When you have a child who uses Gestalts it is often difficult to think and adapt clinic activities into those to use at home. More importantly, you find that individualising your activities for your child who uses Gestalt are time-consuming. But you value its importance for their communication development.
You feel so busy, you are taking them to other appointments, or trying to get through your daily activities, all whilst still ensuring your child’s emotional needs are met. You know life should not get in the way of your child’s therapy activities at home, but it does. We know your spare time is precious and limited, so let us achieve your child’s or young person’s goals in the allotted time you have which meets their way of learning (using Gestalts).
We wanted to support you by exploring items which you may have at home, and we will give you some key phrases which you can start to model with your child. Whereas our last blog introduced the idea of gestalt language processors, we are now developing ideas to give you the tools to implement activities at home. We recognise how overwhelming it may feel, and this is one of the reasons to make activities as straight forward as possible. Therapy does not need to be complicated; it just needs to be carried out on a regular basis.
Explore the samples I’ve created to give you an idea of how this might look but please consult with a Speech and Language Therapist who knows about Gestalt Language Processing so that you can work together to develop great home activities for your child.
Want to learn more about gestalt language processing?
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.
Sounds have to be organised into syllables, words and phrases. A child needs to coordinate these parts to produce longer words successfully.
This can be particularly relevant for children who:
leave out parts of longer words
simplify multisyllabic words
have reduced speech intelligibility
have phonological difficulties
have difficulty remembering or organising the sound sequence in a word
have suspected or diagnosed Childhood Apraxia of Speech (CAS)
find longer or more complex words particularly difficult.
For children with speech sound disorders, phonological awareness is important because speech sound development and awareness of the sound structure of words are connected areas of development.
When creating new habits, new motor plans,new anything repetition is important!
But the way we get to that repetition can be playful and creative.
Today I give you a little window into one of my recent speech therapy sessions. I was working on three-syllable words, words such as ladybird, butterfly and other longer words that contain three ‘beats’.
I used five very simple activities:
playdough
two different versions of Snap
an online activity
stickers.
None of these activities are complicated or expensive. What matters is how the activity is being used and what the child is practising within it.
Video examples
Here are five little clips from the session so you can see what I mean.
Squashing the syllables with playdough
In my first clip, you can see me using three blobs of playdough with picture cards.
The child places or squashes one blob onto each part of the word.
For example:
LA – DY – BIRD
Three blobs. Three beats.
This gives the child something very concrete to see and feel while they are listening to the word.
We can squash:
🟢 LA
🟢 DY
🟢 BIRD
And then say the whole word: LADYBIRD.
Next came Snap.
I used cards containing the target words and played two different versions of the game.
This is where something very simple becomes surprisingly useful.
The child isn’t just practising ‘ladybird, ladybird, ladybird…’
Instead, they are playing a game.
They have to look. They have to listen. They have to wait. They take a turn.
And, importantly, they have a reason to say the word.
When a card appears, we can practise the three syllables: LA – DY – BIRD
Then we might say it again naturally: ‘I got ladybird!’
This gives us repeated opportunities to practise the target word while keeping the activity meaningful.
Taking the practice online
The fourth clip shows an online activity.
Here, the online pictures provide another opportunity to look at a picture, identify the word and break it into its three syllables.
My child taps each syllable.
Thun-der-storm
👏 👏 👏
The visual presentation can be particularly helpful for children who benefit from seeing exactly what we are talking about.
And we can move between levels of difficulty.
First:
How many beats can you hear?
Then:
Can you say the word with me?
Then:
Can you say it by yourself?
That progression is important. We build the steps.
This time, I used a sticker sheet
We practise:
TAKE – IT – OFF
👏 👏 👏
Three syllables.
And then we can reverse the action:
PUT – IT – ON
👏 👏 👏
Three syllables again.
This is a lovely example of why I like to work on speech within real actions and little phrases, rather than only isolated words.
The child has an actual reason to communicate.
They want the sticker. They want to take it off. They want to put it somewhere.
And suddenly our three-syllable practice is also helping with:
verbs
little phrases
following an action
understanding language
turn-taking
functional communication.
So although my clinical focus might be syllable structure and speech production, I am still thinking about the whole child and the whole communication experience.
And eventually we want those words to become part of everyday communication rather than something that only happens during therapy.
That is the real goal.
A little bit of research
A useful recent article by Brosseau-Lapré and Roepke (2024) looked at phonological awareness skills in preschool children with speech sound disorders. Through three case studies, the authors highlighted that children with speech sound disorders can have very different profiles of phonological and pre-literacy skills, and that children with more atypical and omission-type speech errors were more likely to show phonological awareness difficulties.
It is another reminder that speech development is wonderfully complex, and that sometimes a seemingly simple activity, such as putting three blobs of playdough onto a picture, can have a very specific clinical purpose behind it.
If you are concerned about your child’s speech, a speech and language therapist can help identify whether the difficulty is primarily related to speech sounds, phonological patterns, syllable structure, motor planning, language development, or a combination of factors.
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.
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)
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.
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
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.
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 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.
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.
