EBOOK | Copy of Ryan edit: How to Teach a Toddler to Talk

How to Teach a Toddler to TalkCourse Workbook

Copyright © 2021 by Kayla Chalko, M.A., CA-SLP

All rights reserved. No part of this publication may be reproduced,stored in a retrieval system, or transmitted in any form or by any

means, digital, electronic, mechanical, photocopying, recording, orotherwise, or conveyed via the internet or a website without prior

written permission of the publisher, except in the case of briefquotations embodied in critical articles and reviews.

Inquiries should be addressed toWalkie Talkie Speech Therapy [email protected]

www.walkietalkiespeechtherapy.comVoice: 619-693-8255

ISBN-13: 9798471770157First published September 2021

Walkie Talkie Speech Therapy Inc.

Course Outline

Pre��5 Before You Begin

Mod�� 1: En�a�c� S��i�� C�n�e�t�� 6 Introduction to the Course7 Lesson 1: Early Social Development9 Lesson 2: Decrease Screen Time10 Lesson 3: Increase Connection13 Lesson 4: Maximize Daily Routines14 Lesson 5: Social Games and Songs16 Wrap Up

Mod�� 2: Sti��te C��ti�� S��l��19 Lesson 1: Early Milestones for Play 21 Lesson 2: Four Types of Toys to Look For21 Lesson 3: Two Types of Toys to Avoid22 Lesson 4: Toy Organization22 Wrap Up

Mod�� 3: In��ir� I��ra��n 26 Lesson 1: Six Play Stages28 Lesson 2: Prioritizing Peer Play29 Lesson 3: Two Activities with Peers29 Lesson 4: Songs for Peer Interaction31 Wrap Up

Mod�� 4: Bo�s� ��po��v��e�s33 Lesson 1: Early Developing Responses35 Lesson 2: Responding to Gestures37 Lesson 3: Pointing37 Lesson 4: Responding to Names38 Wrap Up

Mod�� 5: Ele�� Un�e�s��d�� 43 Lesson 1: Following Simple One-Step

Directions44 Lesson 2: Understanding Daily Routines44 Wrap Up

Mod�� 6: Bu�l� � Re��p��e V�c��u��r� 46 Lesson 1: Developmental Milestones for

Receptive Vocabulary48 Lesson 2: Body Parts Vocabulary49 Lesson 3: Clothing Vocabulary49 Lesson 4: Food Vocabulary50 Wrap Up

Mod�� 7: Mot��e V�c��i��t�o�53 Lesson 1: Milestones of Vocalization55 Lesson 2: Silly Songs57 Lesson 3: Silly Actions58 Lesson 4: Silly Sounds61 Wrap Up

M od�� 8: Ini��e C�m��ic��o� S�c��s 63 Lesson 1: No-Pressure Modeling65 Lesson 2: Teaching Signs in 7 Steps65 Lesson 3: Encouraging Independence66 Wrap Up

Mod�� 9: Ex�a�d V��l I�i��t�o� 68 Lesson 1: No-Pressure Play68 Lesson 2: The Power of Simplification 69 Lesson 3: Verbal Imitation in 7 Steps71 Lesson 4: Tracking New Sounds74 Wrap Up

Mod�� 10: Ig�i�� In��en��t S��e�h 76 Lesson 1: Mastering Motivation 79 Lesson 2: The Secret Ingredient 81 Lesson 3: Three Keys to Success 81 Wrap Up and What’s Next?

107 Ref��ce�

Course Introduction:Before You Begin

Welcome to the course!

First, join our private Facebook groupIt’s a good idea to join my private Facebook group for students now. During the course, therewill be activities for you to try, and I’ll invite you to share how it went. It’s really useful for youto see what worked for other parents and to share your achievements (and frustrations!) witheach other and with me. Together, we can support each other through this journey. There’s somuch to learn from each other’s experiences, so I encourage you to join us and share yoursuccesses and failures – both are equally valid. So please let us know how you are doing andhow we can help.

