Echolalia is a term used when assessing or treating children with Autism. The term refers to the repetition or echoing of utterances, either our own or others’. It can also be echoing phrases heard on television, advertising jingles or catchy repeat phrases used in tv programmes or nursery rhymes and songs. Whilst we all use echolalia occasionally and it can be observed in typically developing children, we tend not to see/hear it beyond the age of 2.5 years old. Children with ASD, however, do use echolalia often into late childhood.
There are generally two types of Echolalia:
Immediate echolalia
Here the repeated phrases or words are produced immediately after someone has spoken the original words or within two conversational turns of the original utterance.
Delayed echolalia
The repeat echoing of the original utterance occurs sometime later, more than two conversational turns or with a much longer time delay. Due to the delay it can be hard to interpret the meaning of the echolalic utterance as it may refer to something that happened long ago and in a different context to the originally utterance.
(Stiegler, 2015, Fay 1967, Blanc 2014)
There are other unconventional speech behaviours which include:
Perseveration of Speech – persistent repetition of speech
Repetitive questioning – persisting even though answers were given
Vocalisations such as: humming, whistling, clicking, squealing etc.
Much research has gone into the meaning and treatment of Echolalia and the following list consists of possible functions that have been identified:
Information sharing
Responding to answers
Labelling
Drawing attention to self
Protesting
Requesting
Giving instructions
Self-regulation, calming
(Stiegler 2015, Prizant 1983)
Echolalia does have a function and is part of the Gestalt Learning Process (where longer units of speech are memorised and then used as a whole without the individual words being meaningful).
As a Speech and Language Therapist I promote sound and proven Intervention based on the Hanen Programme which helps provide a highly facilitative Interaction Style and I will tell you a bit more in my next blog how the “More Than Words” approach can help children with echolalia move through their Gestalt Learning into more analytic processing of language, grammar and meaning.
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.
Have you ever thought about how difficult it can be to produce certain speech sounds? Some sounds are definitely trickier than others. This is especially true for children with speech sound disorders like Childhood Apraxia of Speech (CAS).
My student with CAS has been working hard on producing the /L/ sound especially when it was followed by an /O/ or /OO/ like, ‘log’ or ‘look’. We’ve practised lots and now that he’s got a good handle on /L/, he’s started replacing another difficult sound, /Y/, with it. So, ‘yes’ becomes ‘less’ and ‘yuck’ becomes ‘luck.’
This is a common pattern in speech development. Once a child masters a new sound, they may start using it in place of other sounds they find even more challenging.
Minimal Pair therapy
I use different evidence-based methods to help my students. And I often like to start out with phonemic awareness and then I move to contrasting the error sound with another sound to make completely different words. This approach is called ‘minimal pair’ therapy: both words are the same except for the initial/final sound which has the error sound, and this is contrasted with the correct sound.
Below is an example of this:
After we have worked on sound awareness, listening and becoming aware of small units of sound matter, then we can move to working on tongue placement and movement.
Tongue placement and movement to produce correct /L/ and /Y/ sounds
To produce these sounds correctly, the tongue needs to be in specific positions and make specific movements.
/L/ sound:
Tip of the tongue touches the alveolar ridge (the bony ridge behind your upper teeth)
Sides of the tongue are raised to the sides of the upper teeth
Airflow escapes through the sides of the tongue
/Y/ sound:
Tip of the tongue touches the roof of the mouth behind the alveolar ridge
Sides of the tongue are raised to the sides of the upper teeth
Airflow escapes through the centre of the mouth
I also use:
Auditory bombardment: Auditory bombardment is a technique that involves repeatedly listening to a target sound. This can help children to develop a better understanding of the sound and how to produce it.
Visual cues: Visual cues can be helpful for children who are having difficulty producing a particular sound. Here I use the image of a ‘standing tongue’ versus a ‘sitting tongue’.
Physical cues: I use my hands to show a ‘standing tongue’ for the /L/ versus a ‘sitting tongue’ for the /Y/. But what worked even better and sadly I don’t have the video clip for it:
Semantic cues: For example a picture of an ‘EAR’ to make the sound /Y/ so we shape the sound /EA/ to /Y/.
