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    My child is hard to understand at school age. Should I be concerned?

    ByLondon Speech and Feeding

    Many parents notice speech errors when their children are toddlers. At that stage it often feels quite normal. Young children are still learning the sounds of their language, and those early mispronunciations can be very endearing.

    But as children grow older, parents sometimes begin to wonder:

    ‘Should my child still be speaking like this?’

    A common concern I hear from families is that their child is still difficult to understand even after starting school. Sometimes it is a parent who notices it first. Other times it is a teacher who gently mentions that classmates occasionally struggle to understand what a child is saying.

    When this happens, parents naturally wonder whether it is something their child will grow out of, or whether some extra support might help.

    When should children’s speech be clear?

    Children learn speech sounds gradually over several years. Some sounds develop earlier, while others take longer to master.

    By the time children reach five to six years of age, most of their speech should be clear enough for unfamiliar adults to understand. There may still be a few tricky sounds developing (such as /R/ or /TH/), but overall speech should be fairly easy to follow.

    If a child is frequently difficult to understand at school age, it can sometimes indicate that a speech sound difficulty has persisted beyond the stage when it would normally resolve on its own.

    Why some children remain hard to understand

    There are several reasons why speech clarity may still be developing in older children.

    Phonological patterns

    Some children continue to use speech patterns that are typical of younger children. For example:

    • saying ‘tat’ instead of ‘cat’
    • saying ‘doe’ instead of ‘go’
    • leaving sounds out of words

    These patterns are called phonological processes. They are a normal part of early speech development, but when they persist into the school years they can make speech difficult for others to understand.

    Difficulty producing specific sounds

    Other children may have difficulty producing certain individual sounds clearly. This might include sounds such as:

    • /S/
    • /SH/
    • /R/
    • /TH/

    These difficulties are called articulation difficulties.

    A child might understand exactly what they want to say but find it hard to produce the sound accurately with their tongue, lips or airflow.

    Motor speech planning challenges

    For some children, the difficulty lies in the planning and coordination of the movements needed for speech.

    Speech requires very precise timing between the tongue, lips, jaw and breath. If the brain finds it difficult to organise these movements consistently, speech can sound unclear or inconsistent.

    In some cases this may relate to Childhood Apraxia of Speech, although only a full assessment can determine this.

    Why clarity matters for school-age children

    Speech clarity becomes particularly important once children start school.

    At this stage, children are:

    • Answering questions in class
    • Talking with friends
    • Reading aloud
    • Developing confidence in communication

    When speech is difficult to understand, children sometimes become more hesitant to speak, particularly in group situations.

    This can affect confidence and participation, even when the child has lots of ideas they would like to share.

    The good news: speech can improve

    The encouraging news is that speech sound difficulties can often improve significantly with the right support.

    Speech therapy focuses on helping children:

    • Learn how sounds are produced
    • Practise accurate speech movements
    • Understand how sounds change meaning in words
    • Build consistency through structured practice

    Different children benefit from different therapy approaches. Some need support with phonological patterns, while others benefit from more motor-based practice that strengthens speech coordination.

    Often therapy combines several strategies to support the child’s individual speech profile.

    When to seek advice

    If your child is already at school and you find that people outside the family often struggle to understand them, it can be helpful to seek advice from a speech and language therapist.

    A detailed assessment can help identify:

    • Which sounds are causing difficulty
    • Whether patterns such as fronting or sound substitutions are present
    • Whether motor planning challenges may be contributing
    • Which therapy approach is likely to be most effective

    Early support can help children develop clearer speech and greater confidence in communication.

    Every child’s speech journey is different

    Speech development is not the same for every child. Some children master speech sounds quickly, while others need a little more guidance along the way.

    The important thing is that support is available when children need it.

    With the right strategies and practice, many children make excellent progress and develop speech that is clearer, more confident and easier for others to understand. If you are concerned about your child’s speech clarity or ongoing speech sound errors, a speech and language assessment can help identify the underlying difficulty and guide the most appropriate support.

    Feel free to contact me on my contact page.

    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.

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    How can I incorporate AAC into my speech therapy sessions?

    ByLondon Speech and Feeding

    Many parents are surprised when I bring AAC into a session, especially if they’ve come to see me primarily for speech sound work.

    They might wonder: ‘If we’re working on pronunciation, why are we using a communication device?’

    The simple answer is this: speech therapy is about communication first, and speech sounds second. Supporting a child’s ability to express themselves clearly and confidently is always the priority, and AAC can be a powerful tool alongside spoken speech.

    What do we mean by AAC?

    AAC stands for Augmentative and Alternative Communication.

    This can include:

    • A speech-generating device (such as LAMP Words for Life or GRID as I used in the photo below)
    • A communication app on a tablet
    • A symbol board or communication book
    • Gestures, signs, or visual supports

    AAC does not replace speech. Instead, it supports language development, reduces frustration, and builds communication success while speech skills are developing.

    Pretend Play using Speech and AAC in my clinic room

    But I mainly work on speech sounds… So how does AAC fit?

    Most of the children I see are working on:

    • Articulation difficulties
    • Phonological delay
    • Motor planning challenges (including apraxia/dyspraxia)
    • Unclear speech affecting confidence

    For these children, AAC isn’t a separate therapy. It’s simply woven naturally into what we are already doing.

    If a child brings their device to sessions, I actively include it. If they don’t yet use AAC but could benefit from visual or symbolic support, I may introduce simple options within activities.

    Using AAC to support speech practice

    Let’s say we are working on early speech targets like: ‘GO’.

    We might practise:

    • Saying the word verbally
    • Listening for the target sound
    • Using play (TOY TRAIN GOING ROUND A TRACK)

    Now we can extend this using AAC.

    On the device or communication board, we might model: ‘LET’S GO’ or ‘IT’s GOING up the hill’.

    This allows the child to:

    • Practise their speech sound target
    • Build a simple sentence
    • Experience successful communication even if speech is not fully clear yet

    All responses are valid and supported.

    AAC helps children communicate more than they can say

    Many children can understand and think in longer phrases than they can physically say.

    For example:

    • A child who verbally says single words may build longer phrases on AAC.
    • A child who struggles to plan speech movements may use AAC to communicate smoothly while still practising verbal attempts.
    • A child who becomes frustrated when misunderstood gains a reliable backup system.

    Rather than slowing speech progress, AAC often:

    • Reduces communication pressure
    • Increases participation in therapy
    • Encourages more attempts at speech
    • Supports language growth

    When children feel understood, they usually become more motivated to try speaking.

    There are no ‘prerequisites’ for AAC

    One of the biggest myths I hear is: ‘My child isn’t ready for AAC yet.’

    In reality, children do not need to:

    • Reach a certain speech level
    • Use pictures first
    • Prove they understand everything
    • Show immediate interest

    Instead, we presume competence and introduce AAC in meaningful, playful ways.

    That means:

    • Modelling words while blowing bubbles
    • Commenting during playdough activities
    • Choosing words during games
    • Building simple phrases in shared reading

    AAC should never feel like extra ‘work’. It’s simply another way to join in communication.

    My goal is always the same: to help each child communicate as clearly, confidently, and successfully as possible, using every helpful tool available.

