One toy, endless targets: How to grow consonant clusters, core words and colours with one flower garden toy

ByLondon Speech and Feeding
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Sonja McGeachie with the build-a-flower garden toy

If you’ve been following me for a while you already know my absolute favourite rule for speech therapy: let the toy work for you. You don’t need an entire cabinet full of different flashcards or games to target a massive range of speech goals (though truth be told I do have 4 cabinets! What am I saying…) but often I find that sticking to one highly engaging, open-ended toy reduces a child’s cognitive load, keeps them firmly planted in play, and gives you dozens of natural opportunities for high-repetition practice. It also reduced my cognitive load!

In today’s post we are looking at a classic: The build-a-flower garden toy. A link is here: https://www.amazon.co.uk/Fivejoy-Flower-Garden-Building.

This vibrant, stacking toy isn’t just great for fine motor skills. It is an absolute goldmine for speech therapy. While it is incredible for targeting tricky consonant clusters (blends) like /ST/, /SP/, /SPR/, /FL/, /BL/, and /GR/, it is equally powerful for building functional core vocabulary.

1. Digging deep with /ST/

Let’s start building our garden.

Stem & stalk: ‘Look at this long stem!’ or ‘Can you put the stem in?’ or ‘do you want the green or the red stem’?

  • Stuck: If a piece is a little tight to push down, it’s a brilliant opportunity for a natural exclamation: ‘Oh no, it’s stuck! Help me!’
  • Stand: Once it’s secure, you can celebrate: ‘it can stand up now!’
  • 👉 Core word integration: Use this setup stage to practise ANOTHER ONE. As you hold the base pieces, wait for the child to use their words or AAC device to request, ‘I want another one!’ before handing over the next stem.

2. Sowing seeds with /SP/ and /SPR/

Every good gardener needs the right equipment and a close eye for detail. We can introduce tools and descriptive language to hit our /SP/ and triple-blend /SPR/ targets.

  • Spade: Grab a toy shovel or pretend to use one. ‘Let’s dig a hole with the spade.’
  • Spot: Point to the holes on the base. ‘Find a good spot for this flower.’
  • Sprout: Talk about the little green pieces: ‘Look at the little sprout!’
  • 👉 Core word integration: Build on spontaneous requesting here. If they are eyeing a specific piece, model a full phrase like: ‘I WANT THE PINK ONE.’

3. /FL/ and fine motor actions

Now, we can start adding the colourful petals.

  • Flower: This is your high-frequency word for the entire activity. ‘Put the green/blue/pink flower on top.’
  • Flat & flutter: ‘This piece is flat on the ground,’ or ‘The butterfly flutters by!’
  • 👉 Core word integration: This stage is perfect for teaching directional actions. Every time they stack a petal onto a stem, model the core phrase: ‘PUT IT ON!’

4. Blending it all together with /BL/

Building a garden is a fantastic sensory experience because of the vivid colours. We can lean heavily into the /BL/ sound by focusing on colour selection and the action of growth.

  • Blue & bloom: ‘Should we use a blue flower?’ and ‘Watch it bloom!’
  • Blade & blend: Point out the blades of grass and talk about how we blend all the colours together.
  • 👉 Core word integration: Don’t just focus on putting the toy together, taking it apart is half the fun! If a child places a piece they don’t want, or when it’s time to clean up, model: ‘TAKE IT OFF.’

5. Working the /GR/

Finally, we look at the environment supporting our garden. The /GR/ blend can be targeted by looking downward at the base of our toy setup.

  • Green: Nearly every stem and base piece in this toy is a vibrant shade of green.
  • Grass & ground: ‘Put the base down on the ground.’ ‘Look at the green grass.’
  • 👉 Core word integration: Combine your /GR/ blend with a powerful core phrase. As you pull a stem upward slowly or stack the petals higher and higher, chant together: ‘MAKE IT GROW! Grow, grow, grow!’

Maximise your repetitions in play

The beauty of the flower garden toy is its repetitive nature. Because a child builds multiple flowers, you aren’t just saying a word or a phrase once, you have the potential to repeat it 10, 15, or 20 times in a single sitting without the child losing interest.

By layering structural speech sounds (like blends) over functional communication phrases (like core words), we give children words they can use across their entire day.

What toy would you like to see us target next in our series? Let me know in the comments on Instagram, and don’t forget to swipe through the carousel there to save these word lists for your next playtime!