Find the Facebook group here:https://www.facebook.com/groups/KaylasStudents/

https://www.facebook.com/groups/KaylasStudents/

https://www.facebook.com/groups/KaylasStudents/

Module 1: Enhance Social Connection

Introduction to the Course

Set up speech therapy services for your childWrite down a plan for what day and time you intend to have speech therapy services set up foryour child.___________________________________________________________________________________

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Consider these three avenues for finding a speech therapist:

● If you have insurance, contact your insurance provider to request a “developmentalevaluation” from a speech-language pathologist or child psychologist.

● If you’re in the United States and your child is over or nearing the age of 3, contact yourlocal school district’s special education office and request a “developmental evaluation”from a speech-language pathologist or school psychologist.

● If you are in the U.S., visit find.asha.org on the American-Speech Language HearingAssociation website to find a speech therapist in your state. Some may accept insuranceand others will be private pay.

Your support systemTake a moment to write down the names of people you trust to be a part of your supportsystem. It can be hard to think of who to call in a stressful moment, but having this list toreference will help you realize you really do have people in your corner and all you need to dois reach out.

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Sharing time: Introduce yourselfPlease join us on the Facebook group and take a moment to introduce yourself. Tell us a littlebit about yourself and your child, and what brings you here to the course. We can’t wait tomeet you!

Lesson 1: Early Social Development

Checking in with your child

Children develop at different rates, but there are specific skills that your child should have,depending on their age. Put a checkmark next to the social development skills you know yourchild is using, and circle the ones that you know need some work

If you are circling any of these skills and your child is over twelve months of age, I want you tostop and take a deep breath. I have a series of videos on YouTube that explain autism ‘redflags’ and what to expect if your child has been diagnosed. Take a look if you are concernedabout your child and seek an evaluation from a qualified health professional.

Click here to view this video

The Autism Speaks website is another excellent resource. www.autismspeaks.org

Lesson 2: Decrease Screen Time

Identify your child’s screen timeIdentify how much time your child is spending on any type of screen, on average each day, anddecrease it by 25%.

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https://youtu.be/uko2yKA6xmw

https://youtu.be/uko2yKA6xmw

ReflectionTake a moment to reflect on why you may be using technology with your child. Be honest withyourself so that we can recognize and address the reasons why. If the reason is that you feeloverwhelmed, the next step may be to reach out to one of the people you listed on yoursupport system and ask them for some help.

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Lesson 3: Increase Connection

Complete the postpartum checklistI encourage parents to visit postpartumprogress.com and fill out the form called “New MomChecklist for Maternal Mental Health Help.”

I hope that this will help you in the process of self-healing. Please know that you are not aloneand there are resources for you to get the help you need to become your best self. Reach out toa mental health professional in your area.

Find a time to connectI want you to be intentional and write down in your workbook exactly when in the next 24hours you plan to spend fifteen minutes connecting with your child on their level.

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Carve out fifteen minutes today where you do the following:

● Put YOUR technology away● Be emotionally present in the moment● Observe what your child is doing on their own● Enter their space● Get down at their level● Do what they’re doing● React to what they’re doing● Seek eye contact● Smile and encourage them in their actions● Reach out and make a physical connection with your child● Ultimately, enjoy being together

Reflect on your bonding timeAfter you complete these fifteen minutes of bonding time, come back, and reflect on how thistime went for you. Be kind to yourself. Toddlers and their moods can be unpredictable. Life canbe unpredictable. If the time didn’t go as you hoped, make a note of that. Then select a time fortomorrow to try again.

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Connect with someone in your support networkGo back to your list of people that make up your support system. Write down what time thisweek you are going to dedicate a few minutes to yourself for connecting with one of thesepeople. Call or meet with them this week. Consider sharing about what you are experiencingas your work through this course. What successes can they celebrate with you? Whatstruggles can they support you with?___________________________________________________________________________________

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Sharing time: Your favorite social activitiesPlease let us know how this is going on the private Facebook group. Share the social activitiesyou are using in the place of screen time, or share a link to the song or game that worked bestfor you. We can learn so much from each other’s experiences. Good luck!