Parent involvement: Parents play an important role in their child’s speech sound development by providing opportunities for them to practise their speech sounds at home. This can be done through activities such as reading books, singing songs, and playing games.
Reinforcement: It is important to praise children for their efforts, even if they are not perfect. This will help them to feel motivated to keep practising. Important here for speech correction is concrete reinforcement: I feed back to my student what exactly they were doing correctly with their tongue or lips. Rather than saying ‘well done’, I mention what my student has just done with the tongue to change the sound: ‘I saw you lowered your tongue! That made a good /Y/’.
Another great way of reinforcing positively is to ask the student how they feel they have done? For the older ones I often ask them to self-rate their sound production out of 10. Then we can work towards the next incremental number upwards. This is very effective and gives the student control over their own work.
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.
Many parents contact me at London Speech and Feeding because they are worried about their child’s speech. Perhaps their child is difficult to understand, has a persistent lisp, struggles with feeding, snores at night, or always seems to have their mouth open.
What many families don’t realise is that these concerns may all be connected.
Increasingly, research and clinical experience are highlighting the important role of Orofacial Myofunctional Health, the way the muscles of the face, mouth, tongue and airway work together to support breathing, eating, sleeping and communication.
When these muscles are not functioning optimally, children may develop what are known as Orofacial Myofunctional Disorders (OMDs).
What Is Orofacial Myofunctional Health?
Orofacial Myofunctional Health refers to the healthy function and coordination of the:
lips
tongue
jaw
cheeks
facial muscles
airway.
These structures play a vital role in:
breathing
swallowing
chewing
speaking
facial growth
dental development
sleep quality.
When everything is working well, the lips remain gently closed at rest, breathing occurs through the nose, and the tongue rests against the roof of the mouth.
This seemingly simple posture has a profound influence on how a child’s face, teeth and airway develop.
What is an Orofacial Myofunctional Disorder?
An Orofacial Myofunctional Disorder occurs when there is an abnormal pattern of muscle function involving the face, mouth, tongue or airway.
Children with OMDs may experience difficulties with:
speech
feeding
swallowing
sleep
breathing
dental development
facial growth.
In many cases, these difficulties are linked to chronic mouth breathing.
Signs your child may have an Orofacial Myofunctional Disorder
Breathing and sleep signs
mouth open at rest
mouth breathing during the day
snoring
noisy breathing
restless sleep
frequent waking
dark circles under the eyes
chronic congestion
fatigue despite a full night’s sleep.
Speech signs
lisping
unclear speech
distorted speech sounds
difficulty producing certain sounds
persistent articulation difficulties
reduced speech intelligibility.
Feeding and swallowing signs
picky eating
messy eating
food remaining in the cheeks
gagging easily
difficulty chewing
long mealtimes
tongue thrust swallowing.
Facial and dental signs
narrow palate
crowded teeth
open bite
overbite
underbite
long face appearance
receding chin
poor lip seal.
If several of these signs sound familiar, a comprehensive assessment may be worthwhile.
Why does mouth breathing matter?
Many parents assume mouth breathing is simply a habit.
In reality, mouth breathing is often a symptom that something is preventing efficient nasal breathing.
Common causes include:
enlarged tonsils
enlarged adenoids
allergies
chronic nasal congestion
recurrent infections
structural airway differences
tongue tie
prolonged dummy use
thumb sucking
poor oral posture.
When nasal breathing becomes difficult, children naturally begin breathing through their mouths.
Over time, this can affect how the face, jaws and airway develop.
What does healthy oral posture look like?
Healthy oral posture is surprisingly simple:
lips
gently closed
tongue
resting against the roof of the mouth
teeth
slightly apart
breathing
through the nose.
This posture helps guide healthy jaw growth, facial development and airway formation.
Think of the tongue as a natural orthodontic support system. When it rests in the correct position, it helps shape the upper jaw and supports healthy facial growth.
