed to meet your child’s particular needs. Good clinical practice includes recognising the limits of your own expertise and referring on or working with others when appropriate. No practitioner should feel they have to manage every part of a child’s difficulties alone.

    When the main concern is your child’s speech sounds, speech clarity or expressive language, I would recommend starting with an experienced Speech and Language Therapist whose expertise matches your child’s needs. If that therapist also has additional training in myofunctional therapy, so much the better. You can check that any Speech and Language Therapist is registered using the HCPC online register, and it is always fine to ask about a practitioner’s original qualification, clinical experience and the scope of their training.

    So that you know who would be working with your child, here is a little about my own training: I am an HCPC-registered Speech and Language Therapist (BSc Clinical Communication Sciences, Royal Central School of Speech and Drama, 1996) with nearly 30 years’ experience, a postgraduate diploma in dysphagia (2000) and certification in the SOS Approach to Feeding (2018) and Orofacial Myofunctional Disorders training in 2026. I also completed IBCLC lactation consultant certification in 2019 (since lapsed, 2024) and worked as a neonatal Speech and Language Therapist and Lactation Consultant at Barnet Hospital in 2019–2020.

    Next steps

    If your child has a lisp, a tricky /R/, an open-mouth resting posture, a tongue thrust, dribbling or difficulty chewing, I would be happy to look at the whole picture. I assess speech and oral function together, and if your child needs a dentist, orthodontist or ENT consultant, I will tell you.

    You can find out more on my Speech and Feeding Difficulties page, or get in touch to arrange an assessment. If you’re not sure whether your child needs one, contact me and we can talk it through.

    Sonja McGeachie

    Sonja McGeachie

    Highly Specialist Speech and Language Therapist

    Owner of The London Speech and Feeding Practice.

    Health Professions Council registered
    Royal College of Speech & Language Therapists Member
    Member of ASLTIP

    Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

    Reference

    Lee AS-Y, Gibbon FE. Non-speech oral motor treatment for children with developmental speech sound disorders. Cochrane Database of Systematic Reviews 2015, Issue 3. Art. No.: CD009383. DOI: 10.1002/14651858.CD009383.pub2.

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    Explore how Intensive Interaction develops Autistic children’s communication

    ByLondon Speech and Feeding

    Intensive Interaction is an approach that I might suggest for your child. Here is an overview of this approach to increase your knowledge. There are a range of approaches that overlap and having trained in them all I use them all interchangeably to tailor to each child individually. This approach is particularly good for children who work mostly to their own agenda and find it hard to engage with others.

    So, what is Intensive Interaction?

    According to its founder, Hewett (1980), the approach “involves mirroring a person’s actions, sounds and facial expressions.” This allows your child to recognise and form communication between themselves and another, in a fun, play-based setting. Attention and listening are the fundamentals to speech and language development. By using the Intensive Interaction approach, we can increase the time your child can attend for and with another person. We are working towards a child enjoying another person’s presence. We are hoping to make gains with playing together with a child, taking turns and achieving reciprocity. That is the platform which we need to start with to build communication, language, words and perhaps even speech.

    There are many aspects that this approach supports:

    • such as using facial expressions
    • being in the presence of other people
    • having a shared space
    • attending to others
    • recognising and using non-verbal behaviours (e.g., gestures)
    • making sounds/noises (vocalisations) that have meaning
    • and eye contact. Although, we must be careful when suggesting ‘improving’ the use of eye contact. For some individuals making eye contact can be physically painful. So be aware that we are not making our children ‘look’ we are encouraging their natural behaviour.

    Who benefits from Intensive Interaction?

    Children with more complex communication and learning delay can benefit from the Intensive Interaction approach. Each session can be adapted to the needs of the individual and the sessions can be designed to use the whole or part of the approach. It is especially useful for children who are finding it hard to engage in any way socially with another person. Autistic children who tend to work to their own agenda often benefit from this approach.

    How is Intensive Interaction implemented?

    You need to have an environment that your child is comfortable in, and to be able to come down to their level so that you can see each other. This is why I often visit children in their own homes to ensure that they are comfortable and that they can withdraw for periods of time if they need to as well.

    Ensure your child knows you’re there and you are 100% present. This is very important. I would recommend that you put your phone away for some 10 minutes or so and give your undivided attention to your child for that period of time.

