Empower Therapeutics

02/04/2026

Repetitive books and building language 🧰

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… The Magic of Repetitive Books and Songs

As parents, we might read "Brown Bear" for the 47th time this week and think, "Can we please try something new!" But as an SLP, I learned repetitive, predictable books are language-building powerhouses—helping children anticipate patterns, join in confidently, and practice communication skills, especially for kids with delays. ASHA research shows interactive shared reading supports early language development by reducing cognitive load, letting kids focus on vocabulary and sentence patterns instead of guessing what comes next.

Try this easy buildup:
• Pause for Fill-Ins: Stop before familiar words—"Brown bear, brown bear, what do you ___?" Wait for "see!"
• Add Actions: Clap, point, or make animal sounds to engage multiple senses and boost memory.
• Switch Up Vocabulary: Once they know the pattern, try "purple elephant" instead of "brown bear" to expand words while keeping the familiar structure.

For cues: Point to the picture and pause expectantly—"Old MacDonald had a ___"—wait, then celebrate when they say "farm!"

Combine them: During story time, choose predictable books like "Brown Bear" or "Wheels on the Bus," pause for participation, add gestures, and occasionally swap new words into familiar patterns. Yes, reading the same book 47 times actually helps their brain wire for communication success!

Have you tried repetitive books and songs to engage in vocabulary development?

02/03/2026

Syntax 🧰

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next Up… Understanding Syntax in Speech

As parents, we might not think much about how sentences are built, but as an SLP, I’ve learned syntax—the rules governing word order and sentence structure—is key to clear communication. For bilingual kids, language transfer is normal, like in Spanish where adjectives often follow nouns (e.g., “Veo una mesa roja”, instead of the English order, “I see a red table”). Modeling language is a best practice for all children, monolingual or bilingual.

Try these home strategies:
• Model Correct Order: Use simple sentences like “The cat sits” during play for all kids.

• Repeat and Expand: Restate their sentence with proper syntax (e.g., “Yes, the ball rolls—see, the ball rolls fast!”).

• Practice Together: Play sentence-building games with picture cards.

For cues: “Let’s say ‘The red table’—put the words in order!”

Combine them: During storytime, model correct syntax, expand their sentences, and use games to reinforce for both monolingual and bilingual learners. Seek an SLP if syntax struggles continue.

Who’s noticed syntax mix-ups in their kids and tried these tips? Share below!

01/31/2026

Speech is a sequenced motor movement. Check out this tool for your communication 🧰

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next Up… Speech as a Sequenced Motor Movement

As parents, we might not realize speech is a sequenced motor movement—a rapid series of steps like saying ‘cat’ (tongue up back to stop airflow, open for the vowel, then up front for the ending sound) that happens without much thought, much like walking while chatting. Once a pattern forms, changing it (like fixing an error) takes practice—imagine relearning to walk a new way!
Difficulties with these sequences can signal childhood apraxia of speech (CAS), a motor speech disorder where the brain struggles to plan movements for speech. Kids with CAS often produce words differently each time, with inconsistent sounds and trouble with vowel variations. Some childreb may also demonstrate limb apraxia, appearing clumsy due to challenges coordinating other motor movements.

Try these home strategies:
• Break It Down: Practice one sound at a time (e.g., /k/ then /a/ then /t/).
• Slow It Up: Say words slowly to build new patterns.
• Repeat Playfully: Use games to reinforce correct sequences.
• Use Audio: Record your child repeating the word 5-10 times and discuss if it changes in any repetition for self-help.

For cues: “Let’s try ‘cat’—/k/, /a/, /t/—feel your tongue move!”

Combine them: During play, model slow speech, break down sounds, use audio to compare repetitions, and cheer successes to ease into new patterns. Seek an SLP if inconsistencies persist.

Who’s noticed speech pattern struggles and tried these tips?

01/29/2026

We are grateful and blessed to have the opportunity to use a beautiful space to create community. Our first Speech & Language Enrichment Lunch (Snack) Bunch was a little chilly, but we made the most of it! We sang songs, read books, and shared food ❤️

Looking forward to our next lunch bunch following Toddler Tuesday on February 17th at Echoes of Eden Care Farm

Speech Sound Targets: We covered the phoneme /t/ and the short vowel ‘i’. To practice /t/ - we called it the quiet tongue dancing sound. To target short vowel ‘i’ we practiced ‘i-i-in the basket.’
Language Concepts: Repetitive and descriptive language, rhyming words, negatives, prepositions, empathy, humor, and pragmatics.

01/26/2026

Toddler Tuesday has been cancelled. Our speech and language event has been moved to 4PM.

01/24/2026

Communication 🧰

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next Up… Spotting Hearing Difficulties: How They Affect Speech

As parents, we might miss subtle signs of hearing issues, but as an SLP, I’ve learned early detection is key. Hearing difficulties can delay speech development, leading to unclear sounds, limited vocabulary, or trouble following directions. ASHA emphasizes that untreated hearing loss in children can hinder articulation and language growth, with evidence showing delays in expressive and receptive skills by as much as 6-12 months if not addressed.

Look for these signs:
• Not responding to sounds or their name by 12 months.

• Turning head to one side to hear better.

• Speech with frequent mispronunciations or omissions.

Try these home strategies:
• Test Hearing: Clap hands behind them or whisper their name to check reactions.

• Model Sounds: Exaggerate clear speech (e.g., “ssss-nake”) during play.

• Encourage Response: Use simple commands like “look at me” with gestures.

For cues: “Let’s listen—can you hear this clap? Say ‘yes’ when you do!”