    If your child uses AAC (or might benefit from it)

     Please feel free to:

    • Bring the device to sessions
    • Show me how your child currently uses it
    • Share advice from school or other therapists

    I am very happy to incorporate AAC into our work together so that speech practice, language development, and real communication all move forward hand-in-hand. Because ultimately, therapy isn’t just about producing perfect sounds. It’s about helping your child be heard and understood.

    If you’d like support or advice, please contact me and I can help guide the next steps.

    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.

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    • · ·

      Understanding phonological processes in 3–7-year-olds: What’s typical and when to seek help

      ByLondon Speech and Feeding

      As a speech and language therapist, one of the most common questions I hear from parents is:

      ‘They can talk, but their speech still sounds immature. Is this normal?’

      Many children between the ages of three and seven use speech patterns that make their words sound different from adult speech. These patterns are known as phonological processes, and for younger children, they are a normal part of speech development.

      However, when these processes persist beyond the expected age, they can start to affect clarity, confidence and learning, especially once children enter school.

      This blog will help you understand:

      • what phonological processes are
      • which patterns are typical at different ages
      • and when it might be time to seek speech therapy support

      What are phonological processes?

      Phonological processes are patterns of sound simplification that children use while their speech system is developing.

      Instead of learning each sound one by one, children initially organise sounds into patterns that make speech easier to produce. This is a normal and efficient strategy for a developing brain.

      For example:

      • saying ‘tar’ instead of ‘car’
      • saying ‘poon’ instead of ‘spoon’
      • saying ‘bud’ instead of ‘bus’

      These are not ‘bad habits’. They are part of how speech develops.

      The key question is how long these patterns last.

      Common phonological processes (and when they usually disappear)

      Below are some of the most common processes parents notice in 3–7-year-olds.

      1. Final consonant deletion

      Leaving off the last sound in a word

      • ‘ca’ for cat, ‘da’ for dog
      • Typically resolved by 3–3½ years

      2. Fronting

      Replacing back sounds (k, g) with front sounds (t, d)

      • ‘tar’ for car, ‘do’ for go
      • Typically resolved by 3½–4 years

      3. Cluster reduction

      Omitting one sound in a consonant cluster

      • ‘poon’ for spoon, ‘top’ for stop
      • Typically resolves by 4–5 years (some clusters slightly later)

      4. Gliding

      Replacing /R/ or /L/ with /W/ or /Y/

      • ‘wabbit’ for rabbit, ‘yion’ for lion
      • Can be typical up to 5–6 years

      5. Weak syllable deletion

      Leaving out unstressed syllables

      • ‘nana’ for banana
      • Usually resolved by 4 years

      If these patterns continue past the expected age, speech can remain difficult to understand particularly for unfamiliar listeners such as teachers, peers, and also Auntie Karen or grandparents who visit once in a while.

      Why phonological processes matter in school-age children

      By the time children reach reception and Year 1, speech clarity becomes increasingly important.

      Persistent phonological difficulties can affect:

      • being understood by teachers and peers
      • phonics and early reading
      • spelling
      • confidence in speaking
      • willingness to participate in class

      Some children become aware that they ‘sound different’ and may speak less, avoid longer words, or become frustrated when misunderstood.

      What’s the difference between a delay and a disorder?

      This is an important distinction.

      • A phonological delay means a child is following the normal pattern of development, just more slowly.
      • A phonological disorder means the child is using atypical patterns, or continuing age-expected patterns well beyond when they should have resolved.

      A speech and language assessment helps identify:

      • which processes are present
      • how many are affecting speech
      • how consistent the errors are
      • and whether intervention is needed

      Signs it may be time to seek speech therapy

      You may want to seek professional advice if your child:

      • is 3½ years or older and still hard to understand
      • is understood well by family but not by others
      • becomes frustrated or avoids talking
      • has difficulty with phonics or spelling
      • uses several phonological processes at once
      • has not made progress despite time and encouragement

      Early support does not mean something is ‘wrong’. It simply helps speech development move forward more efficiently.Research consistently shows that unresolved phonological processes beyond the expected age can impact intelligibility, literacy and confidence (Dodd, 2014; Bowen, 2015).

      How speech therapy helps phonological development

      Phonological therapy is not about drilling individual sounds endlessly.

      Instead, therapy focuses on:

      • helping children recognise sound patterns
      • building awareness of contrasts (e.g. ‘tar’ vs ‘car’)
      • practising speech in meaningful, playful ways
      • supporting generalisation so progress carries into everyday speech

      For school-aged children, therapy is usually structured, motivating and highly targeted and progress can be very encouraging.

      A final reassurance

      Many children with phonological difficulties go on to develop clear, confident speech with the right support.

      If you’re unsure whether your child’s speech is ‘just a phase’ or something that needs attention, a professional assessment can give clarity and peace of mind.

      If you’d like support or advice, please contact me and I can help guide the next steps.

      Sonja McGeachie

      Highly Specialist Speech and Language Therapist

      Owner of The London Speech and Feeding Practice.

      Research references

      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.

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    • · ·

      Childhood Apraxia of Speech: Signs and first steps (2–5 years)

      ByLondon Speech and Feeding

      If you’ve found yourself wondering ‘Why can my child say a word one day, but not at all the next?’ it might be that your child has a motor speech difficulty. This means the challenge isn’t that your child doesn’t know what they want to say; it’s that their brain finds it harder to plan and coordinate the movements needed for clear speech. This speech difficulty is called Childhood Apraxia of Speech (CAS)

      Sonja showing power words on a board

      In this post, I’ll explain what CAS can look like in 2–5 year olds, what an assessment usually involves, and what you can start doing at home to support your child without turning life into ‘speech homework all day long’.

      What is childhood apraxia of speech (CAS)?

      Children with CAS often have lots to communicate about (and strong ideas!) but their speech may come out as:

      • Unclear
      • inconsistent
      • hard to ‘copy’ on demand
      • frustrating for them and for you

      CAS is not caused by laziness and it is not a parenting issue. It is also not something children simply ‘grow out of’ without support. But with the right therapy approach, children can absolutely build clearer speech over time.

      If you’d like to read more about verbal dyspraxia, you may also find this helpful: Supporting children and families living with verbal dyspraxia.

      Why is CAS such a big topic right now?

      Many families come to me after months (or years) of being told:

      • ‘She’ll talk when she is ready’
      • ‘He’s just shy’
      • ‘It’s probably a speech delay’
      • ‘It’s normal for toddlers’

      And sometimes it is a general delay. But sometimes it’s something more specific, like CAS.

      There’s also been a huge rise in parents seeking information online, and CAS is often mentioned alongside speech sound difficulties such as:

      • phonological delay (pattern-based speech errors)
      • articulation difficulties (one sound that won’t come out clearly)
      • inconsistent speech disorder

      These can look similar at first glance, which is why a specialist assessment matters.

      Signs of childhood apraxia of speech in 2–5 year olds

      Children develop speech at different rates, and not every unclear speaker has CAS. But here are some common features that may raise a flag, especially when you notice several together.

      1) Inconsistent speech errors

      Your child might say the same word in different ways:

      • ‘banana’ → nana / baba / mana
      • ‘daddy’ → gaga / daddy / dadi

      This inconsistency is one of the biggest clues.

      2) Difficulty copying words on request

      Some children speak more easily in natural play, but when asked ‘Say ___’, they freeze or the word becomes much harder.

      3) Limited sound repertoire

      They may use only a small set of consonants (like /M/, /N/, /B/, /D/) and avoid others.