The consequences of chronic mouth breathing
1. Speech difficulties
Children who breathe through their mouths often have altered tongue posture and reduced oral stability.
This can contribute to:
lisping
distorted sounds
reduced speech clarity
difficulty learning new speech sounds.
2. Feeding and swallowing difficulties
A low tongue posture may affect:
chewing efficiency
swallowing patterns
food management
oral motor coordination.
Many children develop a tongue thrust swallow, where the tongue pushes forward instead of moving efficiently during swallowing.
3. Poor sleep quality
Mouth breathing can contribute to:
snoring
restless sleep
frequent waking
daytime fatigue
reduced concentration.
Poor sleep can have a significant impact on learning, behaviour and emotional regulation.
4. Changes to facial growth
Over time, chronic mouth breathing may influence:
jaw development
facial proportions
dental alignment
airway size.
This can result in:
narrow palates
crowded teeth
long facial appearance
increased orthodontic needs.
5. Oral health concerns
The nose acts as a natural filter and humidifier.
When children breathe through their mouths:
The mouth becomes dry.
Saliva protection is reduced.
Risk of tooth decay increases.
Gum health may be affected.
Why this matters for speech therapy
Speech does not develop in isolation.
The tongue, lips, jaw and airway work together to support clear communication.
At London Speech and Feeding, we look beyond speech sounds alone.
A child who presents with:
persistent speech difficulties
lisping
feeding challenges
open mouth posture
snoring
poor sleep
may benefit from an assessment that explores underlying orofacial myofunctional factors.
Addressing these foundations can often support more effective progress in speech and feeding therapy.
How London Speech and Feeding can help
A comprehensive assessment may include observation of:
breathing patterns
lip posture
tongue posture
swallowing function
feeding skills
speech sound development
sleep concerns
oral structures.
Where appropriate, recommendations may include:
orofacial myofunctional therapy
speech therapy
feeding therapy
home programmes
ENT referral
orthodontic referral
collaborative multidisciplinary support.
The good news
Orofacial Myofunctional Disorders are often highly treatable when identified early.
Supporting healthy breathing, tongue posture and oral muscle function can positively influence:
If your child regularly breathes through their mouth, snores, struggles with speech clarity or has feeding difficulties, a specialist assessment may help identify the underlying cause.
speech clarity
feeding skills
sleep quality
facial growth
dental development
overall wellbeing.
At London Speech and Feeding, we are passionate about looking beyond symptoms and understanding the whole child. Contact me!
Sometimes the key to clearer speech starts with a simple question:
‘Is my child breathing through their nose?’
Sonja McGeachie
Highly Specialist Speech and Language Therapist
Owner of The London Speech and Feeding Practice.
Frequently Asked Questions
Can mouth breathing cause speech problems?
Yes. Mouth breathing can alter tongue posture, lip strength and oral stability, which may contribute to articulation difficulties and lisps.
Should I be worried if my child snores?
Regular snoring is not considered normal in children and may indicate airway obstruction or sleep-disordered breathing.
Can enlarged tonsils affect speech?
Yes. Enlarged tonsils may affect resonance, tongue positioning, swallowing and breathing patterns.
What age can children be assessed?
Children of all ages can be assessed if parents have concerns about speech, feeding, breathing or oral development.
What is Orofacial Myofunctional Therapy?
Orofacial Myofunctional Therapy focuses on improving breathing patterns, tongue posture, lip seal and oral muscle function to support overall health and development.
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.
One of my favourite pieces of advice I give to parents is the ‘4 S’, a strategy coined by the Hanen Program® which I teach, particularly the ‘More than Words’ programme which is designed for and aimed at parents of children with Social Communication Difficulties or Autism. It is honestly one of those golden nuggets that I use myself in my practice and I highly recommend it to all my parents. There is something about terms like the ‘4 S’ that is easy to recall and therefore use.
Introduction
The ‘4 S’ is a strategy that helps to clarify the words we use with our children so that they can notice us, hear us and understand what we are saying.