Combine them: Play a clapping game, modeling sounds and waiting for their response to build listening skills. If signs persist, consult an audiologist or SLP.

Who’s noticed these signs and tried these tips? Share below.

01/23/2026

Screen time and effects on communication

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next Up… Screen Time’s Influence on Speech and Observation Skills

As parents, we might use screens for quick entertainment, but as an SLP, I learned the rapid eye movement required for electronics can train fast-paced processing, making real-life’s slower communication feel disjointed and impacting observation skills. This can lead to delayed speech, reduced pragmatic abilities (like turn-taking in conversations), and challenges in understanding social cues. ASHA and research highlight how excessive screen time correlates with weaker language development and expressive delays, especially in young children.

Try these home strategies:

• Limit Screen Time: Follow ASHA guidelines for under 2s (none except video calls) and 2-5s (1 hour max of high-quality content) to encourage real-world interactions.

• Practice Slower Rates: Narrate daily activities at a calm pace (e.g., “Look, the ball is rolling slowly across the floor”).

• Build Observation: Play “I Spy” games focusing on details in the environment to sharpen visual and pragmatic skills.

For cues: “Let’s take a deep breath and observe slowly—what do you see? Tell me one word at a time.”

Combine them: During play, replace screens with hands-on activities, narrating slowly while modeling observation (e.g., “See how the toy moves? It’s going behind the couch”). This fosters pragmatic turn-taking and steady communication.

Who’s noticed screen time affecting their child’s speech or attention and tried slower-paced activities? Share below.

01/19/2026

Communication 🧰

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next Up… When Stuttering-Like Patterns Might Reflect a Growing Vocabulary

As parents, you might notice your child seeming to stutter, repeating sounds or pausing mid-sentence, and wonder if it’s a concern. As an SLP, I’ve learned this can sometimes stem from a rapidly expanding receptive lexicon—where they understand many words but struggle to choose and organize them into speech. ASHA notes that such disfluencies can occur as children’s language skills surge, especially between ages 2-5, and may not always indicate a true stutter but rather a developmental phase of processing complex thoughts.

Try these techniques at home:

• Encourage Pausing: Gently cue your child to stop, take a deep breath, and think about their message before speaking.

• Support Steady Speech: When they’re ready, prompt them to try again slowly, reinforcing a calm pace.

• Model Patience: Respond with a relaxed tone, giving them time to express without pressure.

For cues: If they hesitate, say, “Let’s pause, breathe, think about what you want to say, then go when you’re ready!” This helps them regain control and communicate clearly.

Combine these during conversations or play—pausing together builds confidence and eases the word-finding challenge. If disfluencies persist or cause frustration beyond age 5, consider consulting an SLP.

Who’s seen this in their child and tried these tips? Share below.

01/17/2026

Speech sound norms 🧰

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next Up… ASHA Norms: When Kids Master Speech Sounds and When to Seek Help

As parents, you might wonder when your child should say sounds clearly. Based on ASHA norms, here’s what’s typical: “p,” “b,” “m,” and “w” are usually mastered by age 3; “f,” “v,” “k,” “g,” and “t” by age 4; “s,” “z,” “sh,” “ch,” and “j” by age 5-6; and “r,” “l,” and “th” often by 6-7. If sounds are consistently off past these ages (e.g., “tall” for “call” at 5), it might signal a delay. Evidence from ASHA shows early intervention can boost communication success.

What to Do If a Sound Is in Error:

• Model the Sound: Repeat the word correctly during play (e.g., say “call” clearly if they say “tall”) to show the right way.

• Use a Mirror: Let them watch their mouth in a mirror while you make the sound together—e.g., show how the tongue moves back for “k.”

• Try Audio Recordings: Record yourself saying the sound and then record your child’s attempt, playing both back so they can hear the difference and compare.

For cues (using “k” for “t” errors as an example): Teach them to lift their tongue to the back for the “quiet choking sound” of “k” in “call.” Point out, “If we say ‘tall’ instead of ‘call,’ we change the word meaning and message—‘tall’ is height, but ‘call’ is to shout!”

Seek an SLP if errors persist beyond the age norms, especially if it affects understanding or confidence. Start with these home tips, and reach out for support if needed!

Who’s noticed speech sound delays and tried these strategies? Share below.

01/16/2026

Parallel play communication 🧰

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:

Next up… Starting With Parallel Play for Children with Delayed Communication

As parents, we might see our children preferring solo play or showing little interest in talking, wondering how to draw them out. But as an SLP, I learned parallel play—where adults join in beside the child without direct interaction—is a gentle way to build engagement and communication foundations for children with delayed communication. ASHA highlights parallel play as a key developmental stage that supports social-communication skills, especially in contexts like autism or delays, by fostering imitation and shared focus through modeling.

Try these holistic home strategies:

• Set Up On-the-Ground Play: Create a cozy spot in the living room on the rug with toys like blocks or puzzles—sit beside your child and engage in similar play without forcing interaction.

• Mimic Their Actions: My favorite suggestion—quietly copy what they do (e.g., if they stack blocks, stack your own nearby) to show connection and encourage auditory/verbal awareness through nonverbal cues.

• Narrate Gently: Describe your own play softly (parallel talk), like “I’m building a tower,” to model language without pressure, helping them absorb words.

For cues (using mimicking as an example): If your child rolls a car, roll yours too and say, “Vroom, the car goes fast!”—keep it light to invite imitation naturally.

Combine them: During floor time in the living room, mimic their play while narrating softly, building trust and gradually leading to joint attention. This holistic approach at home enhances engagement, self-regulation, and eventual verbal communication.

Who’s used parallel play to boost engagement with their child with delayed communication? Share below.