How can I incorporate AAC into my speech therapy sessions?

ByLondon Speech and Feeding
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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

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      Chaining: A powerful tool for phonological development

      ByLondon Speech and Feeding

      Understanding chaining

      Chaining is a therapeutic technique I like to use in my speech therapy work with children who have Childhood Apraxia of Speech (CAS) or phonological speech sound difficulties. It helps to break down a complex target behaviour into smaller, more manageable steps. By systematically teaching and reinforcing each step, I can help my students achieve their communication goals.

      There are two types of chaining: Forward and backward chaining

      Today I am going to show and talk about backward chaining. This technique involves starting with the last step and working backward to the first. This approach can be particularly effective for children with persistent speech sound difficulties where combining consonants into clusters, such as /BL/ or /FR/ or /SHR/ is very difficult.

      Backward chaining allows my student to experience immediate success and build his confidence.

      In my video I show you how I applied backward chaining to the words ‘Shriek’, ‘Shrub’, ‘Shrimp’ etc

      My student struggles with both the /SH/ and the /R/ sounds and we have been working on both sounds for some weeks now. He has mild Childhood Apraxia of Speech and he has difficulties with coordinating his tongue movements, breathing and using his jaw effectively to make words. His sound repertoire has grown a lot since we started working together last year. Today in this session I show you how we pulled both the sound /SH/ together with /REEK/ to make ‘SHRIEK’. I love using the pictures and therapy materials from Adventures in Speech Pathology.

      This is also part of the Complexity approach which I will explain in a separate blog post.

      • Step 1 (not shown in the video): I explain what the word means; I find that when my student understands what a word means he is much better at saying it. It increases his confidence and motivation to say a word that he knows the meaning of. Often this student does not tell me that he does not know what a word means, so I always remind myself to check that out first.
      • Step 2 (not shown in the video): We do a little rhyming game and think about what any one word rhymes with: ‘Shriek’ – ‘meek’, ‘weak’, ‘seek’.
      • Step 3: I show my student that there are two parts to this word /reek/ and the sound /SH/.
      • Step 3: We practise the easier part: /reek/ /reek/ /reek/.
      • Step 4: We add the /SH/ sound and pull it together to make our target word ‘Shriek’.

      /REEK/ /REEK/ /REEK/ + /SH/ = ‘SHRIEK’
      /RUB/ /RUB/ /RUB/ + /SH/ = ‘SHRUB’
      /RUG/ /RUG/ /RUG/ + /SH/ = ‘SHRUG’

      By breaking down the word into smaller, manageable steps, my student can focus on each syllable individually, get that right and then gradually build up to the full word. This approach can help to reduce frustration and increase motivation.

      Forward chaining

      Forward chaining is the same process but in reverse: we start with the front sound or syllable and work forward towards the next/last part of the word:

      /SH/ + /REEK/ = ‘SHRIEK’
      /SH/ + /RUB/ = ‘SHRUB’
      /SH/ + /RUG/ = ‘SHRUG’

      Benefits of chaining

      • Increased motivation: By starting with the last step, my student experiences success, which boosts his motivation to continue trying to say the word and trying other words.
      • Reduced frustration: Breaking down the target behaviour into smaller steps can make the task less overwhelming, reducing frustration and anxiety.
      • Improved confidence: As the little learner masters each of the step, his confidence and self-esteem increases. Again, this leads to increased motivation.
      • Faster learning: By focusing on the final step first, and practising lots of chaining (forward and backward), a student can quickly learn to generalise to other words.

      Backward chaining (and forward chaining) is a really great tool for teaching complex speech sounds and words to children with phonological disorders.

      Watch out for my next blog which is all about the complexity approach in Phonology.

      Do get in touch if your child has a speech sound disorder, I would love to help.

      Any questions or need help with supporting your little one’s language please contact me via my contact form, or you could also check out www.hanen.org for advice and lots of inspiration.

      Sonja McGeachie

      Early Intervention Speech and Language Therapist

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

      The London Speech and Feeding Practice

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

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    • Language development

      ByLondon Speech and Feeding
      Kids Speech Therapist London
      Language Development

      Books, Stories And Colourful Semantics

      Many of my students have difficulties telling stories. When looking at a book together, even books they love and have seen many times, they often struggle to understand what they are reading and cannot therefore retell the story in any sequence. A great method I often use with those students is called Colourful Semantics.