If you are concerned about your child’s speech, please do not hesitate to get in touch. I would love to help you find some answers.

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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  • The tricky /R/: Mastering tongue placement for clear speech

    ByLondon Speech and Feeding

    The /R/ sound is notoriously challenging for many children (and even some adults!). It’s one of the most complex sounds in the English language, with various pronunciations depending on its position in a word. If your child is struggling with their /R/s, you’re not alone. As Speech and Language Therapists (SLTs), we frequently work on this sound, and a key component of our therapy is focusing on proper tongue placement.

    Why is the /R/ so difficult?

    The /R/ sound requires precise coordination of the tongue, jaw, and lips. Unlike sounds like /P/ or /B/ that involve simple lip movements, the /R/ involves intricate tongue movements and tension. There are also different ways to produce the /R/ sound, which adds to the complexity:

    • Retroflex /R/: The tongue tip curls up and back towards the roof of the mouth.
    • Bunched /R/: The body of the tongue bunches up towards the roof of the mouth, while the tongue tip remains down.

    The importance of tongue placement

    Regardless of which /R/ variation is being targeted, accurate tongue placement is crucial. Even a slight deviation can result in a distorted or inaccurate sound. That’s why SLTs dedicate significant time to teaching and practising tongue positioning.

    Speech therapy techniques: Focusing on the tongue

    Here’s a glimpse into how I address /R/ sound difficulties, with a focus on tongue placement:

    • Visual aids:
      • Mirrors: I use a mirror to help children see their tongue movements and make adjustments.
      • Tongue diagrams and models: These visual tools provide a clear representation of where the tongue should be positioned.
    • Tactile cues:
      • Tongue depressors: These can be used to gently guide the tongue into the correct position.
      • Food-grade tools: Sometimes, I use flavoured tongue depressors or other tools to provide tactile feedback and increase awareness of tongue placement.
    • Auditory discrimination:
      • I help children distinguish between correct and incorrect /R/ sounds.
      • I use auditory cues and verbal feedback to reinforce proper pronunciation.
    • Exercises and drills:
      • Tongue strengthening exercises: Strengthening the tongue muscles can improve control and coordination.
      • Tongue placement drills: We practise positioning the tongue in the desired location and holding it there.
      • Sound approximation techniques: Sometimes we use other sounds to help approximate the /R/ sound. For example, I use the /L/ sound, to help achieve the correct tongue placement. Once my child has found the /L/ sound it is then a matter of pulling back just slightly to get a good /R/.
    • Contextual practice:
      • Once the child can produce the /R/ sound in isolation, we gradually introduce it into syllables, words, phrases, and sentences.
      • We also practise the /R/ sound in different contexts, such as at the beginning, middle, and end of words.

    Tips for Parents:

    • Be patient and supportive: Learning the /R/ sound takes time and practice.
    • Practise regularly: Short, frequent practice sessions are more effective than long, infrequent ones.
    • Make it fun! Use games, stories, and other engaging activities to keep your child motivated.
    • Work with an SLT: A qualified SLT can provide personalised guidance and support.

    In conclusion:

    The /R/ sound can be challenging, but with targeted speech therapy and a focus on tongue placement, most children can achieve clear and accurate pronunciation.

    I hope this blog post is helpful!

    Get in touch with me via my contact form if you need support

    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

  • Tele-Speechtherapy: Online, connected, and highly effective

    ByLondon Speech and Feeding
    A different kind of therapy. Online, connected, and highly effective

    When parents first enquire about speech and language therapy, many assume it will happen face-to-face, in a clinic room, with a therapist sitting across from their child.

    So when therapy is offered online, it’s natural for questions to arise:

    Can this really work? Will my child engage? Will progress be slower?

    This short video offers a glimpse into what online therapy can look like: calm, interactive, relationship-based, and surprisingly effective.

    Online therapy is not ‘less than’ in the right circumstances

    Teletherapy is not suitable for every child in every situation. However, for many school-aged children, particularly those who enjoy conversation, technology, and shared activities, online therapy can be an excellent fit.

    The child you see in this video is around eight years old and was supported for a persistent lisp. Sessions were primarily online, with the occasional in-person appointment when helpful.

    What made the difference was not the screen. It was the combination of engagement, support, and consistency.

    Parent involvement changes everything

    One of the greatest strengths of online therapy is the way it naturally invites parents in.