Lesson 4: Maximize Daily Routines

Create social timeTry using your daily ‘chores’ to create social time with your child, using the time you havetogether to put your child on your lap, sit on the floor across from them, or sit across from theirhigh chair at the table. Check them off below as you try them out.

I tried:

▢ Connecting at eye level

▢ Reducing screen time

▢ Practicing hello and goodbye

▢ Making meal time social

▢ Making diaper time social

▢ Making dressing time social

▢ Making bath time social

If you are concerned that difficulties with your child's behavior may be caused by a sensoryissue, be sure to talk to your doctor. You can read more about sensory issues in young childrenat senssorysmartparent.com.

ReflectionBeing a caretaker is difficult and doing these types of mundane tasks over and over can bedraining emotionally and physically. I’d like to help you change your perspective on these tasksand see them as opportunities for connection. Take a moment and reflect on three things thatyou enjoy about the physical connection with your child.

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Lesson 5: Social Games and Songs

Practice social games and songsHere are the lyrics to “If you’re happy and you know it.” You can make up your own verses, too!I’ve included a checklist of movements and social actions I suggest you work on while usingthis song. Choose 3-5 actions to focus on and practice this song at least once a day with yourchild.

Song Lyrics: “If You’re Happy and You Know It”

If you’re happy and you know it, clap your hands. Clap. Clap.


If you’re happy and you know it, then your face will surely show it.


● Movement:

▢ Clap your hands

▢ Jump up and down

▢ Spin around

▢ Swing back and forth (works best with two adults)

▢ Touch your toes

▢ Pat your head

▢ Wiggle your hips

▢ Kick your legs

● Social Actions

▢ Wave hello

▢ Wave bye-bye

▢ Blow a kiss

▢ Give high-fives

PeekabooPlay peekaboo with your child for a few minutes a day. Mark off the skills listed that this gametargets as your child progresses.

Skills targeted in peekaboo:

▢ Participate in play

▢ Smile

▢ Laugh

▢ Initiate turn-taking

▢ Anticipate the adult’s action or reaction

▢ Wave

▢ Say “Hi”

▢ Recognize their name

Checklist

I tried:

▢ Singing a social song once in the morning and once in the afternoon for a week

▢ Sing “If you’re happy and you know it”

▢ Play peekaboo

Remember you can choose a fun tune from Kayla’s YouTube.

Use her playlist titled “Kayla’s Songs.” Click here to view.

https://youtube.com/playlist?list=PLV37suUNGc8JuX-bJM7bkPu3Jd0jM_Gm0

Sharing timePlease let us know how this is going on the Facebook group. Share the social activities you areusing in the place of screen time, or share a link to the song or game that worked best for you.We can learn so much from each other’s experiences. Good luck!

Wrap UpUse the “Daily Social Connection Goals” chart which is on the next page. Make this a realpriority in your life. It lists the social skills that should be built into your daily routines. It willremind you to use those frequently in the way that we talked about, and give you some playgoals to aim for.

Sharing time

Share with me how this is going on the private Facebook group for course students. How hasdecreasing screen time changed your interactions with your child? What has been the mostsuccessful activity for you? What are you struggling with?

Key skills

Think about where your child stands with the skills we covered in this module. Be honest withyourself here. If your little one is still working through these, that’s perfectly okay! They mightjust need a little more time, and if that’s the case, pause here and work on the activities we’vetalked about in this module until you feel they are truly ready.

Not there yet Working on it Aced it!

Participate in play ◯ ◯ ◯

Smile ◯ ◯ ◯

Laugh ◯ ◯ ◯

Initiate turn-taking ◯ ◯ ◯

Anticipate the adult’s action or reaction ◯ ◯ ◯

Wave ◯ ◯ ◯

Say “Hi” ◯ ◯ ◯

Recognize their name ◯ ◯ ◯

Reflection

Take a moment to think about how this module has gone for you, and the progress you havemade with your child. Use this space for any notes you wish to make.___________________________________________________________________________________

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Module 2: Stimulate Cognitive Skills

Please double-check that you’ve completed all of your workbook activities from the previousmodule so that you know you’re ready to move on.