      What is Colourful Semantics?

      Colourful Semantics is an approach aimed at helping children develop grammar and meaning of phrases and sentences. We help children identify WHO is the subject in a story, what is he/she/it DOING to WHAT and WHERE. There are lots of colour coded stages but we tend to start with the basic 4:

      WHO = ORANGE

      DOING = YELLOW

      WHAT = GREEN

      WHERE = BLUE

      Once a student is accomplished at this level, we move on to different colour codes for describing words (adjectives), connecting words (with/together/and/therefore) feeling words (PINK), timing words (BROWN) eg. when, tomorrow, last week etc.

      Colourful Semantics is a really useful method and helps children to organise their sentences. It also helps me knowing how to guide a student in thinking about the story.

      The approach can be used with children with a range of Speech and Language Needs, such as:

      • Developmental Delay / Disorder
      • Autistic Spectrum Condition
      • Down Syndrome
      • Any other syndromes and related speech and language delays
      • General Literacy difficulties

      There are a wide range of benefits to using this approach and I use it in my therapeutic work with children of around 3 years plus. Below is a little video which shows how I use it with this student who has general language difficulties associated with Autism. One of the main benefits with this student is that seeing the Cue Cards helps her to use a much wider range of vocabulary than she would ordinarily generate. Her sentences are getting longer and she is more able to answer questions. In general, I find it useful to help with storytelling and to guide us through the story in a sequence.

      There are many on-line games these days that have incorporated the Colourful Semantics Approach. Once a child is familiar with the basic colour scheme then gradually the visual prompts can be reduced to using verbal prompts.

      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.

    • What is Total Communication, and why your child might need it more than just speech

      ByLondon Speech and Feeding
      Sonja smiling

      When a child’s speech is difficult to understand, it can feel overwhelming for everyone involved. As a parent, your instinct is often to focus on helping your child ‘talk properly’. And that makes complete sense. Speech is important. But here’s the key message I want to share with you:

      Speech is just one way to communicate.

      And when speech is not yet clear, not yet reliable, or not yet available, children need other ways to get their message across.

      This is where Total Communication comes in.

      What is Total Communication?

      Total Communication is an approach that encourages the use of all available ways to communicate, not just speech.

      This can include:

      • spoken words
      • gestures and pointing
      • facial expressions
      • signing (such as Makaton)
      • pictures or symbols
      • drawing
      • electronic AAC (Augmentative and Alternative Communication), such as apps like LAMP Words for Life

      It’s not about replacing speech. It’s about supporting communication in every possible way.

      Think of it like this: if speech is currently unclear or limited, why restrict a child to the hardest route? Why not give them more tools to succeed?

      ‘But won’t this stop my child from talking?’

      This is one of the most common concerns I hear in clinic.

      Parents often worry that if a child starts using signs or a communication device, they will become ‘dependent’ on it and stop trying to talk.

      The research tells us something very different.

      Studies consistently show that AAC does not prevent speech development. In fact, it often supports it.

      • A review by Millar, Light & Schlosser (2006) found that AAC interventions do not reduce speech production and may actually increase it.
      • Romski & Sevcik (2005) demonstrated that children given AAC often develop stronger overall communication skills, including spoken language.
      • More recent work continues to show that providing AAC early can accelerate language development, not delay it.

      So rather than ‘giving up on speech’, using AAC is actually building the foundations that speech needs.

      Why Total Communication matters, especially for unintelligible children

      When a child is very difficult to understand, they are often experiencing a hidden frustration:

      ‘I know what I want to say, but no one understands me.’

      Over time, this can lead to:

      • reduced confidence
      • behavioural frustration
      • withdrawal from communication
      • fewer opportunities to practise language

      If a child cannot successfully communicate, they communicate less. And when they communicate less, their language development slows down.

      Total Communication breaks this cycle.

      By giving a child reliable ways to be understood, we:

      • reduce frustration
      • increase interaction
      • build confidence
      • create more opportunities for language learning

      And importantly, we allow them to show us what they already know.