      4) Vowel distortions

      Many children with typical delays mainly struggle with consonants. But in CAS, vowels can also sound ‘off’ or change between attempts.

      5) Speech that sounds effortful

      You might notice your child:

      • pauses between sounds
      • tries multiple times
      • looks like they’re ‘searching’ for the right mouth movement

      6) Longer words are much harder

      ‘Car’ might be easier than ‘carry’, and ‘carry’ easier than ‘caterpillar’.

      7) Prosody differences (rhythm and stress)

      Some children with CAS sound a little unusual in their speech rhythm, stress, or intonation.

      8) Frustration or reduced confidence

      When a child is frequently misunderstood, they may:

      • talk less
      • use gestures more
      • become upset when asked to repeat themselves

      Important note: none of these signs alone prove CAS but they are a strong reason to seek a speech assessment rather than waiting.

      CAS vs phonological delay vs articulation difficulty (quick guide)

      These are some of the most common questions I hear.

      If it’s mainly an articulation difficulty…

      A child may consistently say one sound incorrectly (for example, ‘thun’ for ‘sun’- lisp- but everything else is developing well.

      If it’s mainly a phonological delay…

      You might notice clear patterns, like:

      • leaving off the ends of words (‘ca’ for ‘cat’)
      • swapping back sounds for front sounds (‘tar’ for ‘car’)

      Patterns are often consistent and respond well to phonology-based therapy.

      If it might be CAS…

      Speech often feels less predictable, harder to imitate, and more impacted by word length and complexity.

      If you’re unsure, that’s completely normal, and exactly why assessment matters.

      What happens in a CAS assessment?

      A high-quality speech assessment for possible CAS usually includes:

      1) Parent discussion and developmental history

      We talk about:

      • pregnancy and birth history (where relevant)
      • feeding history
      • early sounds and babbling
      • first words and how speech has progressed
      • family history of speech/language needs

      2) A speech sound assessment

      Your child might be shown pictures or play-based prompts so we can hear:

      • what sounds they can say
      • what they simplify
      • whether errors are consistent or inconsistent

      3) An oral-motor and movement check

      This isn’t about ‘strength’. It’s about coordination and planning. We look at how your child manages speech movements and transitions.

      4) Stimulability testing

      This means: how easily can your child learn a new sound or word with support?

      For CAS, we often explore how they respond to:

      • slowed-down speech
      • visual cues
      • rhythm/tapping
      • short, simple syllable shapes

      5) Functional communication and confidence

      We look at how speech impacts daily life:

      • being understood at nursery
      • joining in with peers
      • asking for help
      • managing emotions when misunderstood

      At the end, you should leave with:

      • a clear explanation of what we think is going on
      • a therapy plan
      • practical home strategies
      • realistic next steps

      What parents can do at home

      Here are CAS-friendly strategies you can start right away.

      1) Choose ‘power words’

      Pick 1–2 words that matter most in your child’s daily life, such as:

      • more
      • help
      • mummy
      • again
      • stop
      • open

      These words are motivating and functional.

      2) Keep it short and successful

      For many children with CAS, the goal is quality over quantity.

      Try five minutes a day rather than 30 minutes of struggle.

      3) Support speech with rhythm

      Some children benefit from:

      • tapping a beat on the table
      • clapping syllables
      • using a gentle ‘marching’ rhythm

      This can help the brain organise the sequence of movements.

      4) Celebrate approximations

      If your child says ‘moh’ for ‘more’, that’s communication!

      We want them to feel:

      • safe
      • understood
      • proud to try again

      Confidence is a key part of progress.

      A short parent story (anonymised)

      One mum said to me:

      ‘We kept being told to wait. But I could see my child understood everything; they just couldn’t get the words out. Once we had an assessment and a plan, it felt like we finally knew what to do. The biggest change was his confidence. He started trying more.’

      When should you seek support?

      You don’t need to wait until school.

      It’s worth getting an assessment if your child is:

      • hard to understand compared with peers
      • becoming frustrated or withdrawing from talking
      • inconsistent with words they used to say
      • struggling to imitate speech sounds
      • showing signs that match CAS

      Early support can reduce stress for the whole family and help your child feel successful in communication.

      Here’s how I can help:

      ✅ A detailed speech assessment (including whether CAS is likely)

      ✅ A clear therapy plan with realistic goals

      ✅ Practical home strategies you can use immediately

      ✅ Support for nurseries and schools (where needed)

      ✅ In-person sessions in North-West London and online options

      Book your consultation here.

      Final gentle reminder

      You are not overreacting. Trust your instincts.

      Your child is communicating the best way they can, and with the right support, speech can become easier, clearer, and more confident.

      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.

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    • · · · ·

      Holiday disruptions & New Year routines: How to support your child’s feeding, communication and regulation over the festive season

      ByLondon Speech and Feeding
      Holiday disruptions & New Year routines

      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.

      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:

      Bronson, M. (2000). Self-regulation in early childhood. Guilford Press.

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    • · · · ·

      Managing mealtime sensory overload at holiday gatherings: Supporting children with allergies and feeding differences

      ByLondon Speech and Feeding
      Managing mealtime sensory overload at holiday gatherings: Supporting children with allergies and feeding differences

      Holiday meals are meant to be joyful and something we all look forward to. But for many children and their families, these occasions can be overwhelming and be the cause of dread and worry. The combination of new smells, unfamiliar foods, loud environments, social expectations, and allergy anxieties can quickly turn what should be a festive time into a stressful one.

      For parents of children with sensory processing differences, selective eating challenges, or food allergies, holiday gatherings often require careful planning and a big dose of tolerance and compassion. The good news is that with awareness and a few gentle strategies, you can support your child to feel safe, regulated, and included during festive meals without pressure, tears, or discomfort.

      Let’s explore how to make holiday mealtimes calmer, safer, and more connected this season.

      🎄 Why holiday meals feel so overwhelming

      Holiday gatherings usually combine several sensory triggers all at once:

      • Noisy, chaotic rooms
      • Strong smells from a mix of foods we don’t normally cook
      • Multiple conversations happening at once
      • Bright lights, Christmas décor, flickering candles
      • Unfamiliar foods with unexpected textures
      • Expectations to ‘try everything’ or ‘enjoy it’s sooo good!’
      • New environments, seating arrangements, or routines

      For children with sensory sensitivities, this can feel like a tidal wave of input. Research shows that children who are sensory-sensitive often have heightened responses to smell, taste, and texture, which may lead to avoidance or distress at mealtimes (Cermak, Curtin, & Bandini, 2010).

      Add food allergies into the picture and anxiety increases even further for both children and parents. A 2020 study by DunnGalvin et al. found that children with food allergies experience significantly higher stress in shared eating environments, especially when food preparation or contamination risk is hard to control.

      So, if your child becomes tearful, shuts down, or refuses to sit at the festive table, it isn’t ‘bad behaviour.’ It’s sensory overload, heightened vigilance, or discomfort communicating through their body.

      🌟 Preparing your child for a calmer festive meal

      Preparation is especially important for sensory-sensitive or allergy-aware children. Here’s how to set them up for success:

      1. Offer predictability through previewing

      Before the event, show your child pictures of:

      • where you’re going
      • who will be there
      • the types of foods that might be served
      • where they might sit

      A visual schedule or social story can help reduce anxiety and give your child a sense of control.