Are you ready to begin this module? Let's do a quick check-in to make sure your child is ready:

Pre-requisitesDoes your child:

● Recognize and discriminate between an angry and a happy tone of voice (3-6 months)● Cry at an angry tone of voice (3-6 months)● Smile spontaneously at human contact (3-6 months)● Imitate facial expressions (3-6 months)● Show a desire to be with people (6-9 months)● Recognize family member’s names (6-9 months)● Show sensitivity to others’ moods (9-12 months)

Lesson 1: Early Milestones for Play

Checklist: Early milestones

Looking at the list of early milestones for play, put a check next to the skills your child is usingand circle the ones that your child is lacking. Use this list to communicate with the in-personprofessional you are working with and ask how best to address these areas of weakness.

Stacking skillIs stacking a skill your child needs to work on? Practice stacking this week.

Lesson 2: Four Types of Toys to Look For

Sharing time: Your favorite toys

Pop on over to our Facebook group to share some of your favorite toys that meet these criteria.What age range are they best suited for? How do you think they have been useful for yourchild’s speech and language development?

Here are some of my toy suggestions on my Amazon Store:

● Balloon pump and balloons

● Cognitively Challenging Toys

Lesson 3: Two Types of Toys to Avoid

In this video, we talked about my top two types of toys to avoid. These are:

● Battery-operated toys that make sounds or speak (so that the child doesn’t have to),and

● Academic toys aim to teach colors, shapes, letters, numbers, and so on. Right now, thefocus should be on functional words rather than the type of learning they might do inkindergarten.

https://walkietalkiespeechtherapy.com/amazon-products/


Check out the list of toys again that I recommend on my website. Remember, there’s no magictoy. Toys do NOT make children talk. They are tools. It is the adult who helps push that childforward from just being entertained by a toy, to learning during play with a toy. It's not the toy;it’s how you use the toy.

Lesson 4: Toy Organization

Sharing time: Organizing your toys

Are your child’s toys organized this way, or do you have another method that works for yourfamily? Tell us about it on our Facebook group so that other parents can learn from what worksfor you. We’d love to see a photo of your toy space, if you want to share!

Wrap Up

Toys cheat sheetOn the next page, you will find the “Toys Cheat Sheet,” which recaps the previous lessons. Usethis to help you go through your child’s toys this week. Happy sorting!


Toys Cheat Sheet

Four types of toys to look for:1. Age-appropriate2. Cognitively challenging toys3. Multifunctional toys4. Interactive toys

Two types of toys to avoid:1. Battery-operated toys2. Academic toys

Organization tips:● Ten or less● Quality over quantity● Separate toys● A few toys open for grabs● A few toys in bins● A few toys visual but out of reach

Rotate toys weekly to keep your child excited.

Not sure where to begin?! Don’t forget about my recommendations on Amazon products.


Key skills



Between 6 - 9 months:

Interact with toys without mouthing ◯ ◯ ◯or banging.

Fiddle with a toy, and look at it with ◯ ◯ ◯interest.


Imitate actions they see adults doing, ◯ ◯ ◯e.g. stirring a spoon in a cup.

Push a toy car on their own - using it ◯ ◯ ◯the way it was designed.


Roll a ball back and forth with ◯ ◯ ◯another person

Demonstrate the appropriate or ◯ ◯ ◯“functional” use of toys

Demonstrate the symbolic uses of ◯ ◯ ◯toys (pretend play), e.g. flying a blockin the air like it is a plane.

Reflection

Take a moment to think about how this module has gone for you, and the progress you havemade with your child. Use this space for any notes you wish to make.

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Sharing time: What was the most impactful tool or concept that youlearned?

Before you move on, pop into the private Facebook group for this course. I’d love it if you wouldshare one thing that you learned in this module that has made a difference to your child’sspeech and language development.

+ What did you try, and how did your child respond?+ Have you introduced any new activities in your house to make speech and language

learning a consistent part of your day?+ What suggestions would you make to other parents whose children are at a similar

stage to yours?