As an AAC speech and language therapist who uses the Saltillo 88 Core board every day, I can tell you it’s more than just a communication tool. It’s a doorway to independence, connection, and expressing my students’ unique voice.
What is the Saltillo 88 and why do I use this one?
In this blog post, I want to share practical, real-world examples of how I integrate the Saltillo 88 into various daily activities, empowering my students and parents to learn to communicate.
There are literally hundreds of core boards out there and I have tried many different ones over the years. Which one should I use with this particular client? Should I make up my own? (I have made up tons!) or should I use a ready-made one like the one below which is what this blog is about.
For me the best ones are boards with a good number of core words (at least 60) so that the board is versatile and can be used across a range of activities. The board needs to have a range of pronouns, verbs, descriptors, prepositions and question words to be useful and to stimulate not just requesting but commenting and asking questions. Another consideration is: can the board easily be transferred to a more robust AAC system. Once my student is used to the symbols and where they are could we move to an electronic talker/device. And if this answer is ’yes’ then we have a great board to get started with.
It has 88 words and I find it really does suit most activities. The same board and design is also then found on the TOUCHCHAT AAC device which can be a seamless transition for our learner.
Let me dive into how core words/board or AAC can be used daily:
1. Getting dressed
Whilst choosing clothes for your little one and getting them ready for the day you can use the following words: want, like, get, finish. Always pack the words into little phrases you can speak naturally when using a board. I have tried to show you phrases that you could use below.
The words in bold are the core words on the board and the other words are just words you say whilst pointing to the core word.
Goal: Express choices, needs, and preferences about clothing.
Ideas:
‘I want this one [specific item of clothing: ‘shirt’, ‘pants’]’
‘I like that one [colour/type of clothing]’
‘Help me [put/get it on/take off]’
‘let’s get your socks now’
‘finished let’s go’ (when dressed)
2. Having a shower/bath
Goal: Bath time tends to happen daily and so it lends itself to using the same useful phrases and words to chat about temperature preferences, to ask for toys or for washing routines.
Ideas:
‘let’s go have a bath/shower’
‘let’s turn on the tap/water’
‘now turn it off’
‘let’s get/have more toys/water/bubbles/tickles’
‘all gone, what’s next?’
‘how about washing your hands/feet’
‘let’s do that again’
‘need some help?’
‘Stop it now, let’s do something different’
3. Mealtimes
Goal: Mealtimes can be (or should be) enjoyable and motivating to ask for specific things we like, and commenting about our eating experiences.
Ideas:
‘I want/give me [food item: ‘apple’, ‘bread’]/[drink item: ‘water’, ‘juice’]’
‘More foods/drinks/snacks’
‘All done’
‘that’s messy we like that (not)’
‘Like’/‘Don’t like’
‘Big’/‘Little’
‘this is so nice!’
4. Playing
Goal: This is where it’s at for children of course and we can use our core words to chat and engage with our little learners.
Ideas:
‘I want play’
‘Go’/‘Stop’
‘More/again’
‘not it’s my My turn’/’it’s Your turn’
‘that’s a Big one!’/‘let’s do Little bubbles’ (describing toys)
‘let me Open it for you’ (for boxes, doors in play)
‘I See it’ (to draw attention)
‘Help me’ (with a tricky toy)
5. Opening boxes/doors/etc
Goal: Most kids love opening boxes, doors and cabinets to see what there is to play with. Help your child to ask for what they want.
Ideas:
‘let’s Open that box/bag/zip/door’
‘get me a (toy) out of here’
‘Let’s Take it out and see what it is?’
‘finished’ (when finished with the task)
‘I want [what’s inside]’
‘What’s next? Let’s see’
Tips for using AAC effectively
Consistency is key: Emphasise using it regularly, even for small things.
Modelling: this is crucial, the adults need to use the board for all situations first and foremost before we can expect our child to be interested.
Patience: Communication takes time and practice.
Celebrate successes: Acknowledge every communicative attempt.
Make it accessible: Keep the board within easy reach at all times.
Conclusion
If you’re considering the Saltillo 88, or TouchChat, or are already using it, I hope these examples inspire you. It’s a journey of discovery, and every word communicated is a step towards a more connected and independent life. What are your favourite ways to use the Saltillo 88 or which core board do you love using? I would love to hear your comments and stories.
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.
Child-led therapy is essentially what it says, therapy sessions that are directed by your child. You may think how can my child’s Speech and Language Therapist focus on goals if sessions are led by my child.
Let us explain…
Your child will be more receptive and motivated to take part in therapy if they have some form of input. E.g., they can choose what toys they want to play with, or how they want to play with the resources available. If sessions are child-centred then they are much more likely to engage and reach their goals, making intervention valuable. They will also be able to regulate their emotions, and use movement to support their need for regulation. E.g., some children like to jump whilst others like to run. As Speech and Language Therapists we need to use what is meaningful to your child to get the most out of intervention. By focusing on child-led therapy, we can build trust, which will allow us, in time, to use new techniques and activities that your child may enjoy. We want children to be themselves, to show their true personality. Therapy is about enhancing their skills in their own individualised way and child-led therapy allows for this.