    In this case, parents regularly joined the video sessions:

    • Listening in
    • Taking part when appropriate
    • Learning how to support practice gently between sessions

    This meant that therapy didn’t stay ‘on the screen’. Strategies carried over into everyday conversation, making progress faster and more meaningful.

    Speech sound therapy, including support for lisps, relies heavily on awareness, feedback, and confidence, all of which can be supported very effectively at home with the right guidance.

    Therapy through a screen can still be deeply relational

    A common concern is whether connection can truly be built online.

    In reality, many children feel more relaxed in their own home environment. They are often more willing to talk, experiment with sounds, and reflect on their speech when they feel comfortable and supported.

    Online sessions allow:

    • Shared focus and conversation
    • Clear visual feedback
    • Real-life practice in a familiar setting
    • Immediate parent support

    For some children, this actually enhances engagement rather than limits it.

    Real progress, real outcomes

    Over the course of approximately 12 online sessions, alongside a small number of in-person appointments, this child achieved resolution of their lisp.

    Progress was steady, positive, and confidence-building. Importantly, the child remained motivated and proud of their achievements throughout the process.

    While every child’s journey is different, this example highlights what is possible when:

    • The child is ready
    • Parents are involved
    • Therapy is tailored and collaborative

    If you’re considering online therapy

    If you’re unsure whether teletherapy could work for your child, it’s worth remembering that effective speech and language therapy is less about the room you’re in, and more about:

    • Relationship
    • Understanding
    • Consistency
    • Carryover into daily life

    For many families, online therapy offers flexibility, accessibility, and excellent outcomes especially when parents are active partners in the process.

    If you’re at the start of your child’s speech journey and wondering whether online therapy could be the right fit, I’m always happy to talk it through. Sometimes clarity begins with simply understanding what therapy can look like

    Teletherapy: Frequently Asked Questions

    Is online speech and language therapy really effective?

    Yes. For many children, particularly school-aged children, online therapy can be highly effective. Progress depends far more on engagement, consistency, and support than on physical location.

    What age does online therapy work best for?

    Teletherapy often works well for children from around six years and up, especially those who can attend to a screen, enjoy conversation, and follow simple instructions. That said, suitability is always considered individually and often a supportive adult is needed to help guide the child through the activities.

    Can speech sound work (such as a lisp) really be done online?

    Absolutely. Speech sound therapy relies on clear visual feedback, listening skills, and practice all of which can be supported very effectively online. Many children respond particularly well when practising in their own home environment.

    Do parents need to be involved in sessions?

    Parental involvement is strongly encouraged. Parents may sit in, join parts of the session, or support practice between appointments. This involvement often leads to quicker progress and better carryover into everyday speech.

    Will my child still build a relationship with the therapist?

    Yes. Strong therapeutic relationships can and do develop online. Many children feel more relaxed and confident communicating from home, which can actually enhance connection and learning.

    Is online therapy suitable for every child?

    Not in my experience. Some children benefit more from in-person support, or a combination of online and face-to-face sessions. A discussion and initial assessment help determine the best approach for each 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.

    3
  • · ·

    When AAC modelling doesn’t feel natural yet: Helping parents learn to use their chosen AAC system

    ByLondon Speech and Feeding

    One of the most common pieces of advice parents hear when their child starts using AAC is: ‘Just model the words naturally.’

    And, yes, natural modelling is an important part of AAC support.

    But there is something we don’t always talk about: How on earth is a parent supposed to model a word naturally when they are still trying to work out where the word is themselves?

    Using a robust AAC system such as LAMP Words for Life can feel a little like learning a new language.

    The parent is learning the language at the same time as the child they are hoping to teach it to.

    So, although I absolutely want AAC to become part of everyday life, I often begin with something much more structured.

    And I have found that this can make the transition to natural, everyday modelling much easier for families.

    Learning the system first

    In my first video clip, I am using a very simple farm animal sticker activity with LAMP Words for Life.

    The activity gives us the opportunity to practise some useful, functional words:

    • OFF: taking the sticker off
    • FARM ANIMALS: finding the animal category
    • HORSE
    • SHEEP
    • CHICK
    • ON: putting the sticker onto the book

    At first, I am quite explicit about what I am doing.

    I might draw attention to the relevant button, help the child navigate to it, talk through what we are looking for and practise finding the word several times.

    This is more didactic and structured than the idealised picture some people have of AAC modelling.