      2. Pack safe foods without apology

      If your child has allergies or selective eating, bring:

      • ‘Safe foods’ you know they will eat
      • Backup snacks
      • A separate (their own) plate, if needed
      • Emergency medication

      Announce clear, firm boundaries such as:

      ‘Ok people, these are Jamie’s safe foods — we’ll stick with these today.’ This will help relatives understand without pressure or judgement.

      3. Choose seating that supports sensory regulation

      If possible, seat your child:

      • at the end of the table
      • near a familiar adult
      • away from the kitchen (strong smells)
      • away from noise clusters
      • give them their favourite toy or fidget whilst waiting

      Let them take breaks when needed. This isn’t ‘rude,’ it’s self-regulation.

      🍽️ Supporting children during the meal

      1. Focus on connection, not consumption

      The holidays are not the time to expand your child’s food range. Keeping mealtimes low-pressure actually supports long-term progress.

      In fact, the research is clear: pressuring children to eat decreases acceptance and increases refusal (Galloway et al., 2006).

      So instead of ‘Just try it!’ try:

      • ‘You don’t have to eat it, you can look at it.’
      • ‘You’re in charge of what goes in your mouth.’
      • ‘You can keep your safe foods on your plate.’

      2. Protect your child’s allergy safety

      Holiday meals often include:

      • cross-contamination risks
      • shared utensils
      • buffets
      • homemade dishes without ingredient lists

      Use gentle but firm scripts:

      • ‘Because of Ellie’s allergies, we’ll keep her plate separate.’
      • ‘We’ll serve her food ourselves to make sure she stays safe.’

      Confidence in your boundary helps others respect it.

      3. Manage sensory load in real time

      Offer:

      • headphones
      • a small chew or fidget toy
      • a designated ‘calm corner’
      • time outside for fresh air
      • a predictable signal for breaks (e.g., a hand squeeze or card)

      Remember, sensory regulation is healthcare, not ‘giving in.’

      4. Model calm eating

      Children learn most from watching.

      Slow, happy bites and relaxed facial expressions tell the nervous system: ‘This environment is safe’.

      💛 What to say to well-meaning relatives

      Families often have big feelings about food. You can prepare nice phrases like:

      • ‘We’re focusing on helping him feel safe around food today.’
      • ‘She has allergies, so we’re sticking to our plan.’
      • ‘We’re avoiding pressure because it helps him eat better long term.’
      • ‘We’re celebrating together, eating is not the goal today.’

      Setting expectations ahead of time can reduce awkward moments later.

      🎁 The bigger picture: It’s about safety, not ‘picky eating’

      Children with allergies, sensory differences, or feeding challenges aren’t trying to be difficult. They are trying to stay safe, regulated, and comfortable.

      Your calm presence, gentle boundaries, and preparation create the conditions for a holiday that feels peaceful, not pressured.

      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.

      📚Research References

      Cermak, S. A., Curtin, C., & Bandini, L. G. (2010). Food selectivity and sensory sensitivity in children with autism spectrum disorders. Journal of the American Dietetic Association, 110(2), 238–246.

      DunnGalvin, A. et al. (2020). APPEAL-2: A pan-European qualitative study to explore the burden of peanut-allergic children, teenagers and their caregivers. Clinical & Experimental Allergy, 50(11), 1238–1248.

      Galloway, A. T., Fiorito, L. M., Francis, L. A., & Birch, L. L. (2006). ‘Finish your soup!’ Counterproductive effects of pressuring children to eat on intake and affect. Appetite, 46(3), 318–323.

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    • · · · ·

      Let’s ditch the ‘Fix-It’ approach to autistic play and stimming

      ByLondon Speech and Feeding
      Let’s ditch the 'Fix-It' approach to autistic play and stimming

      December is often presented as a time of perfect, reciprocal play. Children are supposed to be unwrapping toys, sharing, and engaging in imaginative scenarios with family. But for parents of young autistic children, this high-pressure, socially demanding period can often feel like a battleground.

      If you’ve been told to interrupt your child’s stimming, push for eye contact, or force them to play ‘functionally’ with toys, it’s time to take a deep breath. Those traditional approaches are not only stressful—they often miss the point of your child’s communication.

      As a neurodiversity-affirming Speech and Language Therapist, I want to encourage you this December: You are allowed to follow your child’s lead, validate his or her unique interests, and trust that his or her play and movement are profoundly meaningful.

      1. Stimming: not a distraction, but a regulator 💡

      Stimming is short for self-stimulatory behaviour and includes repetitive movements or sounds like hand flapping, humming, rocking, finger flicking, or repeating phrases (called echolalia).

      For years, parents were incorrectly advised to block or eliminate these behaviours. The neurodiversity-affirming view tells us the exact opposite: Stimming is a vital and essential tool for your child’s self-regulation.

      Think of stimming as an internal volume dial:

      • Too loud/overwhelmed: Your child may stim to reduce incoming sensory input (e.g., rocking to ground himself or herself in a busy room).
      • Too quiet/under-stimulated: Your child may stim to increase sensory input and focus (e.g., running back and forth to maintain alertness).

      The shift: validate, don’t block

      Instead of saying, ‘Stop flapping your hands’, try to understand the message behind the movement.

      • Observe: When does the stimming happen? Is it before a meltdown? When your child excited? When your child is bored?
      • Validate: Name the need, not just the behaviour. You might say, ‘I see your body needs to move fast right now. That helps you calm down!’
      • Co-regulate: If the stim is unsafe (e.g., head-banging), help your child find a safer, alternative stim that meets the same sensory need (e.g., pushing hard against a wall, squeezing a stress ball).

      By validating your child’s need to regulate, you are building trust, reducing anxiety, and teaching him or her critical self-awareness.

      2. Autistic play: Meaningful, even if it’s monologue

      The traditional idea of ‘good play’ often involves turn-taking, pretending, and specific toy functions (e.g., pushing a train around a track). When an autistic child spends 30 minutes lining up cars, spinning their wheels, or scripting whole scenes from a favourite movie, it can often be dismissed as non-functional or repetitive.

      In neurodiversity-affirming practice, we recognise that autistic play is authentic play. These activities are crucial for learning, deep focus, and imaginative development.

      • Lining up toys may be an exploration of patterns, visual organisation, and order.
      • Spinning wheels may be a deep interest in cause-and-effect and visual sensory input.
      • Scripting is often a way to process language, regulate emotions, and practise complex social situations in a safe, controlled way.

      Make a change: Join your child’s world, don’t drag them to yours.

      Stop trying to force the ‘right’ way to play. Instead, try these neuro-affirming strategies:

      1. Be a co-regulator, not a director: If your child is lining up cars, sit down next to him or her. Instead of moving a car, try handing him or her another car to line up. Focus on the shared interest rather than forcing interaction.
      2. Narrate (don’t question): Avoid constantly asking, ‘What are you doing?’ or ‘What does this car say?’ This puts pressure on your child to perform. Instead, narrate your observations using his or her interest: ‘I see you made a long, straight line of red cars. Look at all the wheels spinning!’
      3. Validate the interest: Show genuine appreciation for your child’s focus. ‘Wow, you know so much about how magnets stick together! That’s incredible.’