This way of working may seem daunting to some, but it doesn’t have to feel this way. Parents often feel if they are prepared then activities may go smoother. It might be the case, but perhaps it doesn’t give your child the opportunity for spontaneity. We’d like to suggest something that may lead to some surprises. Put out an activity that is your child’s favourite and then a completely new activity. Remember these activities don’t have to be complicated. Often, the simpler the better!
So, no need to plan, just place two activities out and see what happens! Look out for anything which surprises you, which activity did they prefer? Do they have any sensory preferences? The freedom of choice is a wonderful thing to explore. So, just go with the flow!
The kind of activities that are useful for child-led play can include:
Hide and seek
Cooking or baking
An Exercise ball
Small world play
Pretend play
Musical instruments (you could even have a go at making your own)
Child-led therapy is a very useful resource. We have it at our fingertips. We don’t need special resources. You just need yourselves and your child! Sometimes, child-led therapy can be tricky to put in place. It sounds easy but is much harder in reality. So, make sure you give it time and reflect on your experiences. Ask yourselves ‘what went well’, and ‘what could be improved’. E.g., perhaps you gave your child time to lead to begin with, but you didn’t give them enough time to think about their options during the activity.
How can parents become more child-led in the home environment?
Pause and use silence. This gives your child the opportunity to lead.
It’s perfectly natural to want to talk. Afterall, this is how adults maintain conversations. If you find yourself talking too much, count to ten! This will allow your child time to respond or initiate in the conversation or interaction.
Move down to your child’s level. It’s much easier to see what’s going on if you’re at the same height.
Videoing you and your child can really help you to see where your strengths lie. You’ll also be able to make minor tweaks to improve your communication during child-led play.
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.
Mealtimes can be a battleground for parents of picky eaters, especially toddlers with Avoidant/Restrictive Food Intake Disorder (ARFID). I see a great number of toddlers with Autism traits and many of my clients are picky eaters from mild to severe. Take a look at my blog for an outline of what the issues are and how to try and help.
ARFID goes beyond typical ‘picky eating’ and can significantly impact a child’s growth, nutrition, and social-emotional well-being. If your toddler is resistant to trying new foods or has a very limited diet, here are some strategies to navigate the introduction of solids:
1. Understand ARFID:
ARFID is a diagnosable eating disorder characterised by:
Limited food variety: Eating only a small range of foods, often with specific textures or colours.
Fear of new foods: Intense anxiety or aversion to trying unfamiliar foods.
Sensory sensitivities: Heightened sensitivity to taste, smell, texture, or appearance of food.
Lack of interest in eating: May show little interest in food or mealtimes.
2. Seek professional guidance:
Paediatrician and/or gastroenterologist: Rule out any underlying medical conditions.
Registered dietitian: Assess nutritional needs and create a balanced meal plan.
Speech and language therapist (SLT): If oral-motor skills or sensory sensitivities are contributing to feeding difficulties.
Occupational therapist (OT): If sensory processing challenges are affecting mealtime behaviours.
Child psychologist: If anxiety or emotional factors are contributing to ARFID.
3. Strategies for introducing solids:
Start small: Introduce one new food at a time, in small amounts, alongside familiar favourites.
Patience is key: It can take multiple exposures (up to 10–15 times!) for a child to accept a new food. Don’t give up!
Positive reinforcement: Praise and encouragement for any interaction with the new food, even just touching or smelling it.
No pressure: Avoid forcing or pressuring the child to eat. This can create negative associations with food.
Make it fun: Present food in playful ways, use cookie cutters for fun shapes, or involve the child in food preparation.
Sensory exploration: Encourage exploration of food through touch, smell, and sight before tasting.
Role modelling: Show the child that you enjoy eating a variety of foods.
Use fun utensils: your child might like characters from ‘Frozen’ or ‘Dinosaurs’ or ‘Diggers’ there are a host of character-based cutlery and cups/plates to be had. Also, I really rate these two items very highly they are so good so I want to share these with you. Both are available online. But warning: the cup is outrageously expensive as it comes from the United States and is sold by a small scale company. But I feel this is cup very worth trying, I have had good results with this.
Gradual desensitisation: Start with foods that are similar in texture or taste to accepted foods, then gradually introduce more challenging options.
Food chaining: Introduce new foods that are similar in taste, texture, or appearance to accepted foods.
4. Mealtime Environment:
Positive and relaxed: Create a calm and enjoyable mealtime atmosphere.
No distractions: Minimise distractions like TV or toys.
Consistent schedule: Offer meals and snacks at regular times.
Child-sized portions: Offer small, manageable portions to avoid overwhelming the child.
Involve the child: Let the child choose their utensils, plate, or cup.
5. Remember:
Every child is different: What works for one child may not work for another.
Progress takes time: Be patient and celebrate small victories.
Focus on the positive: Praise any positive interaction with food.
Seek support: Connect with other parents or support groups.
Introducing solids to toddlers with ARFID can be challenging, but with patience, persistence, and professional guidance, you can help your child develop a healthier relationship with food.
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.