    And I am completely comfortable with that at the beginning.

    Why start so explicitly?

    Imagine that you are given a brand-new device containing hundreds or thousands of words.

    Someone tells you: ‘Don’t worry. Just use it naturally.’

    You might manage to find a few obvious words.

    But when you are suddenly standing in the kitchen taking your child’s coat off and want to say ‘OFFS, you may have absolutely no idea where to look.

    That is exactly why I think parents sometimes need permission to learn the system in a supported way.

    The structured activity creates a safe environment where we can stop and think:

    • Where is that word?
    • How do I get there?
    • What does this word do?
    • What happens when I press it?

    We can practise it more than once.

    We can repeat it.

    And gradually, the route to that word becomes familiar.

    AAC systems are not simply devices that children need to learn. Communication partners need to learn them too. All the AAC research highlights partner training as an important part of AAC intervention and notes that intervention initially includes helping the individual and their family or carers develop operational competence with the system.

    From structured practice to everyday life

    And this is where the useful transfer can happen.

    Take the word OFF.

    In our sticker activity, we may practise:

    ‘OFFS

    ‘OFFS

    ‘OFF’

    We take the sticker off.

    We find the button again.

    We use the word again.

    After several opportunities, the parent has not only seen their child use the word, the parent now knows where the word lives too.

    Then later that day, they are taking their child’s coat off.

    Suddenly:

    ‘OFF!’

    And they know exactly where to find it.

    The same thing might happen with ON.

    Once the parent has practised finding ON several times during play, it becomes much easier to spot opportunities for it during the day:

    ‘Shoes ON.’

    ‘Lights ON.’

    ‘Music ON.’

    ‘Hat ON.’

    ‘Tap ON.’

    This is one of the reasons I like structured AAC activities. They are not necessarily the final goal.

    They can be the rehearsal space that gives parents and children enough confidence to use AAC in real life.

    Natural modelling is still the goal

    This doesn’t mean that I want parents spending their whole day sitting beside their child and directing them towards buttons.

    Quite the opposite.

    The aim is to gradually move towards a much more natural style of AAC use.

    Once parents know their way around the system, they can begin to model words spontaneously as they occur in everyday interactions.

    Research into aided AAC modelling describes adults using AAC alongside speech within meaningful activities, and evidence supports the use of aided input as part of AAC intervention.

    But getting there may take teaching, repetition, practice and coaching.

    And that’s okay.

    It is not about making the child press the button

    There is another important distinction here.

    When I say that I may initially be more explicit or ‘direct’ during an activity, I do not mean that I am trying to make a child perform the correct response.

    I am not interested in turning AAC into a test.

    I am not continually asking:

    ‘Where’s HORSE?’

    ‘Find SHEEP.’

    ‘Show me CHICK.’

    Instead, I am helping the child and parent become familiar with the system.

    I might point, gesture, navigate, model the word and repeat it within a meaningful activity.

    As confidence grows, the support can be reduced so that the child has increasing opportunity to locate and use the language themselves.

    My second video clip shows a child using their own LAMP Words for Life system at home, accessing a category they have chosen which is FOOD.

    This is what I love about AAC.

    The device isn’t just being used in the therapy room.

    It becomes part of the child’s own life.

    And the child is using it around their own interests and choices.

    That is the direction I want families to move towards:

    From ‘I don’t know where anything is!’ to ‘I know where some useful words are.’

    Then ‘I can use those words during our everyday routines.’

    And eventually: ‘This is my communication system, and I can use it to tell you what I think, want, notice, enjoy, reject and choose.’

    Parents don’t have to get it perfect

    This is perhaps the biggest message I would like parents to take away.

    You do not have to become an AAC expert overnight.

    You are learning too.

    It is completely reasonable for a parent to need time to become familiar with the layout, vocabulary and navigation of their child’s system.

    Learn it. Practise it. Model it. Then take it into real life.

    Any questions please contact me via my contact form.

    Sonja McGeachie

    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
  • · ·

    Feeding therapy: A guide for parents and caregivers

    ByLondon Speech and Feeding
    Image by gpointstudio on Freepik

    Feeding therapy is a specialised form of therapy and support that helps children develop healthy eating habits and overcome challenges related to food. It’s often used for children with picky eating, feeding disorders, or sensory processing issues.

    What is feeding therapy?