    Waiting

    Waiting is very important: we need to give your child time to process what is happening around them. After waiting for a response, you might want to start copying any gestures they use, any facial expressions they make, or perhaps imitate any sounds. You’ll want to continue with this for a few minutes to see if the communication between you and your child changes. Remember always take the cues from your child; if they communicate a message with you, respond. It might be that they are ready to finish and that they’ve shown this by walking away or signing.

    Giving your child a way to respond is vital. We can use visuals to support their communication. We can create ‘yes’ and ‘no’ symbols so they can use them in a functional way.

    A top tip in these sessions is to use mirrors, so that your child can see and begin to recognise their own facial expressions.

    There are other programmes that overlap with Intensive Interaction such as Hanen with following your child’s lead and the Gina Davies Curiosity Programme.

    Now you know a bit about Intensive Interaction, why not book a call to discuss how we can support your Autistic child’s communication using this evidence-based approach.

    Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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    Empowering non-speaking children: the power of AAC Core Boards

    ByLondon Speech and Feeding

    Communication is the essence of human interaction, allowing us to express thoughts, feelings, wants and needs. For non-speaking children and their families finding an avenue to communicate effectively can be a really challenging journey.

    Augmentative and Alternative Communication (AAC) offers a solution: with AAC Core Boards as a powerful ally and tool to empower and express more than requests: ideas, comments, surprise and delight, as well as saying no to something! Very important!

    “AAC is a set of tools and strategies that an individual uses to solve every day communicative challenges. Communication can take many forms such as: speech, a shared glance, text, gestures, facial expressions, touch, sign language, symbols, pictures, and speech-generating devices” (RCSLT, 2023) to name just some.

    AAC Core Boards are a powerful tool to empower non-speakers to express ideas. In this blog, we’ll explore the significance of AAC Core Boards and how they can unlock the world of communication for non-speaking children.

    Let’s discover and understand AAC Core Boards

    Firstly, let’s look at what a Core Board looks like…

    AAC Coreboards
    Credit: Saltillo Word Power

    Why not have a go and download your own copy (and other boards) for free on the Saltillo Word Power website.

    AAC Core Boards are a specific type of AAC system that employs a grid-style board. This grid contains a set of core vocabulary words or symbols, which serve as a foundation for all communicative functions (e.g., initiating, greeting, requesting, negating, commenting, asking a question, and expressing surprise).

    These boards incorporate high-frequency (most used) and versatile words. They enable us to construct sentences, express emotions, and take part in conversations, fostering a sense of independence and autonomy. By enabling communication, we also remove some of the frustration (from not being able to communicate) which contributes/or often leads to behavioural difficulties.

    Building literacy skills

    AAC Core Boards are not only tools for immediate communication. They also play a pivotal role in language and literacy development. By using these boards, non-verbal children engage with words and symbols. It reinforces their understanding of language structure and grammar.

    As they consistently play with and then use their boards, they naturally absorb language patterns, laying the foundation for improved literacy skills. This immersive learning experience paves the way for future language acquisition and communication growth.

    Customisation for individual needs

    Every child is unique, and their communication needs can vary significantly. AAC Core Boards are designed with this diversity in mind, allowing for customisation to suit individual preferences and abilities. The boards can be adapted to include specific vocabulary relevant to a child’s daily life, interests, and activities. This personalisation ensures that the AAC Core Board is a true reflection of your child’s personality and needs, making communication more motivating, engaging and effective.

    Collaboration between AAC Core Boards and Speech Therapy

    AAC Core Boards are an excellent tool but we need to know one important aspect: they only work well when used regularly by the child’s family and key people in the first place.

    The board needs to be used and modelled by adults consistently and regularly across environments. This is so our children know what to expect, take an interest and begin to use the boards themselves. Modelling the use of AAC Core boards is vital. Think how long it typically takes for a child to learn their first word. Around a year! During that time the adults talk constantly to their child without hesitation or expectation! The same goes for introducing this new way of communicating.

    Collaborating with your child’s Speech and Language Therapist (SLT) ensures that your child receives the right guidance in using the AAC system. SLTs can assess your child’s communication abilities, recommend appropriate boards and provide guidance on how to best put them in place, so that your child can reach their communicative potential.

