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

ByLondon Speech and Feeding February 18, 2026February 13, 2026

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

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

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

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

This blog will help you understand:

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

What are phonological processes?

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

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

For example:

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

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

The key question is how long these patterns last.

Common phonological processes (and when they usually disappear)

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

1. Final consonant deletion

Leaving off the last sound in a word

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

2. Fronting

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

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

3. Cluster reduction

Omitting one sound in a consonant cluster

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

4. Gliding

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

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

5. Weak syllable deletion

Leaving out unstressed syllables

‘nana’ for banana
Usually resolved by 4 years

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

Why phonological processes matter in school-age children

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

Persistent phonological difficulties can affect:

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

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

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

This is an important distinction.

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

A speech and language assessment helps identify:

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

Signs it may be time to seek speech therapy

You may want to seek professional advice if your child:

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

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

How speech therapy helps phonological development

Phonological therapy is not about drilling individual sounds endlessly.

Instead, therapy focuses on:

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

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

A final reassurance

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

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

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

Sonja McGeachie

Highly Specialist Speech and Language Therapist

Owner of The London Speech and Feeding Practice.

Research references

Royal College of Speech & Language Therapists Member

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.

Autism Therapy · Neurodiversity · Printables · Speech and Language Therapy · Top tips

Let’s ditch the ‘Fix-It’ approach to autistic play and stimming
ByLondon Speech and Feeding December 8, 2025December 8, 2025
December is often presented as a time of perfect, reciprocal play. Children are supposed to be unwrapping toys, sharing, and engaging in imaginative scenarios with family. But for parents of young autistic children, this high-pressure, socially demanding period can often feel like a battleground.

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

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

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

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

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

Think of stimming as an internal volume dial:
- Too loud/overwhelmed: Your child may stim to reduce incoming sensory input (e.g., rocking to ground himself or herself in a busy room).
- Too quiet/under-stimulated: Your child may stim to increase sensory input and focus (e.g., running back and forth to maintain alertness).
The shift: validate, don’t block

Instead of saying, ‘Stop flapping your hands’, try to understand the message behind the movement.
- Observe: When does the stimming happen? Is it before a meltdown? When your child excited? When your child is bored?
- Validate: Name the need, not just the behaviour. You might say, ‘I see your body needs to move fast right now. That helps you calm down!’
- Co-regulate: If the stim is unsafe (e.g., head-banging), help your child find a safer, alternative stim that meets the same sensory need (e.g., pushing hard against a wall, squeezing a stress ball).
By validating your child’s need to regulate, you are building trust, reducing anxiety, and teaching him or her critical self-awareness.

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

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

In neurodiversity-affirming practice, we recognise that autistic play is authentic play. These activities are crucial for learning, deep focus, and imaginative development.
- Lining up toys may be an exploration of patterns, visual organisation, and order.
- Spinning wheels may be a deep interest in cause-and-effect and visual sensory input.
- Scripting is often a way to process language, regulate emotions, and practise complex social situations in a safe, controlled way.
Make a change: Join your child’s world, don’t drag them to yours.

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

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

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

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

Affirm the script, then model something useful.
1. Affirm the script: When your child says a script, respond to the meaning or emotion behind it, not the literal words. If he or she says, ‘We’re going to need a bigger boat’, and he or she is looking at a messy toy pile, he or she may be trying to express overwhelm or a need for help. You can affirm: ‘That pile is too big! I can help you move it.’
2. Model new ‘mix and match’ scripts: To help your child move from whole scripts to single words, you can model shorter, slightly changed versions of the script, also called ‘mitigated gestalts’. If they say, ‘I want to go home now’, you might model, ‘Let’s go home, now’ or ‘I wanna go home’.
By honouring your child’s communication style, you validate his or her experience and naturally support his or her path to language development—a core part of neurodiversity-affirming SLT.

Your December gift to your little one:

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

Prioritise regulation and connection over compliance.