    Feeding therapy involves a series of techniques designed to improve a child’s eating skills and attitudes towards food. In the UK it’s typically provided by speech and language therapists and dietitians. These professionals work closely with parents and caregivers to create a personalised treatment plan tailored to each child’s unique needs.

    How does feeding therapy work?

    Feeding therapy sessions are typically 30–60 minutes long and involve a variety of techniques, including:

    • Family counselling: Providing support and guidance to parents and caregivers. This can help address any practical, behavioural and emotional issues that may be impacting the child’s eating.
    • Play-based activities: Engaging children in fun activities while introducing new foods or textures. This can help alleviate anxiety and make mealtimes more enjoyable.
    • Sensory exploration: Helping children become more comfortable with different tastes, smells, and textures. This can be achieved through activities like touching, smelling, and tasting various foods.
    • Oral motor exercises: Improving chewing, swallowing, and lip coordination. These exercises can help children develop the necessary skills for eating independently.
    • Behavioural techniques: Using positive reinforcement to encourage healthy eating habits. This can involve rewarding children for trying new foods or eating a variety of meals.

    When is feeding therapy needed?

    Feeding therapy may be beneficial for children who:

    • Are picky eaters: Refuse to eat a variety of foods or have strong preferences.
    • Have feeding disorders: Experience difficulties with eating, such as swallowing or chewing.
    • Have sensory processing issues: Are sensitive to certain textures, smells, or tastes.
    • Have medical conditions: Such as autism, cerebral palsy, or gastrointestinal disorders.

    Feeding therapy strategies you can try at home

    While professional feeding therapy can be invaluable, there are several techniques you can try at home to support your child’s eating development:

    • Create a positive mealtime environment: Make mealtimes enjoyable and stress-free by avoiding distractions, limiting screen time, and creating a calm atmosphere.
    • Create regular mealtimes and mealtime routines: Introduce set ways of announcing meal times, including songs or short nursery rhymes, try and involve your child with table setting, even just carrying their spoon to the table and putting the beaker next to the plate and ensure that meal time finishes after about 30 minutes, again with a set routine so that the child always knows: this is how we do it in our home, now I am finished and meal time is over.
    • Introduce new foods gradually: Start with small amounts and gradually increase exposure. This can help reduce anxiety and make new foods less overwhelming.
    • Model healthy eating: Show your child how to enjoy a variety of foods by eating a balanced diet yourself.
    • Avoid forcing food: Allow your child to choose and explore foods at their own pace. Forcing them to eat can create negative associations with food.

    Seek professional help

    If you’re concerned about your child’s eating habits, consult with a feeding therapist. We can provide guidance and support.

    Remember, feeding therapy is a collaborative process between parents, caregivers, and professionals. With patience, understanding, and the right strategies, you can help your child develop healthy eating habits and enjoy meals.

    Would you like to know more about specific techniques or have any other questions about feeding therapy?

    Please feel free to contact me.

    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

  • A Day In The Life Of An Independent Speech And Language Therapist

    ByLondon Speech and Feeding
    A Day In The Life Of An Independent Speech And Language Therapist

    A Day In The Life Of An Independent Speech And Language Therapist

    I often get asked how many clients/children I see per working day or what my working day/life looks like. I always reply that every day is different, which is true, but there is a sort of average working day which looks a bit like this:

    I usually start preparing for my first client of the day at around 9.30 am: I clean the room, wipe down all the toys and materials (that’s if they are coming to my clinic room) and then it takes me about 30 minutes to select and sometimes make suitable materials, games and activities for the child’s therapy programme. Client arrives at 10.30 am and the fun begins. They leave around 11.30am, and the cleaning and wiping down starts again – yes it’s the pandemic but to be fair I would do this anyway. I quickly write up my notes and send home work to the client via email. Now it’s 12 noon and I start preparing for the next client at 12.30 pm. This might be online parent-child interaction coaching and so I need different materials and activities that are suitable for teletherapy. We finish around 1.30 pm and I will write up my notes before having some lunch.

    Lunch tends to not be around 30 minutes. Around 2.00 pm I start prepping again for the next client: selecting activities, going over their last session, making sure I have everything I need to start at 2.45pm – we finish at 3.45pm, I write up my notes and then have a cuppa. The next client might be more on-line coaching or a child coming to see me: room cleaned and tidy, materials and activities prepared: client arrives at 4.30 pm and we finish at 5.30 pm. I clean the toys again, write up my notes and it is 6.00 pm ready for dinner. So that was four clients between 9 am and 6pm allowing for preparation, aftercare, cleaning and coffee and lunch.