There is so much that we can learn from each other, so I can’t wait to read about how you’vebeen applying your learning so far.

Module 3: Inspire Interaction

Please double-check that you completed your workbook tasks from module two and that youare ready to start this module. Good luck!

Lesson 1: Six Play Stages

Look at the list of six play stages and identify and circle which stage your child is in. Then, lookahead at the next stage to know what to look for in the future in your child’s development.

Lesson 2: Prioritizing Peer Play

Peer play reviewNow that you’ve identified exactly what play stage your child is in, you can ask yourself thefollowing questions. Please take the time to write down the answers to these questions.

1. Has playtime with peers been a priority for your family?2. If not, what holds you back?3. Do you have control over any of the factors that you see as holding you back?4. How can you change those and make this a priority for your family this week?5. When you have been able to schedule playtime with peers, how does this interaction

go for your child?6. How would you like to see the interaction change or improve over time?

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After this lesson, please try out these suggestions:

● Think about how much time your child is spending per week around other children.If it’s not 2-3 times a week, aim to increase it.

● Identify whether your child is meeting their developmental milestones in playwith peers.

● Observe your child during play and notice whether they have an awareness of others.● If your child is not yet talking, aim to get them to spend some time with children who

are talking, and have slightly higher skills.

Sharing time: Connecting with other families

Sometimes it can be difficult to think of ways to find and connect with other families withyoung children. Post any ideas you have on the private Facebook group and ask others fortheir input!

Lesson 3: Two Activities with Peers

Checklist

I tried:

▢ Ball play

▢ Kitchen play

Lesson 4: Songs for Peer Interaction

On the next page, there are lyrics to the two songs we talked about. You can also use thesesongs with just your child; they can still benefit from the interaction with you.

Module 3: Enhance Social Connections

Song Lyrics

Ring Around the Rosies

Ring around the rosies

Pocket full of posies

Ashes, ashes

We all fall down

Row, Row, Row Your Boat

Row, row, row your boat

Gently down the stream

Merrily, merrily, merrily, merrily

Life is but a dream

Row, row, row your boat

Gently down the stream

If you see an alligator,

Close your eyes and scream

Wrap Up

Checklist

I tried:

▢ Ball play

▢ Kitchen play

▢ Ring Around the Rosies

▢ Row, Row, Row, Your Boat

Key skills



Unoccupied play (birth - 3 months) ◯ ◯ ◯

Solitary play (birth - 2 years) ◯ ◯ ◯

Spectator/onlooker behavior (2 years) ◯ ◯ ◯

Parallel play (2+ years) ◯ ◯ ◯

Associate play (3 - 4 years) ◯ ◯ ◯

Cooperative play (4+ years) ◯ ◯ ◯

Reflection


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Before you move on, I’d love it if you would share one thing on the Facebook group that youlearned in this module that has made a difference to your child’s speech and languagedevelopment.



stage to yours?


Module 4: Boost Responsiveness

Please check that you completed your workbook tasks from module three and that you areready to start this module. Good luck!

Hearing checkIf you have any concerns about your child’s hearing, please book an appointment with anaudiologist this week (you can ask for a referral from your pediatrician), and check this task offwhen you have done so.

▢ My child has had a hearing evaluation.

Lesson 1: Early Developing ResponsesPlace a checkmark next to the items you know your child has mastered and circle the skillsyour child has yet to develop.

Lesson 2: Responding to Gestures

Checklist

Does your child understand and respond to the following gestures:

▢ Clapping

▢ A wave “hello” and “goodbye’

▢ Open arms for “hug”

▢ Extended arms for “come up”

▢ A pat on the ground for them to sit down or sit nearby

▢ Kissy face for a kiss

▢ Finger wave for ”come here”

▢ High-five

▢ Open palm for “stop”

How to practice physical promptingRemember, physical prompting is where you help guide your child to make a gesture byphysically moving them, showing them how to respond. This should be done patiently andgently, allowing your child time to respond on their own before you guide them. Music is afantastic tool for this activity, so on the next page, you’ll find a handy lyric sheet for somesongs you can incorporate into your daily practice.


