Back to School: Tips from a Speech Therapist

 

Back to School: Tips from a Speech Therapist

Back-to-school season can be an exciting but challenging time for both children and parents. Adjusting to new routines, unfamiliar teachers, and possibly a new school environment can feel overwhelming. As speech therapists, we understand how important communication is in navigating these transitions. This post offers simple, effective strategies to help support your child’s communication and confidence as they begin the new
school year.

Validate Communication

Acknowledge and accept your child’s feelings, especially when they’re struggling to express themselves. Try using phrases like,
“It’s okay to feel nervous about your new class,” or
“I hear that you're feeling frustrated right now.”
Validating their emotions creates a safe space for open communication.

Build Safe Speaking Opportunities

During overwhelming moments, your child may benefit from choice boards or other visual supports. These tools give them alternative ways to express themselves and help reduce frustration when words are hard to find.

Set Predictable Routines

Consistent routines can ease anxiety. Consider creating a visual schedule—even a simple whiteboard listing the day's activities can help your child feel more prepared and in control.

Practice Social Scripts

If your child finds it difficult to ask for help, join group activities, or introduce themselves, practicing scripts ahead of time can be incredibly helpful. Simple, repeatable phrases provide structure and reduce social anxiety in common school situations.

Celebrate Small Wins

Progress, no matter how small, deserves recognition. Use goal charts, stickers, or verbal praise to highlight your child’s successes. Celebrating achievements builds confidence and motivation.

Use Calming Techniques

Help your child manage stress by incorporating simple calming strategies like deep breathing, stretching, or quiet time after school. These breaks can make a big difference after a busy day of learning and socializing.

Collaborate with Educators

You know your child best. Share what works at home with teachers and support staff so they can implement similar strategies in the classroom. Open communication ensures consistency and sets your child up for success.

Final Thoughts

Every child is unique, and there’s no one-size-fits-all approach to communication. By using supportive strategies, collaborating with educators, and celebrating progress, you can help your child feel confident and capable as they head into a new school year.

Here’s to a successful and communicative year ahead!

The Purpose of Play

 Play (verb) to engage in an activity for enjoyment.

Why play with your child? 

Through play, children learn to communicate their thoughts & ideas and develop skills of social & emotional regulation. 

Play should vary based on your child’s age or developmental level. 

For the earliest language learners and for children with difficulty learning language, start by simply being with the child. Sit at the child’s level. Observe what toys or objects the child is interested in, then join in. Show the child that you’re interested in their ideas! 

Sensory-motor play is another way to engage with early language learners and children with language difficulties. Engage a variety of senses as you play with the child. For example, rub the child’s back, tickle the child, push the child on a swing, blow bubbles, sing, clap out a rhythm to a favorite song. Notice what the child likes! Which type of play gets the child’s attention? 

When playing, vary the play after you have done the same pattern a few times in a row. For example, some examples of varying play while opening and closing a door might be opening and closing with a song, playing peek-a-boo, pretending to hit your head then fall down “ouch.” Variations in play often get the child’s attention and they will likely ask for “more”!

As a child moves into the higher developmental levels, he should show a good awareness of intentional and 2-way communication. The child should also start using first words! Now the child is ready to engage in play to expand their language. When speaking TO the child, do NOT use baby talk! When speaking FOR the child, use words to express the child’s perspective. For example, if the child says “up” then you model “pick me up.” 

Children also learn feelings and empathy during play. Label the child’s feelings in the moment, “you’re mad that your sister took your snack!” Your child will also learn as others model identifying their own feelings “I feel happy that you played with me!”

As the child begins simple pretend play, you can model silliness and imagination! Pretend a towel is a puppet and say “what a mess! Let me clean you up.” Any objects that are part of your child’s routine can be included in pretend play (clothes, shoes, toothbrush, utensils, etc.). Use big gestures and silly voices!

What’s the role of the Speech Therapist in play?

At Building Blocks Therapy Services, each of our Speech Therapists is equipped with the skills and knowledge to help your child learn language through play! We care about your child’s ability to communicate at home, school and in the community. Please, visit www.buildingblocksgr.com or call (616) 570-925 to learn more about supporting your child’s language development through play. We look forward to building a relationship with you and your child!

Sources:

• The Play Project, https://playproject.org

• Talking to children matters: Early language experience strengthens processing and builds vocabulary (2013). doi: 10.1177/0956797613488145

From Scripts to Spontaneous Speech: An Overview of Gestalt Language Processing

 What is Gestalt Language Processing?

Gestalt Language Processing (GLP) is a way that language develops which begins with longer “chunks” of language, sometimes referred to as scripts, and results in the creation of spontaneous novel utterances. Though GLP is not specific to persons on the Autism spectrum, many individuals with ASD are gestalt language processors. This is likely why echolalia, the repetition of utterances produced by others, is commonly seen in Autistic individuals. Before language is broken down and mitigated into spontaneous utterances, it is produced as whole “chunk” gestalts. 