      3. The communication revolution: Honouring gestalt language processing 

      Many young autistic children communicate in ways that don’t fit the traditional model of building language word-by-word. Many use Gestalt Language Processing (GLP).

      A gestalt language processor learns language in chunks or scripts (e.g., ‘what’s-in-there?’ or ‘ready-go!’). These chunks (or gestalts) are not random; they are often tied to an emotional memory or meaning. Over time, the child breaks down these big chunks into individual words then learns to recombine those words creatively.

      If your child repeats movie phrases or whole sentences that seem unrelated, he or she is likely a gestalt language processor!

      Affirm the script, then model something useful.

      1. Affirm the script: When your child says a script, respond to the meaning or emotion behind it, not the literal words. If he or she says, ‘We’re going to need a bigger boat’, and he or she is looking at a messy toy pile, he or she may be trying to express overwhelm or a need for help. You can affirm: ‘That pile is too big! I can help you move it.’
      2. Model new ‘mix and match’ scripts: To help your child move from whole scripts to single words, you can model shorter, slightly changed versions of the script, also called ‘mitigated gestalts’. If they say, ‘I want to go home now’, you might model, ‘Let’s go home, now’ or ‘I wanna go home’.

      By honouring your child’s communication style, you validate his or her experience and naturally support his or her path to language development—a core part of neurodiversity-affirming SLT.

      Your December gift to your little one:

      This December, stop trying to make your child fit into a neurotypical box. Instead, make your home a safe space where he or she can be his or her authentic selves.

      Prioritise regulation and connection over compliance.

      Trust that when your child is regulated, his or her communication, learning, and engagement will flourish naturally. This is the true gift of neurodiversity-affirming practice.

      Download and print my neuro-affirming quick reference guide and keep this guide handy on your fridge and/or in your child’s play area for a quick reminder to prioritise connection over conformity.

      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.

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    • · · · ·

      What to do when words don’t come fast enough

      ByLondon Speech and Feeding
      What to do when words don’t come fast enough

      When children find talking hard, parents often face a difficult question: ‘Should we wait and keep encouraging speech? Or introduce something like AAC?’

      AAC (Augmentative and Alternative Communication) can sound intimidating, but it simply means any way we support or replace spoken words, from simple gestures and picture boards to high-tech speech-generating devices. Far from ‘giving up on speech,’ AAC often becomes the bridge that helps children find their voice, in whatever form that takes.

      💡 What is AAC, really?

      AAC is a spectrum of tools and strategies that help people express themselves when speaking is difficult. It might include:

      • Low-tech supports: Gestures, key word signs (like Makaton), picture symbols, or printed boards
      • High-tech systems: Apps on tablets that speak aloud when pictures or words are tapped

      AAC is not just for children who will never talk. It’s for anyone whose speech isn’t meeting their communication needs right now.

      🤔 When to introduce AAC

      There’s a common myth that you should only try AAC after ‘exhausting’ other speech therapy options. In fact, AAC can be introduced at any stage, even alongside speech development.

      Here are some helpful signs that AAC might support your child:

      • Your child understands much more than they can say.
      • They rely on gestures, sounds, or behaviour to communicate.
      • They become frustrated trying to express themselves.
      • You find yourself ‘reading their mind’ to interpret needs.
      • Speech progress feels slow or inconsistent.

      If you recognise these patterns, AAC isn’t a ‘last resort’. It’s a communication support, not a replacement for speech.

      Recent research consistently shows that AAC does not stop children from talking. In fact, it can encourage speech to develop. A 2024 systematic review and meta-analysis published in the Journal of Autism and Developmental Disorders found that children who received interventions combining naturalistic developmental behavioural approaches with aided AAC showed improved language outcomes, and that AAC ‘does not negatively impact speech development and may even facilitate spoken language growth’ (Smith et al., 2024).

      🌉 How AAC supports speech development

      Speech and AAC aren’t competing paths: they’re parallel tracks that often feed each other.

      Here’s how AAC helps speech grow:

      1. Reduces frustration: When a child can express their needs, they’re more relaxed and ready to learn.
      2. Provides a visual model: Seeing symbols or words while hearing spoken language strengthens understanding and word recall.
      3. Builds consistent language structure: AAC systems follow the same grammar and word order as speech, helping children internalise how sentences work.
      4. Encourages turn-taking and social connection: AAC lets children join conversations even before speech is fluent, giving them more practice in real communication.

      AAC is not ‘giving up on speech’. It’s giving a child more ways to succeed while speech continues to develop.

      🧩 How to introduce AAC gently and effectively

      1. Start small and meaningful: Begin with a few key messages your child wants to say, not just what adults want to hear. Think ‘I want’, ‘stop’, ‘help’, ‘more’, ‘all done’, ‘no’, ‘again’. These are powerful words for real interaction and autonomy.
      2. Model, model, model: The most important part of AAC success is modelling—using the system yourself as you talk. For example: ‘You want banana 🍌’ and you tap the ‘want’ and ‘banana’ symbols. Children need to see and hear AAC used naturally before they try it themselves.
      3. Use it throughout the day: AAC isn’t a therapy tool to take out once a week. It’s a living part of communication. Model a few words during mealtimes, play, and routines. The more consistently it’s embedded, the more fluent both you and your child will become.
      4. Keep it accessible: If using a device or picture board, make sure it’s always nearby. If it’s in a bag or drawer, it can’t be used in real moments.
      5. Celebrate all communication: If your child points, signs, uses a sound, or taps a symbol, it all counts. Respond warmly and naturally to reinforce communication in any form.

      🧠 What parents often worry about

      • ‘Won’t AAC stop them from talking?’: No. Research shows AAC use either has no negative effect on speech or leads to increased spoken output (Smith et al., 2024). When children feel understood, their motivation to communicate grows.
      • ‘What if I model it wrong?’: There’s no perfect way to start. Your effort and consistency matter far more than accuracy.
      • ‘Will they get ‘stuck’ using pictures?’:  Some children do continue using AAC long-term; others move naturally toward more spoken language. The goal is always functional communication, not replacing one form with another.

      🪞 Bringing AAC into daily life

      Here are a few simple, parent-friendly ideas:

      • Create visual spaces: Post symbols or core words on the fridge, mirror, or play area.
      • Narrate routines: Use AAC during toothbrushing, dressing, or mealtimes; consistent contexts build understanding.
      • Pair speech and touch: Always say the word aloud when you point to or tap a symbol.
      • Involve siblings and friends: Model how they can respond to AAC too. ‘Oh, you said go! Let’s go fast!’
      • Use shared books and songs: Pause and model key words in stories or songs.

      🌱 The takeaway

      AAC doesn’t mean giving up on speech; it means opening more doors to communication. When words don’t come easily, AAC gives children a way to connect, share, and be heard.

      It helps parents move from guessing to understanding, and gives children the power to express themselves on their own terms.

      If you’re unsure where to start, reach out to a speech and language therapist experienced in AAC. Together, you can find a system that fits your child’s strengths, build confidence in modelling, and help every word (spoken or tapped) feel like a step forward.

      And download and print my one page summary.

      Because when communication is possible, everything else begins to grow.

      Sonja McGeachie

      Highly Specialist Speech and Language Therapist

      Owner of The London Speech and Feeding Practice.