      AAC is a bridge, not a barrier

      Using AAC (whether that’s pointing to pictures, signing, or using a device) does something powerful:

      It separates language from speech.

      A child might have lots of ideas, vocabulary, and understanding but their speech system (especially in cases like phonological disorder or childhood apraxia of speech) cannot yet keep up.

      AAC allows the child to:

      • express complex ideas now
      • practise sentence structure
      • develop vocabulary
      • take part in conversations

      All while their speech is still developing.

      In other words, AAC doesn’t replace speech. It keeps language moving forward while speech catches up.

      What does this look like in real life?

      In therapy, I often use a combination of approaches:

      • modelling simple signs alongside speech
      • pointing to symbols while talking
      • encouraging children to gesture or show
      • using drawings to support understanding
      • incorporating an AAC device such as LAMP Words for Life

      You might see a child:

      • say part of a word
      • point to a symbol
      • use a gesture
      • and look at you expectantly

      That is communication success.

      And success builds motivation.

      ‘I just want them to talk’

      Of course you do. And I do too!! That’s always the goal.

      But here’s the important shift in thinking:

      Children learn to talk by communicating, not by waiting until speech is perfect.

      If we hold out for clear speech before allowing other communication methods, we risk:

      • limiting their ability to interact
      • reducing practice opportunities
      • increasing frustration

      But if we support all communication, we give them:

      • more chances to express themselves
      • more positive communication experiences
      • more input and feedback

      And that is what drives progress.

      A balanced approach

      Total Communication doesn’t mean ‘speech is no longer important’.

      It means:

      • we continue targeted speech therapy
      • we work on sounds and clarity
      • and we support communication in the meantime

      It’s not either/or.

      It’s both/and.

      Final thought

      If your child’s speech is difficult to understand, the most important question is not:

      ‘Are they talking clearly yet?’

      It’s:

      ‘Can they successfully communicate?’

      Because communication is the foundation of:

      • relationships
      • learning
      • confidence
      • wellbeing

      And every child deserves a voice, in whatever form that voice takes right now.

      Feel free to contact me if your child needs help with speech and communication.

      Sonja McGeachie

      Highly Specialist Speech and Language Therapist

      Owner of The London Speech and Feeding Practice.

      References (parent-friendly):

      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
    • · · · ·

      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.

      2
    • · ·

      The hidden impact of mouth breathing and open mouth posture on speech and feeding

      ByLondon Speech and Feeding

      When most people think about speech or feeding difficulties, they picture the tongue, lips, or chewing skills, but how a child breathes at rest plays a surprisingly big role too.

      Mouth breathing and open mouth resting posture can quietly influence everything from how a child’s face grows to how clearly they speak, to how confidently they chew and swallow. It’s something many parents never think about, until they start noticing the subtle signs.

      Let’s explore why this happens, what to look for, and how to gently support better breathing and oral posture.

      Recent research supports this link between mouth breathing and speech difficulties. For example, a 2022 study by Alhazmi et al., published in the Journal of Pharmacy and Bioallied Sciences, found that 81.7% of children aged 9–17 who breathed primarily through their mouths presented with speech sound disorders. The study highlights how mouth breathing can significantly influence orofacial development and articulation patterns.

      💨 Why we’re designed to breathe through our nose

      Our bodies are made for nasal breathing. When we breathe through the nose, the air is filtered, warmed, and humidified before reaching the lungs. The tongue naturally rests against the roof of the mouth, the lips close gently, and the jaw stays relaxed, all of which encourage healthy oral development.

      In contrast, mouth breathing often means the tongue rests low in the mouth and the lips stay apart. Over time, this posture can subtly reshape how the muscles and bones of the face grow.

      Children who breathe through their mouths most of the time may develop:

      • A longer face and narrower palate
      • Forward head posture
      • Slightly open lips and low tongue position at rest
      • A tendency toward drooling or noisy breathing
      • A dry mouth and consequently bad breath
      • At times the tongue pushes constantly against the front teeth causing them to grow forward (buck teeth)

      These changes are not anyone’s fault, as they often start because of blocked noses, allergies, enlarged adenoids, low facial muscle tone or habits formed when a child was younger. But understanding the pattern helps us know how to support change.