Gestalt Language Processing vs. Analytic Language Processing

When considering how young children acquire language, many people think of or are familiar with the concept of Analytic Language Processing. Analytic Language Processing is the acquisition of language that starts with sounds and single words which are combined into longer and more complex sentences as language develops. Think of how a baby learns to identify a ball by saying “ball”, then expands this to become “mommy ball” which eventually develops to be “Mommy is holding the ball.” While the early stages of gestalt and analytic language processing look quite different, the end result is the same: self-generated, flexible, and spontaneous speech.

What is Natural Language Acquisition?

Natural Language Acquisition (NLA) is a description of language acquisition in Gestalt Language Processors. It describes the process in stages, from scripted gestalts to creation of novel utterances. NLA is based on the work and research of Marge Blanc, Ann Peters, and Barry Prizant. The framework of NLA separates gestalt language development into 6 stages which assist parents and professionals in understanding and supporting children’s language development.

Signs of Gestalt Language Processing

Wondering if your child or patient could be a Gestalt Language Processor? Gestalt Language Processors may share some or all of the following characteristics. The following list provides clues which are helpful in determining how a child processes language (gestalt vs. analytic).

• Your child uses some single words, but can’t put them into sentences

• Your child uses rich intonation when speaking

• Your child produces long, unintelligible strings of language

• Your child uses long scripts and may repeat language heard from TV shows or songs

How to Support a GLP

• Respond to their attempts to communicate, even if you don’t understand. This can be as simple as smiling, nodding, repeating what you heard, or simply saying “I hear you.” 

• Become a detective. Listen to the child’s language, write it down, and think about what they could be trying to communicate.

• 
  Provide language models. Speak naturally and use rich intonation to narrate daily life. Some especially helpful phrases start with words like “let’s…” “I’m.” “it’s…” or “where…”

• Follow your child’s lead. Support their interests and model language as you go.

• Find a speech-language pathologist. An SLP knowledgeable in GLP and NLA can help support your child’s developing language and provide further education and support.

How we can help

In conclusion, fostering effective communication and language development is crucial for every child's growth. At Building Blocks Therapy Services, our dedicated therapists are trained in innovative approaches like Gestalt Language Processing to support your child's unique journey. If you're ready to empower your child's
communication skills and witness the transformative impact of our personalized therapies, take the first step today. If you are interested in learning more please visit www.buildingblocksgr.com or call (616) 570-925. Your child deserves the best, and at Building Blocks Therapy Services, we're here to make it happen.

Sources: 

• Meaningful Speech Course by Alexandria Zachos, MS, CCC-SLP

• Communication Development Center by Marge Blanc, MA, CCC-SLP

• Gestalt Language Processing Handbook by Kathryn Arnold, MCD, CCC-SLP

5 Ways to Support Your Child's Language Development

Every parent wants to provide the best opportunities for their child to reach their highest potential.  Children typically say their first word around 12 months of age and rapidly increase their vocabulary and use there after.  Let's chat about 5 ways to support the development of their language before and after 12 months of age

1. Narrate your day

• The more the words the child hears in their early life the better.  Narrating your day provides multiple opportunities for the child to be exposed to a variety of vocabulary words.  Examples might be "I put the ducky in the water" while giving a bath or " I want yellow bananas" while at the grocery store.  Great times to narrate are while cooking, driving in the car, grocery shopping, dressing the child, sorting the laundry 

2. Create Routines

• Creating routines provides consistent language and predictability throughout their day. Routines gives a great way to teach the child new words and phrases.  Establish routines with consistent actions and words into smaller steps.  As the child learns the routine, wait to see if they complete the next step with an expectant pause.  

3. Use more statements than questions

• It can be so easy to find yourself asking many questions to your child, " What is that?", "What are you doing?", "What did Elmo say?".  By changing these into statement "That is a cow.", "You are jumping high." or "Elmo said GO!" This encourages vocabulary development and the use of language.  The child will also be more likely to repeat what you said 

4. Don't give them everything they need at once

• A great example of this would be playing with a puzzle.  Provide one puzzle piece at a time or have them ask for each puzzle piece.  This can provide the opportunity to learn new vocabulary or practice using the vocabulary.  During meal times, having the child request for "more" is a great introductory skill

5.  Give choices

• Providing the child with choices inherently implies they are to respond.  At the same time, this is a great time for vocabulary development and practice for using the vocabulary by providing them with the name of the items.  A great example of this would be with food, "Do you want the apple or cracker?" while showing the items as you name them.  

If you find yourself wondering more about these strategies and curious of other ways to support your child's language development feel free to contact Building Blocks Therapy Services at (616) 666-6396 or visit www.buildingblocksgr.com

Courtney Joesel MA CCC-SLP is the owner and clinician at Building Blocks Therapy Services in Grand Rapids, MI.