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Podcast Notes

The document discusses strategies from podcasts on speech therapy for toddlers and late talkers. It provides tips for educators to use simple communication strategies to support a 3-year-old student, Harvey, who has a speech delay. These include using shorter utterances, self-talk, parallel talk, and withholding items to encourage Harvey to communicate.

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28 views3 pages

Podcast Notes

The document discusses strategies from podcasts on speech therapy for toddlers and late talkers. It provides tips for educators to use simple communication strategies to support a 3-year-old student, Harvey, who has a speech delay. These include using shorter utterances, self-talk, parallel talk, and withholding items to encourage Harvey to communicate.

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api-346324074
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Podcast Notes – Personal development

I listened to two podcasts on speech therapy by Carrie Clark. She has her own website and
posts descriptors of her podcasts, free resources and videos to support any children with
speech difficulty and has ebooks with resources and guides to support children with speech
difficulty. She supplies statistics and information about children and strategies and tips to
help parents, educators and teachers. The two I listened to are:
 Speech Therapy for Toddlers and Late talkers: Podcast 8
 Early childhood Podcast Episode
o By Carrie Clark

Website: https://www.speechandlanguagekids.com/

Notes from Podcasts:


Strategies for speech therapy for toddlers and late talkers:
 Use shorter utterances: speak in utterances that are the same length or one word
longer than what your child typically uses.
 Sign Language
o www.ASLPro.com has many sign language videos you can watch to teach
yourself.
o Sign the words that you say in short utterances.
o Choose 10 words to target at any one time instead of learning the whole
English language!
 Self-Talk: Talk about what you’re doing
 Parallel Talk: Talk about what your child is doing
 Communication Temptations: Keep things out of your child’s reach so he must
communicate to tell you what he wants.
 Violate expectations: Give him cereal without a spoon or forget to put on one shoe
and see if he communicates the error to you.
 Withhold until they sign or talk: If this frustrates your child to the extent that his
behaviour becomes out of control, it’s not worth it.  But making children a little mad
about it can get some of them to start communicating out of desperation.

Speech sound problems


 Aged 2 understand at least 50% of what they are saying
 By 3 years understand 75%
 By 4 years understand at least 80-90%
 By 5 years understand 100%

R sound is very difficult


 By 3 years a child should be able to say PMHNW
 By 4 years a child should be BKGDFY
 By 5 T
 By 6 RL

Is aged appropriate by still difficult to understand, 4 tips:


 Direct the child to watch your mouth while you slowly say a word he is having trouble
with
 Have the child stand in front of a mirror and watch himself and you say the word
 Child to practice a single sound by itself multiple times before adding it to the word
 Break up long words and practice each syllable individually

Resources on her website


Speech sound resource page

Language delays:
Resources:
https://www.speechandlanguagekids.com/

Student: Harvey (3-years-old)


Harvey has shown a delay in his speech compared to other students with the classroom. The
parents are aware of his speech and Harvey is currently being assessed and seeing a speech
therapist. (This is good as the podcast said it is good to see a speech therapist at a young age
as it will support the child in the future). The centre has not received any IEP for Harvey just
yet and waiting to hear from parents with what is the best plan of action for him.

While waiting for full information I thought I would listen to and research simple strategies
to support Harvey in his learning Experience. Listening to these podcasts helped in giving
simple tips and strategies I could use in support Harvey in his everyday routine at the centre.

Harvey is passionate and engaged in his learning. He is eager to give every learning
experience a go and participate in any activity, however being able to communicate what he
is doing or recall information he has learnt has been difficult for him. He likes to make
sounds to communicate his feelings, thoughts or ideas instead of words or gives one-word
responses. Harvey’s behaviour is also a challenge as he likes to act out and go against the
educators.

Plan for Harvey:


The plan for Harvey is to use simple strategies in his everyday routine at the childcare,
through using the 4 tips and strategies for late talkers by Carrie Clarke.

This can be done during the mat session and when dismissing each student to wash their
hands, ask Harvey to come to you practice saying the words they have learnt during the mat
session one-on-one with the teacher before washing his sands. Start with a couple of words
and expand each mat session. (4 tips applied in this session/communication temptations)
This is also a chance to use shorter utterances with Harvey as it will help him to understand
what he has learnt on the mat and what is required of him.

These strategies can also be applied during indoor and outdoor play. Play with Harvey, and
practice, self-talk and parallel talk.

Reflection:
During mat sessions, I see Harvey is engaged in what he is learning whether it be a poem, a
story or a song, he likes to join in even if he struggles saying the words. After my mat
sessions I ask all the children questions for them to answer e.g. what letter does your name
start with? In order for them to go wash their hands before morning tea, lunch or afternoon
tea. I save Harvey for last so I can work with him one-on-one for a short amount of time
before he loses interest and races off to the bathroom.
In these moments, I shorten/simplify the question compared to the questions I ask other
children.
For example, some of the questions I have asked in the past and his responses:
what is your favourite superpower? – smash (but he said mash) instead of if you could be a
superhero my superpower would you have? (We work on the S sound together, then added
mash to get him to say smash)
what does Harvey start with? – H (the sound h makes) instead of what letter does Harvey
start with ?
what shape is this? – circle (I would hold a simple shape for him to identify)

With his responses we would practice saying the initial sound together, repeatedly then say
the rest of the word. I would also get him to watch how I say the word and ask him to repeat
what I say. Any big words he would try and say, we would break the word a part into
syllables and slowly bring the sounds together. I noticed repeating these strategies have
helped Harvey slowly improve his speech.

When we do learning experiences together, I would use the strategy self-talk and parallel talk
to get him to listen to what I am doing and what he is doing in the experience. This then
encourages him to try copy the words I say and practice the words multiple times. I would
even use communication temptations in a way where I have two options in front of him and
ask him to choose between the two options. This is to get him to say the words instead of
sounds of when he wants something and grabbing out of my hands. Harvey is pretty vocal; it
is working on pronouncing his words and using words instead of sounds.

We also worked on calming ourselves down before we spoke as he gets very excited and
emotional quickly. Once we take breathes Harvey is happy to communicate with words how
he is feeling and telling us the problem.

During play, I join Harvey is play scenarios and listen to him play with the trucks or dress
ups. He uses the letter sounds we worked on together to make the sounds the trucks makes or
sounds superhero makes. He would make discoveries of sounds he has learnt from our mat
sessions to when he is playing with his peers.

When serving morning tea, lunch or afternoon tea I would try the withhold strategy and
violate expectations strategy to see if he notices something is missing from his table. He
sometimes gets frustrated however after the calming ourselves he will tell you what he needs
or missing. I would repeat what he has said so he can see me pronounce the words and he
would say it again after listening and watching me.

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