Research shows that we use on average 120-200 words per minute during everyday conversation. That’s a lot! And our children who are still learning to communicate are often bombarded with endless speech coming at them all day long. If we take into account that many of our students are Gestalt Language Processors, we can see that picking out relevant chunks of what we are saying is not at all easy, and this contributes to our children’s delays.
So let’s look at the ‘4 S’
1. The first one is SAY LESS
This means we should use shorter, simpler sentences with good grammar, for example, something like: ‘let’s get ready, time to put our shoes on’ instead of what we might be saying: ‘come on then darling, let’s put your shoes on we need to get going it’s dark outside’ or similar.
Good grammar helps to give clues about what words mean and how they are used in sentences. So, instead of ‘shoes on’ say ‘let’s put our shoes on’.
2. The second one is STRESS
I hear you think ‘I am stressed!‘. – NO! here it means ‘highlight’. We use our voice to highlight the important words in our sentence or phrase. For example, when you say ‘this banana is so yummy’ you can stress the word ‘yummy’ by saying it a bit louder and you can make a gesture, like rubbing your tummy as you say it.
3. The third one is GO SLOW
This means to speak a bit slower than you normally would and add pauses. By slowing down the pace of our speaking we give our child time to think and understand what we are saying. When we allow for pauses after we have spoken, we are inviting our child to say something in response.
4. The last one is SHOW
Always remember to show actions, gestures, objects, and point to pictures while speaking to help support your child’s understanding. We can show our child what words mean by pointing to things or holding up objects whilst describing or talking about them.
At this point I would also like to recommend the use of Core Boards, and particularly Electronic AAC devices, such as LAMP Words for Life or PODD. I have written about this in other blogs but can always be persuaded to say a bit more on the matter… 😊 It is such a big help to have an AAC talker available for both the child and the adult so we can find words and pictures to help support the words we are saying.
For example, today when reading a book like The Hungry Caterpillar (so good!) I used my LAMP AAC talker to make comments as we were looking at the pages together with my student. Example: ‘Look! He is eating more cake he is very hungry’ using my AAC talker I was able to supplement my speech and at the same time I was inviting my minimally speaking child to press a button or two and reply with ‘cake!’ which they would not have said with their mouth otherwise.
5. It does say ‘4 S’ but really it should be ‘5’ except the fifth is not an ‘S’
The fifth is REPEAT.
Repeat words and phrases often throughout the day. When learning a language we all need to hear words and phrases several times and in different situations before we can understand, remember, and then eventually use them. Our children are ‘new language learners’ and so we can apply the same principles that we would when learning a new foreign language ourselves.
Any questions or need help with supporting your little one’s language please contact me via my contact form, or you could also check out www.hanen.org for advice and lots of inspiration.
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.
The /R/ sound is notoriously challenging for many children (and even some adults!). It’s one of the most complex sounds in the English language, with various pronunciations depending on its position in a word. If your child is struggling with their /R/s, you’re not alone. As Speech and Language Therapists (SLTs), we frequently work on this sound, and a key component of our therapy is focusing on proper tongue placement.
Why is the /R/ so difficult?
The /R/ sound requires precise coordination of the tongue, jaw, and lips. Unlike sounds like /P/ or /B/ that involve simple lip movements, the /R/ involves intricate tongue movements and tension. There are also different ways to produce the /R/ sound, which adds to the complexity:
Retroflex /R/: The tongue tip curls up and back towards the roof of the mouth.
Bunched /R/: The body of the tongue bunches up towards the roof of the mouth, while the tongue tip remains down.
The importance of tongue placement
Regardless of which /R/ variation is being targeted, accurate tongue placement is crucial. Even a slight deviation can result in a distorted or inaccurate sound. That’s why SLTs dedicate significant time to teaching and practising tongue positioning.
Speech therapy techniques: Focusing on the tongue
Here’s a glimpse into how I address /R/ sound difficulties, with a focus on tongue placement:
Visual aids:
Mirrors: I use a mirror to help children see their tongue movements and make adjustments.
Tongue diagrams and models: These visual tools provide a clear representation of where the tongue should be positioned.