    Other days I might see three clients and do more admin like ordering toys or books or teletherapy activities, or making materials (we therapist make tons of materials, we’d put Blue Peter to shame!) Sometimes I do two home visits, one in the morning and one in the afternoon – the travelling/parking in London is so time consuming that it really reduces the number of clients I can see which is why I don’t do many of those.

    I hand pick my clients to make sure that we are a good fit, and my service is bespoke: no one client gets the same treatment as another; each client is unique, usually very well-known and always highly valued. That takes time and means that in reality each client gets about 2 hours of my time, that is the actual session plus all the preparation and aftercare.

    I love this way of working and would not ever want to return to seeing tons of clients each day, not knowing any of them really well, due to high caseload numbers, staff shortages and an overload of administration.

    My way of working affords all my lovely clients the help they need to be able to feel empowered and to then support their children to make progress; when working with children they make the best progress they can make, fulfilling their potential. My lovely reviews and testimonials tell me that my clients appreciate the extra attention.

    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.

  • ·

    There is more than one way to model communication: Using speech prompts, signs, and AAC together in therapy

    ByLondon Speech and Feeding

    One of the most important things I have learned as a paediatric speech and language therapist is this:

    Children do not all learn communication in the same way.

    Some children learn best through listening.
    Some need visual support.
    Some need movement and gesture.
    Some benefit from symbols or technology.
    And many children need multiple supports together before communication truly starts to develop.

    That is why flexible, responsive therapy matters so much.

    In this short therapy clip, I model just two simple words:
    ‘Go’ and ‘Up’.

    But underneath those tiny moments is a combination of therapeutic strategies:

    • speech sound prompting
    • visual cueing
    • Makaton signing
    • AAC (Augmentative and Alternative Communication) modelling
    • repetition
    • motor planning support
    • language modelling
    • total communication principles.

    Communication is bigger than speech alone

    One of the biggest misconceptions about speech therapy is the idea that communication only ‘counts’ if a child says the word verbally.

    In reality, communication comes in many forms:

    • speech
    • gesture
    • facial expression
    • signing
    • pointing
    • symbols
    • body language
    • AAC.

    This is particularly true for children with:

    • developmental language disorder (DLD)
    • autism
    • motor speech difficulties
    • childhood apraxia of speech (CAS)
    • phonological difficulties
    • global developmental delay
    • complex communication needs.

    These children often need communication to be presented through multiple pathways at once.

    That is where total communication approaches become so powerful.

    This is important to know: this does not confuse children. In fact, for many children, it does the opposite. It creates clarity.

    Careful sound prompting helps bridge that gap.

    Research and clinical experience consistently show that signs often support spoken language development rather than hinder it.

    Research suggests that learning signs alongside spoken language does not hinder speech development and may support overall language acquisition, communication confidence, and vocabulary growth in many children.

    For many children, signs actually help speech emerge because they:

    • reduce communication pressure
    • build confidence
    • strengthen understanding of words.

    A child who can successfully communicate is far more likely to keep attempting interaction.

    The power of AAC and LAMP Words for Life

    In the clip, I also model language using an electronic AAC system: LAMP Words for Life.

    AAC stands for Augmentative and Alternative Communication.

    AAC includes any tool that supports communication beyond speech alone, including:

    • picture systems
    • symbol boards
    • communication books
    • speech-generating devices.

    LAMP Words for Life is one of my favourite AAC systems because it focuses on consistent motor patterns and meaningful language development. Because communication is not about achieving perfection. It is about connection.

    And when children are given multiple ways to express themselves, they often become more confident, more engaged, and more willing to interact with the world around them.

    That is the true power of total communication therapy.

    Contact me via my contact form if you would like me to work with your child.

    Sonja McGeachie

    Highly Specialist Speech and Language Therapist

    Owner of The London Speech and Feeding Practice.

    Reference

    Pontecorvo, Elana & Higgins, Michael & Mora, Joshua & Lieberman, Amy & Pyers, Jennie & Caselli, Naomi. (2023). Learning a Sign Language Does Not Hinder Acquisition of a Spoken Language. Journal of Speech, Language, and Hearing Research. 66. 1291-1308. DOI 10.1044/2022_JSLHR-22-00505.

    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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