Empower Therapeutics

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.

01/15/2026

Phonics and early literacy 🧰

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

Next up… Phonetics and Early Literacy Skills: How Sound Errors Impact Reading

As parents, we might hear our children mix up sounds and think it’s cute or they’ll outgrow it, but as an SLP, I learned consistent speech sound errors can affect early literacy skills like reading and spelling. When a child substitutes sounds (e.g., saying “T” for “K,” turning “call” into “tall”), it changes the word’s meaning and can confuse phonics—the foundation of literacy—making it harder to map sounds to letters. Evidence-based practices show speech sound disorders are linked to poorer literacy outcomes, emphasizing the need for early intervention.

Try these strategies:
• Model Correct Sounds: Demonstrate clear phonetics in everyday talk, repeating words with emphasis on tricky sounds (e.g., “Listen to ‘call’—feel the back sound”).
• Use Multi-Sensory Tools: Incorporate resources like Lively Letters by TLC, which teaches phonics through stories, songs, and hand movements to engage multiple senses and improve sound-letter connections.
• Practice in Context: Read books or play games focusing on target sounds, pointing out how errors change meanings (e.g., “If we say ‘tall’ instead of ‘call,’ it means something different!”).

For cues (using T for K as an example): “Put your tongue back for ‘k’ like in ‘call’—make your quiet choking/back sound. Now try: ‘Call the dog’!”

Combine them: During reading or play, model sounds with Lively Letters activities, label how errors alter words, and practice corrections—building both phonetics and literacy step by step.

Who’s noticed sound errors affecting their child’s reading and used multi-modal tools to help? Share below.

01/13/2026

Multilingualism and silent periods 🧰

Things I Wish I Knew as a Parent (But Learned as an SLP) Series:
Next up… Supporting Children Learning Two Languages and the Silent Period

As parents, we might worry when our children learning two languages stay quiet or seem hesitant to speak, wondering if something’s off. But as an SLP, I learned the silent period is a natural stage where children receptively absorb both languages and their systems before trying expressive language. This involves mastering multiple vocabulary words and sentence structures (syntax rules) for each language, which can lead to hesitation as they choose the right word or order it correctly. Research from bilingual language development, including ASHA guidelines, shows this phase can last weeks to months and is a healthy part of learning.

Try these strategies:

• Model Responses: Offer examples in one or both languages during daily moments (e.g., "Eat now" in English or "Come mangiare" in Italian) to show how words fit.
• Identify Languages: Clearly state which language we’re using and remind the child we’re working with two or more (e.g., "We’re speaking Spanish now, then English later").
• Engage in Play: Narrate activities and play in both languages, labeling actions and objects while noting the language (e.g., "I’m drawing a car in English—‘draw car’—now in Spanish, ‘dibujar coche’").

For cues: Point out the current language (e.g., "We’re in English now") and provide models for them to repeat when they’re ready, like "Say ‘red ball’ after me."

Combine them: During play or routines, model language, label the language in use, and narrate what’s happening, giving them space to listen and absorb before gently encouraging a repeat. This builds their bilingual confidence step by step.

Who’s seen a silent period with their bilingual child and used strategies to support it? Share below.

01/11/2026

Situation awareness and scanning communication 🧰
We will be recapping all of our tips thus far and adding more soon. Have a communication question? Please ask as it could help other parents who are seeking similar information ♥️

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

Next up… Situational Awareness and Visual Scanning for Better Observation Skills

As parents, we might notice our children running into things or ignoring obstacles in their rush to get what they want, and wonder, "how can we help?". As an SLP, I learned that visual scanning—a technique used with geriatric patients to orient them to their surroundings—can be adapted for children to build situational awareness, helping them perceive depth, identify objects, and navigate safely, which supports communication and independence. Evidence-based practices in occupational and speech therapy support visual scanning activities to improve attention and awareness.

Try this easy buildup:
• Start with the basics: Use books or colorful scenes to scan and identify with younger children, labeling items (e.g., "Look at the red bird, now the green tree").
• Scan walls systematically: Have the child scan from floor to ceiling on one wall, naming everything they see, including furniture.
• Go around the room: Move to each wall or area, familiarizing with the space to build a mental map.
• Make it a game for older children: Challenge them to navigate the room blindfolded, grab a specific object, and return it based on their memorized layout and given two verbal hints.

For cues (using a wall scan as an example): "Start at the floor—what's there? Move your eyes up slowly—now the chair, the picture, up to the ceiling light. Good job spotting everything!"

Combine them: During playtime or before moving around, pause to scan the room, labeling items and discussing paths (e.g., "See the toy on the floor? Step around it to get to the door.") This enhances observation, reduces accidents, and supports communication skills. For younger children, hearing the labels from books or scenes builds vocabulary and language comprehension. For older children, describing items practices syntax (e.g., forming complete sentences like "The red Lego is under the blue couch") and semantic skills (e.g., categorizing objects as "toys" or understanding spatial terms like "behind" or "next to").