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

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

Sonja McGeachie

Highly Specialist Speech and Language Therapist

Owner of The London Speech and Feeding Practice.

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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Games · Speech and Language Therapy

Target activities and games
ByLondon Speech and Feeding November 19, 2021March 28, 2025

Target Activities and Games For Kids

Target Activities and Games

AMAZINGLY EASY Activities that we can do at home and in the clinic to help our children practise those targets!

I bet you have wondered what amazing things are done by a therapist in the clinic that you could not possibly do at home…? Well, if so I am here to tell you that you will be absolutely fine with just a few select toys and games and you will be able to get those targets done in a jiffy!

What we clinicians do very well and what you probably can’t do yourself is formulate and design the targets that are important for your child to practice. Once we have assessed or reviewed your child’s progress and needs we can then design the perfect next step of targets for you.

So for example, we have decided your little one needs to be practicing their ‘r’ sounds at the beginning of short words. We decided that based on our clinical expertise and our assessment and we have already worked with your child and managed to get this tricky ‘r’ sound just about right on its own. Now we are ready for short word practice.

It has been researched that in order for the brain pathways to re-shape or reform we need to get about 100 words in per day of our target sound. That sounds like quite a lot, right? But actually….. it’s not that bad. After all you only need to say 5-7 words about 20 times and hey presto that’s about 80-100 words.

So here are some simple games I use in my clinic all the time and these games are easily available online or in your local toy shops and this is how to do them:

Pop the Pirate

Pop the Pirate, sooo good and popular:

Lay out your target words which you will have been given by your speech therapist and put a few swords on each word.

Each time your child picks up a sword they will need to say the target word 5 x, like:

rip rip rip rip rip or run run run run run just like that in a row, bish bash bosh.

Then they can stick the sword into the barrel. Onto the next sword which they can pick and then again

race race race race race and stick in another sword

So with this little lot I put out 5 target words and 3 swords on each.

You will therefore get…… 15 words per picture, and that makes….75 words , there that is nearly all you need to do.

If you then do another little game like this one:

Magnetic board game

This is a Magnetic Board game, and they are suddenly EVERYWHERE. But you could also just take a baking sheet and some fridge magnet you might have kicking about.

Same principle as before, but now since this is your SECOND game of the day and you have already got 75 targets under your belt you only need to do one more round of 5 target words each:

Each time your child picks up a magnet piece they will say the target word 5 more times:

Ray ray ray ray ray and DONE you will now at the end of this short round have 105!! target words done with just two little fun games.

How good is this? Your child won’t hardly notice that they are in fact doing their speech therapy homework.

You’re welcome 🙂

Get in touch if you would like me to help finding good targets for your child to work on. They can be speech and/or language targets with this game method.

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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Autism Therapy · Neurodiversity · Speech and Language Therapy

Neurodiversity affirming Speech and Language Therapy
ByLondon Speech and Feeding November 24, 2023November 24, 2023

Introduction

I am a neurodiversity affirming therapist and I love and endorse play-based therapy. I use it alongside a strengths-focused approach in all my sessions. Find out why we should use these transformative therapy methodologies in all our work and play with our children.

I always have a range of different toys and activities up my sleeve so that when one toy is no longer interesting, that’s fine. ‘Look here’s a new one, how about we try this one?’ When therapy feels like play, children are more likely to be engaged and attentive, which leads to better outcomes.

By using play as a context for Speech and Language Therapy we can create opportunities for children to use and practise their communication skills in a natural, real-life setting. This helps bridge the gap between the therapy room and everyday life.

Goals and targets

What about goals and targets I hear you say? Of course, as Speech and Language Therapists we always have our goals for any particular child. They can be speech goals (we want Bobbi to produce a ‘k’ sound at the end of words) or communication goals (we want Fatima to ask for something by pointing to it rather than grabbing it). And these goals can be achieved where there is a reciprocation and a positive, playful relationship between the adult and the child. That relationship comes through play and fun.