Tactile cues:
Tongue depressors: These can be used to gently guide the tongue into the correct position.
Food-grade tools: Sometimes, I use flavoured tongue depressors or other tools to provide tactile feedback and increase awareness of tongue placement.
Auditory discrimination:
I help children distinguish between correct and incorrect /R/ sounds.
I use auditory cues and verbal feedback to reinforce proper pronunciation.
Exercises and drills:
Tongue strengthening exercises: Strengthening the tongue muscles can improve control and coordination.
Tongue placement drills: We practise positioning the tongue in the desired location and holding it there.
Sound approximation techniques: Sometimes we use other sounds to help approximate the /R/ sound. For example, I use the /L/ sound, to help achieve the correct tongue placement. Once my child has found the /L/ sound it is then a matter of pulling back just slightly to get a good /R/.
Contextual practice:
Once the child can produce the /R/ sound in isolation, we gradually introduce it into syllables, words, phrases, and sentences.
We also practise the /R/ sound in different contexts, such as at the beginning, middle, and end of words.
Tips for Parents:
Be patient and supportive: Learning the /R/ sound takes time and practice.
Practise regularly: Short, frequent practice sessions are more effective than long, infrequent ones.
Make it fun! Use games, stories, and other engaging activities to keep your child motivated.
Work with an SLT: A qualified SLT can provide personalised guidance and support.
In conclusion:
The /R/ sound can be challenging, but with targeted speech therapy and a focus on tongue placement, most children can achieve clear and accurate pronunciation.
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.
The festive season is a wonderful time for many families, but for children with feeding challenges, sensory differences, or autism traits, December can feel overwhelming. Changes in routine, busier environments, travel, new foods, disrupted sleep, and well-meaning relatives giving ‘advice’ can all affect a child’s feeding, communication and overall regulation.
As a speech and language therapist specialising in Early Years, I see the same pattern each year: children often make progress during the term, only to struggle in late December when everything becomes unpredictable. The good news? With a bit of preparation, children can not only cope better, but they can actually make significant developmental gains during the holidays.
This blog will help you feel confident, supported and prepared for the transition from ‘festive mode’ to a smoother, regulated start in January.
1. Why routines matter so much. Especially now
Young children thrive on predictability. For neurodivergent children or those with sensory, feeding or communication needs, routine isn’t just helpful: it’s the backbone of emotional regulation.
In December, typical patterns change:
Mealtimes shift or become irregular
Bedtime slides
New foods appear
Loud social gatherings overwhelm
Travel disrupts naps and comfort routines
Therapies pause
Childcare closes
Any one of these can lead to feeding refusals, more meltdowns, increased stimming, reduced communication attempts or regression in speech sounds.
It’s simply the nervous system responding to too much change.
2. Protecting feeding progress during holiday mealtimes
My last blog and insta post have a nice social story on festive meals. They are often the trickiest part of the season for families I support. Children with sensory-based feeding challenges, or ARFID traits may find holiday foods completely unfamiliar and challenging.
What helps:
Offer one ‘safe food’ at every meal
Keep portion sizes tiny
Use the ‘buffet rule’
Rehearse tricky moments
3. Supporting communication when routines are disrupted
Holiday time actually offers more opportunities for communication, just in different ways.
Strategies:
Slow down and follow your child’s lead
Use everyday routines as language opportunities
Keep AAC going even if casually
4. Understanding holiday ‘regressions’ and know they’re temporary
This is almost always due to nervous system overload. Children don’t truly ‘lose’ skills; they temporarily prioritise regulation over learning.
5. A gentle January reset: How to start the New Year smoothly
Re-establish predictability early
Return to preferred foods
Book early support if needed
Focus on regulation first
Sonja McGeachie
Highly Specialist Speech and Language Therapist
Owner of 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.
Let’s face it, introducing solids is a rollercoaster for parents. You’re bombarded with advice (solicited and otherwise) on purees, spoon-feeding, and the much-discussed ‘baby-led weaning’ (BLW). As a speech-language/feeding therapist I see the world through the lens of communication and development, as well as safe munching and swallowing. BLW can be a fantastic option for many little foodies. But is it right for yours? Let’s take a dive into the messy, hilarious world of toddler feeding.