Song Lyrics

Hello Song

Now it’s time to wave hello

Wave hello

Wave hello

Now it’s time to wave hello

Hello to (name)

*Words can also be changed to “Bye-Bye”

If You’re Happy and You Know It

If you’re happy and you know it,

Clap your hands.


Clap your hands.


Then your face will surely show it.


Clap your hands.

Who’s Here Today?

Say: “Who’s here today?”

Sing:

Kayla’s here today.

Kayla’s here today.

High-ho-the derry-o,

Kayla’s here today!

Say: “Everyone say, ‘Hi Kayla.’”

Say: “Who else is here today?”

Sing:

Johnny’s here today.

Johnny’s here today

High-ho-the derry-o,

Johnny’s here today!

Lesson 3: Pointing

Checklist

Does your child know:

▢ Follow a point

▢ Point on their own

Hidden rewardsTick the boxes with rewards your child will love that you can use in the egg hunt game. There’salso space to fill in some of your own ideas:

▢ Plastic animals

▢ Blocks

▢ Stickers

▢ Plastic letters

▢ _________________

▢ _________________

▢ _________________

▢ _________________

Lesson 4: Responding to Names

Familiar namesMake a list of family members (and other significant people) whose names your childshould know:

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Checklist

Check off these activities once you’ve tried them with your child the first time to boost namerecognition:

▢ Peek-a-boo

▢ The “Who is Here Today?” song

▢ Hide and Seek

Wrap Up

Calendar for daily practiceOver the page, you’ll find a calendar for daily practice that you can work through with yourchild. Mark off the items as you complete them. Do this for at least one week straight. There isan extra copy in the back and I recommend making duplicates of these if you need them. Ofcourse, you have access online to the printable PDF version of this workbook and so you caneasily print out as many copies as you’d like..

Key skills



Between 3 and 6 months:

Recognize an angry tone of voice (will cry) ◯ ◯ ◯

Recognize a happy tone of voice (smile, ◯ ◯ ◯

imitate expressions)

Between 6 and 9 months:

Show a desire to be with people ◯ ◯ ◯

Recognize family members’ names ◯ ◯ ◯

By 12 months

Responds to gestures:

Clapping ◯ ◯ ◯

A wave “hello” and “goodbye”’ ◯ ◯ ◯

Open arms for “hug” ◯ ◯ ◯

Extended arms for “come up” ◯ ◯ ◯

A pat on the ground for them to sit ◯ ◯ ◯

down or sit nearby

Kissy face for a kiss ◯ ◯ ◯

Finger wave for “come here” ◯ ◯ ◯

High-five ◯ ◯ ◯

Open palm for “stop” ◯ ◯ ◯


Responds to pointing ◯ ◯ ◯

Can point on their own ◯ ◯ ◯

Look at the person who says their name ◯ ◯ ◯

Say “mama” or “dada” meaningfully ◯ ◯ ◯

Between 12 and 15 months

Start to show sensitivity to others’ moods ◯ ◯ ◯


Refer to themselves by name ◯ ◯ ◯


State their first and last name ◯ ◯ ◯

Reflection


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Before you move on, I’d love it if you would share one thing on the private Facebook group thatyou learned in this module that has made a difference to your child’s speech and languagedevelopment.



stage to yours?

There is so much that we can learn from each other! I can’t wait to read about how you’ve beenapplying your learning so far.

Module 5: Elevate Understanding

Welcome to module five!

Please check that you have completed your workbook tasks from module four and that you areready to start this module.

Lesson 1: Following Simple One-Step Directions

Checklist


▢ Come

▢ Give me

▢ Open

▢ Sit

▢ Get it

▢ Out

▢ In

▢ Go

▢ Look

Lesson 2: Understanding Daily Routines

Checklist


▢ It’s time to eat

▢ Let’s go bye-bye

▢ Time to brush your teeth

▢ Bedtime

▢ Dishes

▢ Laundry

▢ Cleaning

▢ Feed the dog

Wrap Up

Key skills



One-step directions ◯ ◯ ◯

Routines ◯ ◯ ◯

Reflection


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Before you move on, I’d love it if you would share one thing on the private Facebook group thatyou learned in this module that has really made a difference to your child’s speech andlanguage development.



stage to yours?