      📚 Reference

      Smith, K., et al. (2024). The Effect of Naturalistic Developmental Behavioral Interventions and Aided AAC on the Language Development of Children on the Autism Spectrum with Minimal Speech: A Systematic Review and Meta‑Analysis. Journal of Autism and Developmental Disorders, 55, 3078–3099. https://doi.org/10.1007/s10803-024-06382-7

      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.

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    • · ·

      Halloween without the tears: Supporting children through the Spooky Season

      ByLondon Speech and Feeding

      For many families, Halloween is an exciting time filled with costumes, decorations, and sweets. But for children who are sensory sensitive, whether they’re autistic, have sensory processing differences, or simply find new experiences overwhelming, Halloween can feel like a night of chaos rather than fun.

      The bright lights, unexpected noises, strange textures, and social pressure to ‘join in’ can quickly become too much. The good news? With some thoughtful planning and gentle support, you can make Halloween a positive and manageable experience for your child.

      Understanding sensory overload

      Sensory overload happens when a child’s brain receives more sensory input than it can process. This might mean:

      • Costumes that itch, squeeze, or feel strange on the skin.
      • Loud sounds like doorbells, fireworks, or shrieking decorations.
      • Crowds and unpredictability during trick-or-treating.
      • Strong smells or tastes from face paint or unfamiliar sweets.

      When overloaded, children may cry, cover their ears, hide, run away, or ‘shut down.’ These reactions aren’t ‘bad behaviour’, they’re signs of distress. The goal isn’t to eliminate Halloween fun, but to adjust it to your child’s comfort level.

      Step 1: Choose costumes wisely

      Costumes are often the biggest trigger. Scratchy fabrics, tight seams, or masks that restrict breathing can be unbearable for some children.

      Try these tips:

      • Go sensory-friendly: Use soft, breathable fabrics and remove tags. Many retailers now sell sensory-safe costumes.
      • Test it early: Let your child wear the outfit around the house before Halloween. If it’s too much, simplify — maybe themed pyjamas or a favourite T-shirt with Halloween accessories.
      • Skip the mask: Face paint can be equally challenging, always test on a small patch of skin first. A comfortable headband or hat might be enough to feel ‘in costume.’

      Remember, participation doesn’t require perfection. Your child can still ‘be’ their favourite character without a full costume.

      Step 2: Plan your Halloween environment

      Before the big day, think about what parts of Halloween your child enjoys — and what might overwhelm them.

      At home:

      • Keep decorations minimal and predictable. Avoid motion-activated sounds or flashing lights.
      • Practise knocking at your own front door or saying ‘trick or treat’ with a trusted adult.
      • Have a ‘quiet space’ ready, a cosy corner or room where your child can retreat if things get too intense.

      If you’re going out:

      • Choose earlier, quieter times for trick-or-treating.
      • Visit a few familiar houses instead of the whole street.
      • Bring ear defenders or noise-cancelling headphones.
      • Have a clear exit plan if your child needs a break.

      Sometimes, watching from the window and handing out sweets can be just as enjoyable! it still offers social participation without sensory overload.

      Step 3: Prepare socially and emotionally

      Halloween involves a lot of unexpected social interaction: strangers at the door, unfamiliar greetings, and different rules.

      Help your child by:

      • Using visuals or stories: Read picture books about Halloween or make a short social story about what will happen.
      • Role-playing: Practise saying ‘Trick or treat!’ or handing out sweets in a fun, low-pressure way.
      • Labelling feelings: Explain that it’s okay to feel nervous or to take a break if something feels ‘too loud’ or ‘too much.’

      Children feel safer when they know what to expect. Predictability reduces anxiety and makes participation more enjoyable.

      Step 4: Rethink the treats

      Not every child enjoys sweets; some dislike sticky textures or strong flavours. Offer non-food alternatives like stickers, glow sticks, or small toys.

      If your child has feeding difficulties or oral sensitivities, it’s okay to opt out of the traditional treats entirely. They can still join in by giving treats or decorating treat bags instead.

      It’s also helpful to prepare your child that others might offer sweets they don’t want. Practising polite ‘no thank you’ responses can make these moments easier. (check out my symbol download for children who struggle to speak)

      Step 5: Celebrate your way

      Halloween doesn’t have to look like anyone else’s version. Maybe your family watches a ‘not-too-scary’ film, carves pumpkins, or does a flashlight treasure hunt indoors. The goal is joyful connection, not conformity.

      A calm, happy experience, even if it looks simple from the outside builds positive associations your child will carry into future celebrations.

      In summary

      Halloween can be full of sensory surprises, but with empathy, planning, and flexibility, it doesn’t have to end in tears.

      The more you adapt to your child’s sensory needs, the more they learn that they are safe, understood, and included not just at Halloween, but in every celebration.

      As with all things in speech and feeding development, progress starts with connection. When children feel regulated and supported, communication and confidence follow.

      HAPPY HALLOWEEN!

      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.

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    • · ·

      Conquering the ‘slushy’ /S/: Your guide to treating lateral lisps

      ByLondon Speech and Feeding
      Conquering the ‘slushy’ /S/: Your guide to treating lateral lisps

      As a speech therapist, few things are as rewarding as helping a child find their clear, confident voice. Among the various speech sound disorders, the ‘lateral lisp’ – often described as a ‘slushy’ or ‘wet’ /S/ sound – presents a unique challenge. While it can be tricky to treat, I’m thrilled to share that I’ve had significant success in helping children overcome this particular hurdle.

      What is a lateral lisp?

      Most people are familiar with a frontal lisp, where the tongue protrudes between the front teeth, resulting in a /TH/ sound for an /S/ (e.g., ‘thun’ for ‘sun’). A lateral lisp, however, is different. Instead of the air escaping over the front of the tongue, it escapes over the sides, often giving the /S/ and /Z/ sounds a distinct, muffled, or ‘slushy’ quality. This happens because the tongue is not forming the correct central groove, allowing air to spill out laterally.

      The science behind a perfect /S/ vs. a slushy one

      To understand how to fix a lateral lisp, it’s helpful to understand how a ‘perfect’ /S/ sound is made. Imagine a narrow, focused stream of air. For a clear /S/ sound, your tongue forms a shallow groove down its centre, directing a precise, thin stream of air right down the middle, over the tip of your tongue, and out through a tiny opening between your tongue and the roof of your mouth, just behind your front teeth. This focused airflow creates that crisp, sharp /SSSS/ sound we recognise.

      Now, picture what happens with a lateral lisp. Instead of that neat, central channel, the tongue is often flatter or positioned in a way that allows the air to escape over one or both sides. Think of it like a river overflowing its banks – the air, instead of flowing in a controlled stream, spills out sideways, creating that characteristic ‘slushy’ sound. This lateral airflow is what we need to retrain.

      Why is it tricky to treat?

      Treating a lateral lisp can be challenging for a few reasons:

      • Habitual muscle memory: The way the tongue moves and positions itself for a lateral lisp is deeply ingrained. It’s a motor habit that needs to be unlearned and replaced with a new, more precise movement.
      • Subtle differences: The difference between a lateral lisp and a correct /S/ sound can be quite subtle to perceive, both for the child and sometimes even for parents. This makes it harder for the child to self-monitor and correct.
      • Oral motor control: It requires fine motor control of the tongue muscles to create and maintain that central groove for airflow.