BLW in a nutshell
Your baby, perched in their highchair, eyes wide with excitement and curiosity reaches out for a platter of food. He/She grabs a fat avocado slice, and curiously explore it with his/her lips, gums and tongue. He/She spits some of it out, mashes bits of it into his/her hair, there was a tiny swallow and the rest is smeared onto the high chair tray. Now he/she grabs a bit of the banana and rinse and repeat as before, except this one he/she keeps in his/her mouth for bit longer and takes a tiny bit more before the rest gets deposited into his/her bib.
This, in a nutshell, is BLW! It’s all about letting your little one take the lead in exploring new foods, textures, and tastes. No spoon-feeding, just pure, messy, self-directed feeding fun.
The pros of letting your little one loose on solids:
Motor Skills: BLW is a sensory party for developing motor skills. Picking up that slippery banana or gumming a chewy piece of toast strengthens those tiny hands and mouth muscles. These are the very skills they’ll need for future talking and chewing.
Texture Time: BLW exposes your baby to a variety of textures right from the start. Think soft, steamed broccoli florets or smooth, banana half-slices. This sensory exploration helps them develop an understanding of different textures in the world, which can translate to better oral motor skills needed for speech development.
Independence: BLW fosters a sense of self-feeding independence. Your toddler learns to control how much he/she eats and the pace of his/her meal. This can lead to better self-regulation later on, not just with food, but in other areas of his/her development too.
A wider variety of flavours: BLW encourages exposure to a wider variety of tastes and smells. Let your baby discover the sweetness of roasted sweet potato or the tang of mashed avocado! This early exploration can lead to less picky eating down the road.
There are some valid concerns:
Gagging vs. Choking: One of the biggest concerns parents have about BLW is choking. However, gagging is a natural reflex that helps babies learn to move food safely around their mouths. Choking is much rarer, and with proper food selection and supervision, the risk is very low. The con here really is parental anxiety more than anything else and if you can overcome this then a bit of gagging is just fine and part of the process. Choking, again most children do choke occasionally a bit! Of course, close supervision and common sense is very important here.
It’s ever so messy!: Be prepared for mashed banana on the highchair tray, rogue peas flung across the room, and a general sense of chaos. But then again, this is an important part of the learning process! I would encourage you to embrace the mess (within reason and your personal tolerance level) and focus on the fun of exploration.
Nutritional Concerns: Some parents worry that babies won’t get enough nutrients with BLW. While it might take a while for them to master the art of self-feeding, a healthy child’s body is pretty good at self-regulating. Offer a variety of healthy options, and he/she will eventually get the hang of it.
BLW: Is it right for your Little One?
BLW isn’t a one-size-fits-all approach. Here are some things to consider:
Developmental Milestones: Babies should be able to sit up with good head control and show an interest in food before starting BLW.
General good health and absence of food intolerances, allergies, or other significant health issues which might dictatea more controlled feeding regime.
Gag Reflex: A strong gag reflex is a good sign. It shows your baby’s natural ability to move food safely around their mouth. If, however, your baby’s gag is overly sensitive and causes frequent bouts of vomiting please consult your health care professional for an assessment (GP, Paediatrician, Dietician, Speech and Language – Feeding Therapist).
Your Comfort Level: BLW requires a relaxed and patient approach. If you’re feeling stressed about the mess or potential choking hazards, it might not be the right fit for you.
A final mouthful:
BLW can be a fantastic way to introduce your baby to solids. It promotes exploration, independence, and a love for food. Remember, there’s no pressure to go all-in on BLW. You can always combine it with spoon-feeding or purees to find an approach that works for your family and your child. The most important thing is to create a positive and relaxed mealtime environment where your little one can explore the wonderful world of food at their own pace.
P.S. As an SLT, I always recommend chatting with your health care professional. This way you can address any concerns you might have and ensure your baby is developmentally and physically on track for this exciting new chapter.
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.