Module 6: Build Receptive Vocabulary

Please check that you have completed your workbook tasks from module five and that you areready to start this module. I’m still here, cheering you on every step of the way!

Lesson 1: Developmental Milestones for Receptive Vocabulary

Milestones reviewIdentify which of the milestones your child has achieved and see what’s coming next for them.This will help you as you’ll know better what to work on with them and what to expect.

Place a checkmark next to the items you know your child has mastered and circle the skillsyour child has yet to develop. Use the infographic on the next page.

Lesson 2: Body Parts Vocabulary

Assignment: Twice a day this week, review the body parts with your child.

Checklist


▢ Head

▢ Eyes

▢ Ears

▢ Nose

▢ Mouth

▢ Shoulders

▢ Knees

▢ Toes

Song Lyrics: “Head, Shoulders, Knees, and Toes”

Place both hands on the parts of the body as they are mentioned in the song.

Head, shoulders, knees and toes

Knees and toes


Knees and toes

And eyes, and ears, and mouth, and nose


Knees and toes

Lesson 3: Clothing Vocabulary

Checklist

Does your child know (add a few of your own!):

▢ Shirt

▢ Pants

▢ Socks

▢ Shoes

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

Lesson 4: Food Vocabulary

Checklist

Does your child know (add a few of your own):

▢ Apple

▢ Orange

▢ Grape

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

▢ _________________

Wrap Up

Key skills



Between 9 and 12 monthsIdentifies two body parts on self ◯ ◯ ◯

Between 12 and 15 monthsPoints to two action words in pictures ◯ ◯ ◯

Understands some prepositions ◯ ◯ ◯

Identifies three body parts on self or doll ◯ ◯ ◯

Between 15 and 18 monthsIdentifies six body parts or clothing ◯ ◯ ◯

items on a dollFinds familiar objects that are not in sight ◯ ◯ ◯

Understands fifty words ◯ ◯ ◯

Between 18 and 21 monthsIdentifies body parts and clothing items ◯ ◯ ◯

on selfChooses five familiar objects upon request ◯ ◯ ◯

Understands the meaning of action words ◯ ◯ ◯

Identifies pictures when named ◯ ◯ ◯

Reflection


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Before you move on, I’d love it if you would share one thing on the private Facebook group thatyou learned in this module that has really made a difference to your child’s speech andlanguage development.



stage to yours?


If you and your child still need time to work on these types of vocabulary, that’s okay. Use the“Identifying Items in Real Life” chart on the next page. As your child is able to identify the itemsin real life, mark the words off on the chart so you can visually see the progress your child ismaking.

Module 7: Motivate Vocalization

Please check that you have completed your workbook tasks from module six. If so, you’re readyto start this module!

Lesson 1: Milestones of Vocalization

Turn to the next page, look at the milestones of vocalization and circle which stage your child isin. Look ahead at the next stage to know what to look for next in your child’s development.

Lesson 2: Silly Songs

Checklist

Try the following with your child for a few days:

▢ Motherese

▢ Five little Ducks

▢ Slippery Fish

Song Lyrics: “Five Little Ducks”

Five little ducks went out one dayOver the hill and far awayMother duck saidQuack, quack, quack, quack,But only four little ducks came back.

Four little ducks went out one dayOver the hill and far awayMother duck saidQuack, quack, quack, quack,But only three little ducks came back.

Three little ducks went out one dayOver the hill and far awayMother duck saidQuack, quack, quack, quack,But only two little ducks came back.

Two little ducks went out one dayOver the hill and far awayMother duck saidQuack, quack, quack, quack,But only one little duck came back.

One little duck went out one dayOver the hill and far awayMother duck saidQuack, quack, quack, quack,And all of the ducks came back!