      🗣 How mouth breathing affects speech

      Speech depends on precise coordination between the lips, tongue, and jaw. The resting position of these structures affects how ready they are to move.

      1. Reduced tongue strength and placement, i.e. the tongue rests low in the mouth (as it does in mouth breathing), it’s harder for children to lift it efficiently for sounds like /T/, /D/, /N/, /L/, and /S/. This can lead to speech that sounds slightly slushy or unclear, or a frontal lisp.
      2. Open mouth posture and resonance: An open mouth at rest may affect how air vibrates in the oral and nasal cavities. Children might have speech that sounds a bit ‘muffled’ or lacks crispness because the lips and jaw aren’t fully supporting articulation.
      3. Fatigue and breath control: Mouth breathing can lead to drier mouths and less efficient breath support. That can make longer sentences or conversations feel tiring, especially in noisy environments.

      🥄 How mouth breathing affects feeding and chewing

      Feeding involves the same structures that control speech, so posture and breathing patterns matter here, too.

      1. Chewing efficiency: Children who habitually keep their mouths open often have low tongue tone and reduced jaw stability. They may prefer softer foods, chew slowly, or struggle with mixed textures.
      2. Swallowing pattern: A tongue that rests low may push forward when swallowing. This ‘tongue-thrust swallow’ can interfere with efficient chewing and even affect dental alignment over time.
      3. Breathing while eating: Since it’s hard to chew, swallow, and breathe through the mouth simultaneously, children who can’t comfortably nasal breathe may rush bites or pause to catch their breath. This can contribute to coughing, choking, or food refusal.

      Common signs to watch for

      Parents often notice subtle clues before realising mouth breathing is a pattern. Some red flags include:

      • Lips habitually open at rest
      • Drooling after the toddler years
      • Snoring or noisy breathing during sleep
      • Preference for soft foods or grazing eating habits
      • Dark circles under the eyes due to allergies
      • Frequent colds, congestion, or mouth odour
      • Speech that sounds slushy or unclear despite good effort

      If several of these sound familiar, it’s worth mentioning them to your child’s GP, dentist, or speech and language therapist.

      👩‍⚕️ What can help

      1. Address the underlying cause: If nasal blockage, allergies, or enlarged adenoids are making nasal breathing difficult, a medical assessment is the first step. ENT specialists can rule out or treat physical causes.
      2. Encourage closed mouth rest: Gentle reminders like ‘Lips together, tongue up, breathe through your nose’ can help older children become aware of their resting posture. For younger ones, visual cues (stickers or mirrors) can make it a game.
      3. Build oral-motor strength and awareness: Speech therapists can design activities to strengthen the tongue and lips, improve jaw stability, and encourage balanced breathing. This might include blowing games, tongue-tip lifts, use of dental-palatal devices or oral-motor exercises disguised as play.
      4. Support good posture: Sometimes mouth breathing goes hand-in-hand with forward-head posture. Encouraging upright sitting during meals and screen time helps keep the airway open and supports better breathing habits.
      5. Make nasal breathing part of daily routines: Gentle nose-breathing practice during calm times (reading, bedtime, car rides) helps normalise it. Avoid making it a battle: calm, consistent reminders work best.

      🌱 A gentle note on change

      Patterns of mouth breathing develop over time, and change doesn’t happen overnight. It’s important to approach this with curiosity, not criticism. The aim isn’t ‘perfect breathing,’ but to give your child the tools and awareness to breathe comfortably and efficiently.

      Small improvements in nasal breathing and resting posture can lead to big gains in speech clarity, eating confidence, and even sleep quality.

      💡 The takeaway

      Breathing seems automatic, and it is! but how we breathe matters. Mouth breathing and open-mouth posture can quietly shape how a child speaks, eats, and grows.

      By noticing early signs, addressing underlying causes, and building supportive habits, you can help your child move toward stronger, clearer speech and more comfortable mealtimes.

      Just like every area of development, progress starts with connection, patience, and gentle consistency, one calm breath at a time.

      Sonja McGeachie

      Highly Specialist Speech and Language Therapist

      Owner of The London Speech and Feeding Practice.