Play and fun

Play is how a child interacts and learns. If it’s fun, interesting, exciting or pleasurable then that is where the magic happens. And that is what we need to return to repeatedly and then see if we can fold our targets into the activity as we go.

As soon as we expect our child to do something and we try and shape their behaviours towards a certain outcome we no longer ‘play’. We are now in teaching mode, where we direct and where we are ‘in charge’. As a neurodiversity affirming therapist, I believe that all play is valid. We must not get into the trap of thinking that only functional play is valid, that there is only one way to play with that car ramp/puzzle/potato head. Our autistic children often need to play in a particular way to navigate their world and we must not try and stop that.

When we affirm and validate our child’s play and copy their play with enthusiasm and respect then, in my experience, all children regardless where they are on the neurodiversity spectrum will begin to engage with us, copy us, and learn how to communicate effectively about things that matter to them.

Play-based therapy allows therapists to tailor interventions to each child’s unique interests and abilities. This individualised approach increases the likelihood of success and progress.

Strengths-Focused Speech Therapy

Strengths-focused therapy emphasizes a child’s strengths and abilities rather than their deficits. It recognises that every person has unique strengths that can be harnessed to overcome challenges.

Focusing on strengths helps us build a positive self-image. This is especially important for children with communication disorders, as it can boost their confidence and self-esteem.

When we encourage children to play in ways that they enjoy and are good at they feel empowered and more in control of their lives and play. This can lead to increased motivation and a sense of ownership over their progress.

Now, imagine the powerful impact that can be achieved by combining play-based therapy and strengths-focused therapy in speech therapy sessions. This dynamic combination brings out the best of both worlds. It creates a therapeutic environment that is not only effective but also enjoyable for children and their families.

As Speech Therapists we can use the child’s strengths and interests as a foundation for play-based activities. This personalisation not only makes therapy more engaging but also more effective.

An example

Charlie, a 3-year-old with social communication challenges, had a deep interest in anything that spins. We used this strength and interest to create a variety of spinning activities. As he is allowed to engage in his spinners, we can practise lots of speech and language and provide great phrases alongside his interest and activities: Ready steady go! Stop! ‘another one’ ‘the red one’ ‘again again’ ‘I love it’ ‘it’s a spinner’ ‘Charlie loves this toy’ ‘it’s going fast’ ‘it’s so fun’ etc..

Over time Charlie started to copy some of these word models and then used them to create his own little phrases, such as ‘the blue one again’. When this occurred, we felt like celebrating because it had come naturally and appropriately to the situation without any coercion or direction. That is what communication is about! Well done Charlie!

Conclusion

Play-based and strengths-focused speech therapy approaches are powerful tools and by combining these approaches, we create a therapeutic environment that is not only effective but also enjoyable and empowering for our clients.

Contact me if you would like your child to have neurodiversity affirming speech and language therapy.

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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Autism Therapy · Feeding · Speech and Language Therapy

The picky eater’s plate: Introducing solids to toddlers with ARFID
ByLondon Speech and Feeding March 17, 2025March 13, 2025
Designed by Freepik

Mealtimes can be a battleground for parents of picky eaters, especially toddlers with Avoidant/Restrictive Food Intake Disorder (ARFID). I see a great number of toddlers with Autism traits and many of my clients are picky eaters from mild to severe. Take a look at my blog for an outline of what the issues are and how to try and help.

ARFID goes beyond typical ‘picky eating’ and can significantly impact a child’s growth, nutrition, and social-emotional well-being. If your toddler is resistant to trying new foods or has a very limited diet, here are some strategies to navigate the introduction of solids:

1. Understand ARFID:

ARFID is a diagnosable eating disorder characterised by:
- Limited food variety: Eating only a small range of foods, often with specific textures or colours.
- Fear of new foods: Intense anxiety or aversion to trying unfamiliar foods.
- Sensory sensitivities: Heightened sensitivity to taste, smell, texture, or appearance of food.
- Lack of interest in eating: May show little interest in food or mealtimes.
2. Seek professional guidance:
- Paediatrician and/or gastroenterologist: Rule out any underlying medical conditions.
- Registered dietitian: Assess nutritional needs and create a balanced meal plan.
- Speech and language therapist (SLT): If oral-motor skills or sensory sensitivities are contributing to feeding difficulties.
- Occupational therapist (OT): If sensory processing challenges are affecting mealtime behaviours.
- Child psychologist: If anxiety or emotional factors are contributing to ARFID.
3. Strategies for introducing solids:
- Start small: Introduce one new food at a time, in small amounts, alongside familiar favourites.
- Patience is key: It can take multiple exposures (up to 10–15 times!) for a child to accept a new food. Don’t give up!
- Positive reinforcement: Praise and encouragement for any interaction with the new food, even just touching or smelling it.
- No pressure: Avoid forcing or pressuring the child to eat. This can create negative associations with food.
- Make it fun: Present food in playful ways, use cookie cutters for fun shapes, or involve the child in food preparation.
- Sensory exploration: Encourage exploration of food through touch, smell, and sight before tasting.
- Role modelling: Show the child that you enjoy eating a variety of foods.
- Use fun utensils: your child might like characters from ‘Frozen’ or ‘Dinosaurs’ or ‘Diggers’ there are a host of character-based cutlery and cups/plates to be had. Also, I really rate these two items very highly they are so good so I want to share these with you. Both are available online. But warning: the cup is outrageously expensive as it comes from the United States and is sold by a small scale company. But I feel this is cup very worth trying, I have had good results with this.
NumNum Baby Spoons Set

TalkTools Recessed Lid Cup with Handles
- Gradual desensitisation: Start with foods that are similar in texture or taste to accepted foods, then gradually introduce more challenging options.
- Food chaining: Introduce new foods that are similar in taste, texture, or appearance to accepted foods.
4. Mealtime Environment:
- Positive and relaxed: Create a calm and enjoyable mealtime atmosphere.
- No distractions: Minimise distractions like TV or toys.
- Consistent schedule: Offer meals and snacks at regular times.
- Child-sized portions: Offer small, manageable portions to avoid overwhelming the child.
- Involve the child: Let the child choose their utensils, plate, or cup.
5. Remember:
- Every child is different: What works for one child may not work for another.
- Progress takes time: Be patient and celebrate small victories.
- Focus on the positive: Praise any positive interaction with food.
- Seek support: Connect with other parents or support groups.
Introducing solids to toddlers with ARFID can be challenging, but with patience, persistence, and professional guidance, you can help your child develop a healthier relationship with food.

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.

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Autism Therapy · Neurodiversity · Speech and Language Therapy

Stage 2 NLA
ByLondon Speech and Feeding February 23, 2024February 15, 2024
Image by Freepik

Last time we asked: is our child ready tp move to Stage 2 NLA (Natural Language Acquisition stage 2) and we looked at how we can know. Now we know: he/she is ready, they are mixing and matching those scripts quite liberally! Hurrah!

So for example we hear phrases like:
- ‘let’s go’+ ‘downstairs’
- ‘it’s’ + ‘downstairs’
- ‘I see it’ + ‘downstairs‘
- ‘I want to’ + ‘shoes downstairs’ (I want to put my shoes on downstairs)
To recap, it’s important to listen out to a variety of contexts because if we only hear the single version of a gestalt —this is so great, hurrah!— but that’s not yet Stage 2.

What we can now do on a daily basis to help and support at this time:

1. We need to offer more ‘mix and match’ phrases to help our child establish this new way of communicating.

Good phrases:
- It’s … raining / cooking / eating / washing / brushing
- That’s … great / cool / amazing / wow / so good
- Let’s … see / look / go / run / chase
- How’bout … some food / playing / I’ll chase / sleeping / we read a book
- I see a … bird / large car / fire engine
- I wanna … have a biscuit / have a book / have a snuggle
- We’re … going out / going home / going in the car / going upstairs
Here in my video clip of train play I use:
- Let’s go
- It’s going up the hill
- It’s coming down
- Ooops it falls!
- It’s stopping
- Let’s put on another parcel
- Ready steady go
- Off we go
- It’s come off!
- Let’s fix it
- I can do it
- I don’t need help
You can offer these gestalts either with an AAC as you can see me do in the video clip or you can just verbally offer these.