Song Lyrics: “Slippery Fish”

Slippery fish, slippery fishSliding through the waterSlippery fish, slippery fishGulp, gulp, gulpOh no, it's been eaten by a-

Octopus, octopus squiggling in the waterOctopus, octopusGulp, gulp, gulpOh no, it's been eaten by a-

Tuna fish, tuna fishFlashing through the waterTuna fish, tuna fishGulp, gulp, gulpOh no, it's been eaten by a-

Great White Shark, Great White SharkLurking in the waterGreat White Shark, Great White SharkGulp, gulp, gulpOh no, it's been eaten by a-

Humongous whale, humongous whaleSpouting in the waterHumongous whale, humongous whaleGulp, gulp, gulpBURP!Pardon me!

Lesson 3: Silly Actions

Taking a break from practicing speaking is so important for you and your child. In this video, welooked at some fun copycat games that you can use when you feel like doing something a bitdifferent.

Checklist

Mark these actions off as your child learns to imitate them

Activity #1 CopyCat Game - suggested actions:

▢ Ball on head

▢ Ball behind your back

▢ Ball under your shirt

▢ Sit on the ball

▢ Kick the ball

▢ Pat the ball

▢ Throw the ball

▢ Hug the ball

▢ Kiss the ball

Activity #2 Slime Activity - suggested actions:

▢ Poke

▢ Stretch

▢ Pat

▢ Squish

▢ Punch

▢ Touch

▢ Rip

▢ Roll

Activity #3 “Wheels on the Bus” Song - suggested actions:

▢ Round and round

▢ Open and shut

▢ Move on back

▢ Swish, swish, swish,

▢ Up and down

▢ Wave hello

Lesson 4: Silly Sounds

Sound play ideasOn the next page, you’ll find a list of sound play ideas for you to practice during play with yourchild.

Write down some fun sound play ideas, using toys or activities that you already use withyour child.___________________________________________________________________________________

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Module 7: Motivate Sound Play

Sound Play Ideas

Mealtimes

● Mmm when eating

● Lick lips

● Stick out tongue to

lick or touch with

sound

● Smacking

● Ahhh for drinking

● Pucker for kiss with

sound

● Bleh for yuck

● Slurping sound

when drinking

● Num num num

● Yum yum yum

● Pouring sound

● Stirring sound

● Blowing sound

(blowing on hot

food)

Farm animal play

● Animal sounds

● Panting sound for

dog

● Licking sound for

cat

● Drinking sounds

● Eating sounds

● Sleeping sounds

With cars

● Vroom

● Honk

● Beep

● Crash

● Eeeek (for wheels

squeaking)

● Woooah

● Weee

● Wooo

● Wooohoo

● Gasp sound

With baby doll

● Shhh

● Snoring sound

● Pat Pat

● Kiss (with sound)

● Crying sound

● Up!!!

● Mmm, Yum, Num

while feeding baby

● Drinking sound,

ahh sound while

giving baby drink

● Burp sound

● Pew (for stinky

diaper)

● Gasp sound

● Pretend whisper

● OWW when baby

gets hurt

Other

● Cough

● Sneeze

● Clear throat

● Tongue click

Direct child to look at your mouthwhile you make these sounds!

Checklist

Tick these off as your child accomplishes them:

▢ “Bleh” meaning “yucky”

▢ “Pew” meaning “stinky”

▢ “Grr” meaning “I’m angry”

▢ “Uhg” meaning “I’m frustrated”

▢ “Tisk-tisk-tisk” meaning “Don’t do that”

▢ “Sigh” for feeling tired

▢ “Gasp” sound, for surprise

Other silly sounds:

▢ Raspberry sounds

▢ Cough

▢ Sneeze

▢ Clearing your throat

▢ Tongue click

▢ Yawn

▢ Blowing on something that’s “hot” (for it’s hot)

▢ Slurping sounds

▢ “Ahh” sound after drinking

▢ “Num, Num” eating or smacking sounds

▢ Burping sounds

Wrap Up

Key skills



Using intonation ