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.

2

Similar Posts

  • ·

    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.

      3
    • · · ·

      The purpose and nature of a speech and language therapy assessment

      ByLondon Speech and Feeding

      If you have ever wondered what happens when you bring your child to a speech and language therapy assessment, then this blog will shed light on the ins and outs of it for you.

      At its heart, a speech and language therapy assessment is a systematic and thorough evaluation of your child’s communication or eating/swallowing abilities. It’s more than just asking a few questions. It is a carefully constructed process designed to identify strengths, pinpoint challenges, and ultimately pave the way for effective intervention.

      Establishing a detailed profile – a few bullet points:

      • Identification of communication and swallowing difficulties: I aim to determine if a communication or swallowing disorder exists. I will establish if the difficulty is a delay or a more complex disorder.
      • Diagnosis of the specific disorder/autism: The assessment delves deeper to pinpoint the specific type and nature of the difficulty. For instance, is your child’s language delay due to a specific learning disability, a developmental delay, or another underlying condition?
      • Knowing the aetiology or what is causing a difficulty is crucial for targeted intervention. And whilst we are on the topic let’s talk about an autism assessment: I am trained and experienced in assessing and diagnosing autism. However, when it comes to the diagnosis of autism I provide a preliminary ‘working hypothesis’ rather than giving a definite final diagnosis. The reason for this is that it is considered the ‘gold standard’ and ‘best practice’ to diagnose autism in a multi-disciplinary setting and context. Since I work on my own, I always refer to highly recommended multi-disciplinary clinics for the ultimate diagnostic assessment.
      • Determination of severity: Understanding the severity of the difficulty is essential for prioritising intervention and measuring progress. Is your child’s difficulty mild, moderate, or severe? This helps me choose a particular approach and then tailor it to suit each individual child.
      • Identification of underlying strengths and weaknesses: An assessment doesn’t just focus on what’s wrong. It also highlights your child’s strengths and areas of relative ease. This information is invaluable for building upon existing skills during therapy. Understanding weaknesses provides specific targets for intervention.
      • Guiding intervention planning: The assessment provides the crucial information I need to develop an individualised intervention plan. The findings directly inform the selection of therapy goals, strategies, and techniques. Without a thorough assessment, therapy would be a shot in the dark.

      A multi-faceted approach

      A speech and language therapy assessment is not a ‘one-size-fits-all’ procedure. The specific tools and techniques used will vary depending on a child’s age, the nature of the suspected difficulty, and other relevant factors. However, most comprehensive assessments incorporate several key components:

      • Case history: This involves gathering information about your child’s developmental, medical, social, and educational background. We will go through all the relevant milestones and throughout the process I will make notes which will help bring all the puzzle pieces together.
      • Observation: I will observe how parent and child play together and we also look at how the child plays by themselves. Additionally of interest is how a child plays with me, the therapist. Through discussion I will also endeavour to find out how your child plays with other children, be it at the nursery or within the family.
      • Standardised assessments: These are commercially available tests with specific administration and scoring procedures. They provide norm-referenced data, allowing to compare the individual child’s performance to that of his or her peers. Examples include articulation tests, language comprehension and production tests, and fluency assessments. I tend not to use these assessments a lot.
      • Instead, I use non-standardised assessments: These are more flexible and allow to probe specific areas of concern in more detail. This might include language samples (analysing spontaneous speech), dynamic assessment (testing and teaching to identify learning potential), and informal observation of play or interaction.
      • Immediate feedback and report writing: During and thenfollowing the assessment, I will bring all the gathered information together and I will discuss with the parents what my findings are and what my recommendations in the short term are. Parents always go home with a good handful of useful strategies that they can implement at home right away. In addition, I provide a comprehensive report outlining the findings, diagnosis (if applicable), severity, strengths and weaknesses, and recommendations for intervention.

      In conclusion, a speech and language therapy assessment is a dynamic and essential process. It is a journey of discovery, aiming to understand a child and the child’s family and his or her unique communication or feeding profile. The assessment is usually the start of our wonderful learning journey together.

      Below is a short video clip of an assessment where you see me in action explaining a particular therapy approach to a set of parents. It perhaps shows a tiny bit of how relaxed we are in our sessions and that assessment is not at all daunting, but a hugely informative event overall which will leave you feeling empowered and hopeful.

      What happens after an assessment?

      Please feel free to get in touch with me via my contact form if you wish to have an assessment for your child’s communication difficulties or feeding difficulties.

      An assessment is always a stand-alone event and does not mean you need to automatically book follow up sessions at all. It will give a lot of information and based on this you can decide if you would like more therapy or follow up for you and your child. Many times ongoing therapy is not needed! I only recommend a course of therapy if it is really needed and where it would be immediately beneficial for your child.

      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.

      1
    • · · · ·

      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.

      2
    • · ·

      Great toys and books for our toddlers (around 1–2 years old)

      ByLondon Speech and Feeding

      As a speech and language therapist, I often get asked by parents what toys and books they should buy for their toddlers. It can feel overwhelming with so many options available! So, I’ve put together a list based on my experience and what I’ve found works well.

      Remember, every child is unique!

      Observe your toddler’s interests and play style. Some toys that are popular might not be engaging for your child.

      Here are a few ideas to get you started:

      Sensory Toys:

      • Stacking cups: These are fantastic for developing hand-eye coordination, fine motor skills, and understanding size relationships. (Various brands available) Note: You can stack many things you have around the house, like bowls or measuring cups, for a similar experience!
      • Shape sorters: Help with shape recognition, hand-eye coordination, and problem-solving. (Melissa & Doug, Vtech)
      • Sensory balls: Balls with different textures (soft, bumpy, squishy) provide tactile stimulation. (Various brands)
      • Push and pull toys: Encourage gross motor development and exploration. (Vtech, Fisher-Price)

      Communication-focused toys:

      • Picture books with flaps: Engage curiosity and encourage language development. (Various brands)
      • Talking toys: Introduce new vocabulary and encourage imitation. (Vtech, Fisher-Price)
      • Simple puzzles: Develop hand-eye coordination, problem-solving, and spatial awareness. (Melissa & Doug, Ravensburger)
      • Musical instruments: Encourage exploration of sounds and develop auditory skills. (Bright Starts, Fisher-Price)

      Now, let’s talk about books:

      • The Very Hungry Caterpillar by Eric Carle: A classic with repetitive text and vibrant illustrations, great for introducing vocabulary and concepts like days of the week.
      • Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle: Simple, repetitive text and engaging illustrations make this a favourite for many toddlers.
      • Goodnight Moon by Margaret Wise Brown: A soothing bedtime story with calming illustrations.
      • Pat the Bunny by Dorothy Kunhardt: An interactive book with textures and flaps to engage young children.
      • Corduroy by Don Freeman: A heartwarming story about a teddy bear who loses his button.

      Remember:

      • Observe your child’s interests: Choose toys and books that capture their attention and encourage exploration.
      • Engage with your child: Play with the toys together and read books aloud with enthusiasm.
      • Keep it simple: Start with a few toys and books and gradually introduce new ones.
      • Rotate toys: Keep playtime fresh by rotating toys and books regularly.
      • Most importantly, have fun! Reading and playing with your child should be a joyful experience for both of you.