2. Watch out for Pronoun confusion or reversal:

Gestalt kids repeat gestalts, so we don’t want to create ‘pronoun reversal’.

Instead model from a:
- first person perspective: ‘I’ / ‘Our’ / ‘Us’
- joint perspective: ‘We’ / ‘Let’s’ or a
- neutral perspective: ‘It’
You can turn almost any sentence into a good language model once you get used to it. And you can avoid ‘you’ and ‘your’ at the same time!

So instead of saying, ‘Do you want to go to the park?’

You could say:
- We wanna go to the park?
- Let’s go out?
- Shall we go out / to the park?
3. Start providing ‘variation’ in your language modelling:

Instead of just modelling something one way, start thinking about offering a pattern in a couple of other ways, in a couple of different situations, then several ways in several different situations.

Example: once you hear your child saying: ‘it’s raining’ and you know it’s a mitigation, because you don’t often say ‘it’s raining’, or haven’t said it in a while and you know your child says other ‘it’s’ phrases.

Repeat: ‘it’s raining!’

Then: ‘it’s’ + ‘raining hard’ / ‘it’s wet out there’ / ‘It’s’ + ‘raining lot’s’.

Then later think of other combinations for ‘it’s’ + ‘something’:
- (rice) ‘It’s’ + ‘cooking’
- (water/tap) ‘It’s’ + ‘running’
- (radio) ‘It’s’ + ‘singing
- (dog) ‘It’s’ + ‘peeing’ / ‘it’s’ + ‘running’ / ‘it’s’ + ‘jumping’
In my train video clip:
- Let’s go
- It’s going
- Let’s make it go
- Ready steady go
- Oops its gone
4. Use natural intonation that shows you really mean what you’re saying.

You can be animated or try for musical if your child prefers that / doesn’t mind you singing —they might not like it if their hearing is pitch perfect and your singing is off key…—
- ‘I’m’ + ‘trying to find you!’ (animated, goofy face)
- ‘I’m’ +’ getting tired!’ (exaggerated stretch and yawn)
- ‘I’m’ + ‘catching up with you!’ (animated goofy)
- ‘I’m’ + ‘gonna get you!’ (animated goofy)
- ‘I’m’ + ‘sad right now’ (exaggerated face and tone of voice)
5. USE SILENCE!

Important, I might not have said this before but we need to hold back sometimes (hard I know) and not constantly offer models. Let our child sit in a bit of silence with us there just observing and waiting for their own offers. This is a very important point. Silence is golden sometimes. Try it out. I am not talking about the silence that comes with a person scrolling on their phone though, we do need to be present and receptive.

You will see this works wonders!

Do get in touch if you would like some in-person or on-line 1:1 support with this. It can be overwhelming to figure it all out alone.

You can also check my friend’s lovely handmade jewelry on her website.

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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Autism Therapy · Speech and Language Therapy · Top tips

Using AAC during play with your child
ByLondon Speech and Feeding June 7, 2024June 6, 2024
Playtime! It’s a magic time for exploration, learning, and connection.

If your child is struggling to use words with his/her mouth, we can always use a robust Augmentative and Alternative Communication (AAC) device to help find their words. We know that using such a device does never stop or delay children to speak with their mouths. On the contrary it helps, enormously!

Can playtime still be a blast? Absolutely! In fact, incorporating AAC into play can be a powerful way to boost communication skills, build confidence, and create a truly inclusive play experience. Here’s how to make it happen, with a focus on core words and core scripts for our GLP’s (the building blocks of communication used by everyone). In this video I am using the core word ‘IN’ and ‘MORE’.