      References

      Alhazmi, A., Alshamrani, A., Alhussain, A., et al. (2022). Mouth Breathing and Speech Disorders: A Multidisciplinary Study. Journal of Pharmacy and Bioallied Sciences 14(5):911. https://www.researchgate.net/publication/361978128_Mouth_breathing_and_speech_disorders_A_multidisciplinary_evaluation_based_on_the_etiology

      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
    • · ·

      The power of babble: Why your baby’s ‘talk’ matters

      ByLondon Speech and Feeding

      That adorable string of ‘ba-ba-ga-ga-ma-ma’ might sound like baby gibberish, but it’s actually a crucial milestone in your little one’s language development. Babbling or babble, as we call it, is far more than just cute baby noises. It’s a sequence of sounds that lays the foundation for future communication.

      Image by freepik

      What is babbling?

      Babbling typically begins around six months of age, though the timing can vary slightly from baby to baby. It involves your baby experimenting with different sounds, stringing together consonants and vowels. You might hear them repeating sounds like:

      • ‘Ba-ba’
      • ‘Da-da’
      • ‘Ma-ma’
      • ‘Ga-ga’

      As they progress, the babbling becomes more complex, with variations in pitch, rhythm, and intonation. It might even sound like they’re having a conversation with you!

      Why is babbling so important?

      1. Laying the groundwork for speech: Babbling is like a vocal workout for your baby. By practising these sounds, they’re strengthening the muscles in their mouth, tongue, and vocal cords that are essential for speech.
      2. Developing phonological skills: Through babbling, babies begin to understand the sound patterns of their native language. They’re learning which sounds go together and how they’re used.
      3. Enhancing social interaction: Babbling is a social activity. Babies often babble back and forth with their caregivers, which helps them learn about the give-and-take of communication.
      4. Cognitive development: The act of babbling requires babies to use their brains in new ways. They’re learning to control their vocalisations, pay attention to the sounds they’re making, and connect those sounds to the responses they receive from others.

      How can you encourage babbling?

      • Talk to your baby: Even though they can’t understand your words yet, talking to your baby exposes them to language and encourages them to respond with their own vocalisations.
      • Imitate their sounds: When your baby babbles, imitate them! This shows them that you’re paying attention and encourages them to keep ‘talking.’
      • Respond to their babbling: Treat your baby’s babbling as if it’s a real conversation. Respond with words, smiles, and gestures.
      • Play sound games: Make different sounds for your baby and encourage them to imitate you. This could include animal sounds, silly noises, or simple words.
      • Read to your baby: Even before they can understand the words, reading to your baby exposes them to the rhythm and sounds of language.
      • Sing songs: Singing is a fun and engaging way to introduce your baby to new sounds and words.
      • Use mirrors: Babies often enjoy watching themselves make sounds in a mirror.
      • Tactile stimulation: Gentle massage around the mouth and face can increase oral awareness and encourage vocalisations.
      • Vary textures: Offer different textured teethers.
      • Read books with sound effects: Choose books with animal sounds or other engaging noises.
      • Blow bubbles: The act of blowing and popping bubbles can encourage vocalisations.
      • Use visual aids: Show pictures of objects and say their names, emphasising the consonant sounds.
      • Use exaggerated facial expressions: When you make sounds, exaggerate your mouth movements to help your baby see how sounds are made.
      • Increase joint attention: Follow the child’s gaze and point to objects that they are looking at and say the name of the object.

      When to seek help

      If you notice that your baby is not babbling by eight months, it’s a good idea to talk to your speech and language therapist. You might also notice a lack of variation in tone when your child is making sounds, is your baby sounding a little ‘flat’ or monotonous? While every child develops at their own pace, a lack of babbling can sometimes indicate a developmental delay or hearing issue.

      Remember, babbling is a gift. So, enjoy those precious moments of ‘baby talk’ and take comfort in knowing that your little one is on the path to becoming a chatterbox!

      Do get in touch via my contact form if you are concerned about your child’s development or if you simply want some reassurance that your baby is developing well. We will be delighted to arrange a screening appointment for you and give you support and reassurance.

      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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