      My success with children aged six years and over

      I’ve found great success in treating lateral lisps, particularly with children aged six years and older. Why this age group? By this age, children typically have:

      • Increased awareness: They are more aware of their speech and often more motivated to make changes. They can better perceive the difference between their ‘slushy’ /S/ and a clear one.
      • Improved cognitive skills: They can understand and follow more complex instructions and strategies.
      • Better self-monitoring: Their ability to listen to themselves and correct their own speech improves significantly.
      • Enhanced oral motor control: Their fine motor skills, including those of the tongue, are more developed, allowing for greater precision.

      My approach focuses on a combination of auditory discrimination, tactile cues, and targeted myofunctional exercises to help children ‘feel’ the correct airflow and tongue placement. We use a variety of engaging activities to make the process fun and effective.

      It is crucial to understand tongue functioning and focusing on correcting improper oral resting posture and muscle function, which are often significant contributors to a lateral lisp. For example, if the tongue rests low and wide in the mouth consistently, or if there’s a tongue thrust during swallowing, these habits can prevent the tongue from achieving the precise, midline placement necessary for a clear /S/ or /Z/ sound. Through targeted exercises I aim to re-educate the oral and facial muscles, promoting correct tongue posture at rest, during swallowing, and, ultimately, during speech production. By strengthening the muscles responsible for tongue lifting and encouraging a more appropriate swallowing pattern we can establish the correct oral motor skills needed to overcome a lateral lisp and achieve clearer articulation.

      The recipe for success: Little and often

      The single most crucial ingredient for success in treating a lateral lisp is daily home practice of all the strategies given. This isn’t about long, arduous sessions; it’s about consistency. Think of it like building a muscle: short, frequent workouts yield better results than sporadic, intense ones.

      My recommended formula is ‘little and often’. This means:

      • Short, focused sessions: Aim for 5-10 minutes of practice, 2-3 times a day. This prevents fatigue and keeps the child engaged.
      • Integrate into daily routines: Practise while waiting for dinner, during a car ride, or before bedtime. Make it a natural part of their day.
      • Positive reinforcement: Celebrate every small success! Encouragement goes a long way in building confidence and motivation.
      • Parental involvement: Parents play a vital role in providing consistent cues and encouragement at home. I equip families with clear, easy-to-follow strategies.

      Overcoming a lateral lisp requires dedication, but with the right guidance and consistent practice, a clear, confident /S/ sound is achievable. If your child is struggling with a ‘slushy’ /S/, please don’t hesitate to reach out. Together, we can achieve success!

      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.

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    • · ·

      Why auditory memory matters (especially for little ones!)

      ByLondon Speech and Feeding
      Why auditory memory matters (especially for little ones!)

      Have you ever stopped to think about how we learn to speak, understand, and communicate effectively? It’s a complex dance of various cognitive skills, and one often overlooked but absolutely crucial player in this orchestra is auditory memory. It’s not just about remembering sounds. It’s about remembering sequences of sounds, which is fundamental to language development.

      What exactly is auditory memory?

      At its core, auditory memory is our ability to take in, process, store, and recall information that we hear. Think of it as your brain’s internal recording studio. When someone speaks to you, your auditory memory is busy at work, capturing the individual sounds, the order in which they appear, and the rhythm and intonation of the words. This isn’t just for long-term recall; it’s also vital for working auditory memory, which allows us to hold onto a small amount of auditory information for a short period, just long enough to make sense of it.

      For speech and language, auditory memory is essential for:

      • Understanding spoken language: To comprehend a sentence, we need to remember the beginning of the sentence by the time we hear the end.
      • Following instructions: Remembering a sequence of commands relies heavily on auditory memory.
      • Learning new words: We hear a word, remember its sound, and connect it to its meaning.
      • Developing phonological awareness: This is the ability to recognise and manipulate the sounds in spoken language, a critical precursor to reading. Auditory memory helps children distinguish between similar-sounding words (e.g., ‘cat’ vs. ‘bat’) and segment words into individual sounds.
      • Producing clear speech: To articulate words correctly, we need to recall the precise sequence of sounds that make up that word.
      • Developing conversational skills: Remembering what was just said helps us formulate appropriate responses.

      When auditory memory falls short: The impact on speech

      When auditory memory is poor, particularly in young children, the ripple effects on speech and language development can be significant. Children might struggle with:

      • Following multi-step directions: ‘Put on your shoes, get your coat, and meet me at the door’ can become an overwhelming jumble of sounds.
      • Learning new vocabulary: They might hear a new word repeatedly but struggle to retain its sound pattern, making it difficult to recognise or use later.
      • Understanding stories or conversations: Missing key details or losing the thread of a narrative because they can’t hold enough information in their working memory.
      • Developing phonological skills: Difficulty with rhyming, identifying initial sounds in words, or blending sounds together to form words, which can impact early literacy.
      • Speech production: They might mispronounce words, omit sounds, or struggle with the correct sequencing of sounds within words.
      • Social communication: Difficulty participating in group discussions, remembering names, or recalling what their peers have said.
      • Academic performance: Auditory memory challenges can impact a child’s ability to learn in a classroom setting, where much of the instruction is delivered verbally.

      It’s important to note that poor auditory memory isn’t a sign of low intelligence, but rather a specific processing challenge that can be addressed with targeted support.

      Nurturing auditory memory in under 5s: Preparing for schooling

      The good news is that auditory memory is a skill that can be strengthened and developed, especially during the crucial early years. For children under five, laying a strong foundation in auditory memory is an invaluable gift as they prepare for the demands of formal schooling. Here’s what we can do to help:

      1. Read aloud regularly: This is perhaps one of the most powerful tools. As you read, encourage your child to listen for specific words, predict what happens next, and retell parts of the story. Vary your voice, use different intonations, and pause to emphasise key words.
      2. Play auditory memory games:
        • ‘Simon says’: This classic game is fantastic for following multi-step instructions. Start with one command and gradually increase the number.
        • ‘I Spy’ with sounds: Instead of colours, describe sounds. ‘I spy with my little ear something that goes “moo”.’
        • Rhyming games: Sing rhyming songs, read rhyming books, and encourage your child to come up with words that rhyme.
        • Sound matching: Use everyday objects to make sounds (e.g., shaking keys, tapping a spoon) and have your child identify or match them.
        • ‘Memory chain’: Start a sentence and have your child add to it, remembering everything that came before: ‘I went to the market and bought an apple.’ ‘I went to the market and bought an apple and a banana.’
      3. Sing songs and nursery rhymes: Repetitive songs and nursery rhymes are excellent for developing auditory memory, rhythm, and phonological awareness. The predictable patterns help children anticipate and remember sequences of sounds and words.
      4. Give multi-step instructions (and praise!): Start with two-step instructions and gradually increase the complexity as your child’s skills improve. Always give positive reinforcement when they succeed. ‘Please pick up the red block and put it in the box.’
      5. Engage in active listening: Model good listening skills yourself. When your child is speaking, give them your full attention. Ask clarifying questions to encourage them to elaborate and organise their thoughts.
      6. Reduce background noise: A quiet environment makes it easier for young children to focus on auditory information. Minimise distractions like TV or loud music during activities that require listening.
      7. Use visual cues: While we’re focusing on auditory memory, sometimes pairing auditory information with visual cues can be helpful, especially initially. For example, when giving instructions, demonstrate the action as you say it.
      8. Be patient and consistent: Developing auditory memory takes time and consistent practice. Celebrate small victories and create a playful, supportive environment for learning.