The Magic of Core Words

Core words are the most frequently used words in everyday communication. They might be verbs like ‘want’, ‘more’, ‘go’, or ‘stop’, or adjectives like ‘happy’, ‘sad’, and ‘hot’. These words are the foundation for building sentences and expressing needs and desires. They’re perfect for children using AAC because they’re simple to understand and use.

Let’s Play! Here’s How

1. Choose Your AAC System

Many options exist! It could be a low-tech picture board with core words, such as the one you see pasted on my cabinet door in the background, or it can be a dedicated AAC app on your tablet. Here I am using the GRID app but I also love using others, such as LAMP Words for Life.

2. Make it Fun and Functional

No pressure! Integrate your AAC system seamlessly into your play routine. Here are some ideas:
- Car/trains: Use core words to describe what the cars are doing: (‘down’, ‘go’, ‘stop’, ‘again’ ‘fast’ ‘slow’).
- Dress-up: Use core words to choose clothes (‘want’, ‘hat’, ‘shoes’).
- Tea Party: Use core words to ask for and share (‘more’, ‘juice’, ‘give’).
- Building Blocks: Use core words to describe what you’re building (‘tall’, ‘big’, ‘house’).
- Dolls/Stuffed Animals: Use core words to act out scenarios (‘sleep’, ‘eat’, ‘cry’).
- Arts and Crafts: Use core words to describe colours (‘red’, ‘blue’), actions (‘draw’, ‘paint’), and feelings (‘happy’, ‘sad’).
If your child is a Gestalt Language Processor you will want to model meaningful, fun scripts instead of single words! As above, but use phrases:
- Car/trains: Use scripts to describe what the cars are doing: (‘it’s going down’, ‘let’s go’, ‘make it stop’, ‘want it again’, ‘that was fast’, ‘it’s so slow’).
- Dress-up: Use scripts to choose clothes (‘I’m gonna wear this’ ‘that’s a lovely hat’, ‘let’s choose shoes’).
- Tea Party: Use scripts to ask for and share (‘I want more’, ‘more juice’, ‘give me this’).
- Building Blocks: Use scripts to describe what you’re building (‘a tall one’, ‘that’s so big’, ‘it’s a house’).
- Dolls/Stuffed Animals: Use scripts to act out scenarios (‘it’s time to sleep’, ‘let’s eat’, ‘he’s crying’).
- Arts and Crafts: Use scripts to describe colours (‘a red crayon’), actions (‘let’s draw’, ‘I’m gonna paint’), and feelings (‘I’m happy’, ‘that’s so sad’).
3. Model, Model, Model

This is key! As you play, constantly model using your child’s AAC system.
- Point to the picture or word or script you’re using.
- Speak clearly and slowly while pointing.
- When using core words for either Analytical or Gestalt Language Processors, try using good phrases. For example, instead of just saying ‘juice’, say, ‘you want more juice?’
4. Make it a Team Effort

Get everyone involved! Encourage siblings, grandparents, and caregivers to use the AAC system with your child during playtime. The more consistent the approach, the faster your child will learn and feel confident using their voice.

5. Celebrate Progress, Big and Small!

Every step counts! Acknowledge and celebrate your child’s efforts, whether it’s reaching for their AAC system or successfully using a core word. This positive reinforcement will keep them motivated.

Remember
- Playtime should be fun, not stressful. Don’t force your child to use their AAC system. Let them lead the way and follow their interests.
- Every child develops at their own pace. Celebrate your child’s unique communication journey.
- Seek professional help when needed. Your SLT can provide tailored strategies and resources to support your child’s development.
By incorporating AAC and core words into playtime, you’re not just fostering communication; you’re creating a space for your child to thrive, explore, and build strong connections.

So, grab those toys, power up your AAC system, and get ready for a playtime adventure filled with fun, connection and, therefore, communication!

Don’t hesitate 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.

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