      Also consider the power of open-ended play

      In today’s world filled with electronic gadgets, it’s easy to overlook the value of open-ended play. Open-ended toys lack specific functions or prescribed outcomes, allowing children to use their imaginations to explore and create. Unlike toys with pre-determined ways to play, open-ended toys encourage:

      • Creative thinking: Children can use them in countless ways, developing their own rules and narratives. A block can become a car, a house, or a spaceship, depending on the child’s imagination.
      • Problem-solving skills: Children learn to figure out how to use the toys, experimenting and adapting as they go. Don’t immediately rush in and fix things for your little one, let them think for themselves and then communication incentive: let them come and find you!
      • Fine motor skills: Many open-ended toys, like blocks, encourage the development of fine motor skills like grasping, stacking, and building.
      • Cognitive development: Children learn about cause and effect, spatial relationships, and problem-solving as they play with open-ended toys.
      • Social-emotional development: Open-ended play can foster social interaction and cooperation as children play together and share ideas.

      Simple toys with big impact

      Some of the best toys for toddlers are often the simplest ones. Here are a few examples:

      • Wooden blocks: Building towers, bridges, and forts encourages creativity and problem-solving.
      • Balls: Throwing, kicking, and rolling balls promote gross motor skills and hand-eye coordination.
      • Fabric: Bits of fabric can be draped, draped, and used for imaginative play.
      • Empty boxes: From cardboard boxes to tissue boxes, these can be transformed into anything a child can imagine: a car, a house, a spaceship!
      • Natural materials: Sticks, leaves, pinecones, and rocks can be used for imaginative play and sensory exploration.

      Remember, the key to open-ended play is to let children explore and discover

      Step back and observe, allowing your child to use his or her imaginations without too much direction. You might be surprised at the creative ways he or she uses simple toys!

      Happy play times with your little one!

      Contact me via my contact form.

      Sonja McGeachie

      Early Intervention Speech and Language Therapist

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

      The London Speech and Feeding Practice

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

      1
    • ·

      Supporting children and families living with verbal dyspraxia

      ByLondon Speech and Feeding

      “It’s brill-i-ant, it’s brill-ant, it’s brillnt”

      Have you ever wondered why children may pronounce a word correctly one minute and in the next breath they struggle to say the same word? It’s equally as frustrating for you as it is for your child. The biggest question of all is WHY? Why does this happen and what causes it? Whilst there are many explanations. When it persists, it might be a condition called verbal dyspraxia.

      What is verbal dyspraxia

      Verbal dyspraxia is a neurological motor speech disorder that affects the coordination and planning of muscle movements that are needed for speech production. A child may have difficulty making the precise movements needed for speech, which may result in inconsistent and unintelligible speech. Children may also have trouble sequencing sounds and syllables, producing speech sounds accurately, and coordinating the movements of their articulators (e.g., lips, tongue, teeth, jaw). This can lead to a range of speech errors (including sound distortions, substitutions, omissions, and difficulty with rhythm and prosody).

      We know that these speech errors, and not being able to get a message across, can be frustrating for children with speech difficulties. Can you imagine talking and limited people understanding you? It’s so tough on children and the people trying to communicate with them.

      Creating a person-centred therapy plan is vital. This allows your child to stay motivated, as intervention is likely to be long term. This planning may include favourite words to use during their hobby or favourite activity, or person-centred goals such as ‘giving Alexa an instruction’.

      Children with verbal dyspraxia can have several different ways of producing words, which often makes it trickier for them as there’s no consistent pattern to work with. So, we’ve put together some top tips to support their communication and make their (and your) lives a little easier in the process.

      Ten ways to make communication easier for your child with verbal dyspraxia

      • Have a list of frequently used words and practise this set. Little and often is best!
      • Use cued articulation to support speech production (ask your Speech and Language Therapist for the gestures)
      • Give time and use active listening. This means showing interest and trying not to think about what is on your never ending ‘to do’ list
      • Reduce frustration in any way that you can. This might mean allowing your child to demonstrate using gestures rather than speech. You might also give top tips for other adults or children who communicate with your child when out and about
      • Talk about the structure of words with your child (i.e., there are two beats/syllables in this word)
      • Show the written form of the word to go alongside their production
      • Split down tasks, so that your child only has to respond to one question at a time, reducing their motor capacity
      • Recognise when your child is working well and when they may need support of an Alternative and Augmentative Communication device
      • Allow all environments to have the same training and equipment (i.e., at school, home, out and about)
      • Have regular periods in the day where your child can practise their specific words in different environments. This can be effective for children with verbal dyspraxia

      Do you still have questions? Contact Sonja for 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.