      By actively engaging in these strategies, we can empower our youngest learners to build robust auditory memory skills, setting them up for success not only in speech and language development but also in their overall academic journey. It’s an investment that truly pays dividends in their future communication and learning abilities.

      Any comments or if you need help and support with your child’s speech please do not hesitate to get in touch with me: simply fill out the contact form here on the website. I endeavour to reply within 48 hours.

      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.

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    • · ·

      From ‘Nailed it!’ in therapy to ‘Whoops!’ at home: Why generalising speech sounds is tricky

      ByLondon Speech and Feeding

      As a parent, you’ve likely experienced the triumphant feeling when your child, who’s been working so hard on his or her /S/ sound, produces it perfectly in a therapy session. He or she is rocking those ‘sun’ and ‘socks’ words, his or her lisp seemingly a distant memory. You leave feeling elated, confident that all that hard work is finally paying off.

      Then you get home. And within minutes, you hear it: ‘Thooper!’ instead of ‘Super!’ Or maybe the clear /R/ in ‘rabbit’ from therapy reverts to a ‘wabbit’ when his or she is playing with his or her toys. It’s frustrating, confusing, and can feel like you’re back to square one.

      So, what’s going on? Why is it so difficult for children to take those amazing skills learned in a focused therapy session and seamlessly apply them to their everyday conversations? You’re not alone in wondering this. It’s a common challenge in speech therapy and understanding the ‘why’ can help both parents and children navigate this crucial stage.

      The brain’s habits: Old pathways are strong pathways

      Think of your child’s brain as having established ‘pathways’ for how he or she produces certain sounds. If he or she has been lisping his or her /S/ sound for years, that neural pathway is deeply ingrained. It’s like a well-worn path through a field: easy to follow because it’s always been there.

      In therapy, we’re essentially trying to forge a new path. We’re teaching him or her a new, more accurate way to make the sound. This new path is initially faint, like a barely visible trail. It takes conscious effort and repeated practice to strengthen it. Outside of the structured therapy environment, his or her brain often defaults to the old, comfortable, and well-established pathway, even if it’s not the most accurate.

      The demands of daily conversation: A multitasking challenge

      Therapy sessions are designed to be focused and controlled. We isolate sounds, practice them in specific words, and provide immediate feedback. There are minimal distractions, and your child’s full attention is on his or her speech production.

      Now, consider daily conversation:

      • Speed: We speak much faster in natural conversation than we do during structured practice. There is less time to think about individual sounds.
      • Cognitive load: Children are simultaneously thinking about what they want to say, understanding what others are saying, processing social cues, and managing their emotions. Adding the conscious effort of producing a new speech sound correctly on top of all that is a huge cognitive demand.
      • Variety of contexts: In therapy, we might practise ‘sun’ and ‘socks’. In real life, the /S/ sound appears in countless words, in different positions within words, and alongside a vast array of other sounds. Each new word and phonetic context present a fresh challenge.
      • Lack of immediate feedback: In therapy, the speech therapist is right there to provide instant correction and reinforcement. In a playground, during a family dinner, or while playing with friends, that immediate, consistent feedback isn’t present.

      The role of automaticity: Making it second nature

      The ultimate goal of speech therapy isn’t just correct sound production; it’s automaticity. This means producing the sound correctly without having to consciously think about it. It’s like learning to ride a bike. Initially, every pedal stroke and steering adjustment is deliberate. Eventually, it becomes second nature.

      Generalisation is the process of moving from conscious, controlled production to unconscious, automatic production. This takes time, consistent practice, and exposure to a wide variety of real-life speaking situations.

      How can we help? Bridging the gap

      So, what can parents do to help their children bridge this gap between therapy success and everyday speech?

      1. Be patient and positive: This is a marathon, not a sprint. Celebrate the small victories and avoid getting discouraged by setbacks. Your positive reinforcement is crucial.
      2. Practise little and often: Instead of long, infrequent practice sessions, aim for short, consistent bursts throughout the day. ‘Sprinkle’ in opportunities to practise their target sounds in natural conversations.
      3. Create ‘sound awareness’ moments: Gently draw your child’s attention to his or her target sounds in everyday words. For example, if he or she is working on /R/, you might say, ‘Oh, you said ‘wabbit.’ Can you try to make your /RRR/ sound for ‘rabbit’?’
      4. Model correct production: Continue to model the correct production of their target sounds in your own speech.
      5. Collaborate with your speech therapist: Your therapist is your best resource! Ask them for specific strategies and activities you can do at home to support generalisation. They can also provide guidance on when and how to gently correct your child.

      Tips and tricks

      Below I have listed a few good tips and tricks that can help the transition from therapy room to daily life:

      Empowering your child as the ‘sound detective’:

      • ‘Secret sound listener’: Instead of you doing the correcting, make your child the detective. When you’re having a conversation, say ‘your /S/ sounds are sometimes a bit “slippery”’ (or whatever fun, non-judgmental term you like). Ask your child to quietly listen for your /S/ sounds. You can even purposely make a few ‘slippery’ ones (or correct yourself immediately after) and see if they notice. This shifts the focus from being corrected to actively listening and identifying the sound in a non-threatening way.
      • ‘Sound scorecard’: For a short period (maybe 10–15 minutes during a specific activity, like dinner or a game), provide a small notepad and pencil. Explain that your child is going to listen for his or her /S/ sounds and gently mark a tally every time he or she uses it correctly. The goal isn’t perfection, but awareness. This gives your child agency and a visual representation of progress. You can even make it a game: ‘Let’s see how many /S/ sounds we can catch in five minutes!’
      • /S/ sound song/rhyme creation: Work together to create silly songs or rhymes that are packed with /S/ sounds. The sillier, the better! You can sing them in the car, while doing chores, etc.
      • /S/ sound superpower: Frame the new sound skill as a ‘superpower’. ‘You’re getting so good at using your /S/ superpower! It’s going to help you speak so clearly and confidently.’
      • Highlighting successes: Always go out of your way to acknowledge and praise successful /S/ productions in natural conversation. ‘I really understood you clearly when you said ”s_top”.’ or ‘That /S/ sound was perfect when you told me about the “s_tory”!’

      Important considerations:

      • Keep it low-pressure: The goal is generalisation, not perfection. If your child is feeling pressured, he or she will likely revert to old patterns.
      • Focus on awareness, not just correction: Help your child become aware of his or her own speech rather than relying on you for corrections.
      • Short, frequent bursts: A few minutes of subtle focus multiple times a day is more effective than one long, forced session.
      • Acknowledge feelings: If your child expresses frustration about ‘being corrected’, validate these feelings. ‘I understand it can feel like a lot of listening, but we’re just trying to help you use that super /S/ sound all the time!’

      By incorporating these strategies, you can help your child naturally integrate the new /S/ sound into daily speech, fostering independence and confidence without it feeling like constant ‘testing’ or ‘correction’. Generalising new speech sounds is arguably the hardest part of speech therapy, but it’s also the most rewarding. With patience, consistent effort, and a collaborative approach between parents and therapists, children can successfully integrate their new, clearer speech sounds into every aspect of their daily lives.

      Any comments or if you need help and support with your child’s speech please do not hesitate to get in touch with me: simply fill out the contact form here on the website. I endeavour to reply within 48 hours.

      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.

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