Who’s tried visual scanning to help children become more aware of their surroundings? Share below.

01/10/2026

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

Next up… Self-Regulation Strategies to Calm Emotions for Better Communication

As parents, we might tell our children to “take a deep breath” or “count to 10” when they’re upset, assuming it’ll help them talk it out. But as an SLP, I learned structured strategies using body movements and coordination can down-regulate the physical signs of big emotions—like fidgeting or tension—making it easier for young elementary children to find words and communicate clearly. ASHA emphasizes teaching self-regulation skills through modeling and environmental supports to boost emotional awareness and speech readiness.

Try this easy buildup:
• Identify Emotions: Help children name what they’re feeling by describing physical manifestations (e.g., “My heart is beating fast” for anger or anxiety), then use Daniel Goleman’s emotional intelligence approach with phrases like “I feel… because…” to connect the sensation to the cause.
• Body Movements: Incorporate “heavy work” like wall pushes, jumping jacks, or bear hugs for calming proprioceptive input.
• Coordination Activities: Add rhythmic actions, such as clapping patterns or marching in place, to refocus energy.
• Transition to Communication: Once calm, practice simple phrases like “I feel mad because…”

For cues (using anger as an example): Squeeze fists tight then release while breathing deeply—say “Push the wall hard to let the mad out, then tell me what happened.”

Combine them: During a meltdown, start with movement (wall pushes), add coordination (clapping “calm down” rhythm), then guide to words: “Now that we’re steady, what do you want to say?”

Who’s tried movement-based regulation to help children (or yourself!) communicate better when emotions run high? Share below.

01/07/2026

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

Next up… Teaching Difficult Speech Sounds - Step-by-Step Progression

As parents, we might spot our kids struggling with tricky sounds and figure they’ll sort it out with time or casual repeats. But as an SLP, I learned a simple progression helps build clear speech, especially for kids with articulation challenges. ASHA recommends starting small and layering up for lasting results.

Try this easy buildup:
• Isolation: Practice the sound alone, like a quick hiss for /s/.
• Syllable: Add a vowel, such as “sa” or “si.”
• Word: Move to simple words like “sun” or “bus” (skip blends for now).
• Sentence: Form short phrases, e.g., “See the sun.”
• Conversation: Use it in everyday chat.

For cues (using /s/ as an example): Keep the tongue behind the front teeth and blow smooth air down the middle for a clear sound. A mirror helps them check their mouth!

Combine them: During play, start with /s/ in isolation, add a cue like “Tongue behind teeth!”, then build to a sentence: “Say ‘See the sun shine!’”

Who’s tried this progression to help with tough sounds at home?

01/05/2026

Recasting

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

Next up… Modeling and Recasting Speech for Clarity and Correction

As parents, we often recognize what our child is trying to say and simply respond, keeping the conversation flowing. But as an SLP, I learned that fostering clear and correct speech involves more intentional strategies, like modeling and recasting through repetition. This approach is essential for building language skills, especially in children with speech delays, by providing gentle corrections in natural interactions without interrupting the joy of communication.

Recasting, a well-established technique in speech-language pathology, involves repeating back the child’s utterance in a corrected form while maintaining its original meaning. According to ASHA research, it effectively supports grammatical and articulation development by offering immediate, positive models.  The key is to echo what you heard, model the accurate version, and encourage repetition—not every time, but as a natural practice.

Teach through modeling: When your child produces a sound or word, immediately provide the correct model to reinforce it.
Incorporate recasting: Rephrase their attempt correctly in your response, expanding slightly if needed.

Encourage repetition: Gently prompt them to try again after your model.

Combine them: For example, if your child says “Wa wa” (meaning water), respond with: “Oh, you want water? Say ‘water’!”
After their attempt, affirm and recast: “Yes, water—great job!” This builds accuracy, confidence, and turns everyday moments into learning opportunities.

Who’s incorporated recasting or modeling into daily chats with their little ones?

01/04/2026

Cause & effect

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

Next up… Cause and Effect - Teaching Choices and Consequences

As parents, we know kids make impulsive decisions without seeing the ripple effects—like sharing toys (or not)—and we guide them as best we can. But as an SLP, I learned fostering cause and effect through play and discussion builds decision-making, pragmatics, and self-awareness, especially for kids with delays.

Teach through gameplay: Use games like Chutes and Ladders, where landing on squares leads to sliding down (negative) or climbing up (positive) consequences.

Practice pragmatics: Encourage responses like “Good game!” for losses or “Great job!” for wins to foster empathy and communication.

For older kids, add verbal analysis: Discuss scenarios like “What if you don’t study for a test?” to explore outcomes.
This helps kids connect actions to results for better choices.

Combine them: In a game, if they slide down, guide: “Upset because of that square? Let’s discuss how it happened and say ‘Nice move!’ to your friend ahead.”
Who’s used games or scenarios to teach these with their kids?