      0

    • What is FRONTING?

      ByLondon Speech and Feeding
      Kids Speech Therapist London

      Does your child say “Dough” instead of “Go”? Or “Tea” instead of “Key”? Do you hear a /Sh/ instead of an /S/ does “see” sound more like “she”?

      We Speechies call this a Fronting Pattern which means that a sound that should be produced at the back of the throat with the back of the tongue, like K or G , is said at the front of the mouth with the tip of the tongue, like a T or a D or SH. When this happens speech can be really hard to make out because these sounds are literally everywhere in everyday sentences. Just think how many K’s and G’s we hear in a simple sentence?

      For example, I heard my little student say earlier today: “I know what game we can play in your garden? It’s the one with cones and rings and cushions! I know where it is I can get it.”

      But it sounded like:

      “I know what DAME we DAN play in the DARDEN! It’s the one with TONES and rings and TUSHIONS! I know where it is I TAN DED it.”

      If that sounds familiar to you, here is a little overview of what we can do about it:

      First up it’s always good to start with general speech sounds awareness: does a child hear syllables and intonation? Do they know words that rhyme? Can they follow or copy a simple beat with a drum? Can they listen and hear quiet sounds and loud sounds and can they copy those? Can they follow mouth and tongue movements:, for example : stick out your tongue, lick your lips, click your tongue, blow raspberries?

      Then it really helps to talk about BACK and FRONT of things and to draw attention to the back of the mouth and the back of the tongue and the front tip of the tongue and how sounds are made in the mouth. I often use a puppet to show this or a model of a mouth like this one here in the picture.

      Next we try and listen to words starting with a BACK sounds like a K or a G , and I read out a list of words with those sounds: COW, CORE, CAT, CONE, KEY etc or ARK, EEK, OAK, ACHE…

      Or GOO GUY GUM GONE

      After that we try and see if a student can actually produce a single sound like a K or a G just by itself. If they can, that’s a really great start and if they can’t I help them to produce one – over a few sessions we usually get there. We call this Sound production in isolation.

      Once a child can produce a sound correctly, on its own, we try and start working on very simple words that are really powerful like “GO”!!!!! in a motivating game or “CAR” for little ones who love a car racing track.

      Now that we have established the back sounds and are using it in short words, we can gradually re-train brain pathways and oral- motor/movement pathways to use these new sounds in many words and then short phrases. That can take time!! This is called generalisation and it is not uncommon for it to take up a whole year for fluent speech to be error-free .

      Why does it take so long? Being able to produce a correct and clear K or G sound does not mean it will be used easily. Our brain pathways are fixated or habituated to the error sound. It takes time for habits to change. A child might be able to hear the word TIGER with a G in the middle and she knows that it is not a TIDER but when saying it her tongue automatically moves forward rather than lifts up at the back. It’s a bit like a person who has a rounded back: the brain knows to stand upright and how not to slouch, but when we don’t focus on it, ooops we have slouched again because that is what we are comfortable doing and our body moves with our habit.

      It takes effort and motivation to change our movement patterns and that includes our tongue and lip patterns! We usually get there through a huge variety of games and practice. Lots and lots of repetition is key as is motivation to change.

      Parents and carers are crucial in the success of Speech Therapy!

      We need your feedback at home, the regular short and sweet exercises, the constant positive encouragement and great modelling of speech sounds. We often find that parents are tuned into their child’s error sounds and can understand them much better than anyone else. This is great of course in many ways, however, it also means that the child has less motivation to change: if mummy understands me then my world is ok.

      I will give you a short outline of what different speech therapy models I use in my practice, be it in clinic face to face or on-line in my future blogs soon.

      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.