    For non-speaking children, AAC Core Boards are more than just tools. They are bridges to a world of communication, connection, and empowerment. These boards harness the power of visual communication, foster language development, social interaction, and personal expression. They can be tailored to individual needs with the support of skilled professionals. AAC Core Boards offer a beacon of hope, helping to break through communication barriers and thrive in a world that is waiting to hear your child’s voice.

    For answers to your questions and to explore the most effective support for your child, feel free to contact us.

    Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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  • · ·

    The picky eater’s plate: Introducing solids to toddlers with ARFID

    ByLondon Speech and Feeding
    Designed by Freepik

    Mealtimes can be a battleground for parents of picky eaters, especially toddlers with Avoidant/Restrictive Food Intake Disorder (ARFID). I see a great number of toddlers with Autism traits and many of my clients are picky eaters from mild to severe. Take a look at my blog for an outline of what the issues are and how to try and help.

    ARFID goes beyond typical ‘picky eating’ and can significantly impact a child’s growth, nutrition, and social-emotional well-being. If your toddler is resistant to trying new foods or has a very limited diet, here are some strategies to navigate the introduction of solids:

    1. Understand ARFID:

    ARFID is a diagnosable eating disorder characterised by:

    • Limited food variety: Eating only a small range of foods, often with specific textures or colours.
    • Fear of new foods: Intense anxiety or aversion to trying unfamiliar foods.
    • Sensory sensitivities: Heightened sensitivity to taste, smell, texture, or appearance of food.
    • Lack of interest in eating: May show little interest in food or mealtimes.

    2. Seek professional guidance:

    • Paediatrician and/or gastroenterologist: Rule out any underlying medical conditions.
    • Registered dietitian: Assess nutritional needs and create a balanced meal plan.
    • Speech and language therapist (SLT): If oral-motor skills or sensory sensitivities are contributing to feeding difficulties.
    • Occupational therapist (OT): If sensory processing challenges are affecting mealtime behaviours.
    • Child psychologist: If anxiety or emotional factors are contributing to ARFID.

    3. Strategies for introducing solids:

    • Start small: Introduce one new food at a time, in small amounts, alongside familiar favourites.
    • Patience is key: It can take multiple exposures (up to 10–15 times!) for a child to accept a new food. Don’t give up!
    • Positive reinforcement: Praise and encouragement for any interaction with the new food, even just touching or smelling it.
    • No pressure: Avoid forcing or pressuring the child to eat. This can create negative associations with food.
    • Make it fun: Present food in playful ways, use cookie cutters for fun shapes, or involve the child in food preparation.
    • Sensory exploration: Encourage exploration of food through touch, smell, and sight before tasting.
    • Role modelling: Show the child that you enjoy eating a variety of foods.
    • Use fun utensils: your child might like characters from ‘Frozen’ or ‘Dinosaurs’ or ‘Diggers’ there are a host of character-based cutlery and cups/plates to be had. Also, I really rate these two items very highly they are so good so I want to share these with you. Both are available online. But warning: the cup is outrageously expensive as it comes from the United States and is sold by a small scale company. But I feel this is cup very worth trying, I have had good results with this.
    NumNum Baby Spoons Set
    TalkTools Recessed Lid Cup with Handles
    • Gradual desensitisation: Start with foods that are similar in texture or taste to accepted foods, then gradually introduce more challenging options.
    • Food chaining: Introduce new foods that are similar in taste, texture, or appearance to accepted foods.

    4. Mealtime Environment:

    • Positive and relaxed: Create a calm and enjoyable mealtime atmosphere.
    • No distractions: Minimise distractions like TV or toys.
    • Consistent schedule: Offer meals and snacks at regular times.
    • Child-sized portions: Offer small, manageable portions to avoid overwhelming the child.
    • Involve the child: Let the child choose their utensils, plate, or cup.

    5. Remember:

    • Every child is different: What works for one child may not work for another.
    • Progress takes time: Be patient and celebrate small victories.
    • Focus on the positive: Praise any positive interaction with food.
    • Seek support: Connect with other parents or support groups.

    Introducing solids to toddlers with ARFID can be challenging, but with patience, persistence, and professional guidance, you can help your child develop a healthier relationship with food.

    Get in touch with me via my contact form if you need support

    Sonja McGeachie

    Early Intervention Speech and Language Therapist

    Feeding and Dysphagia (Swallowing) Specialist The London Speech and Feeding Practice

    The London Speech and Feeding Practice

    Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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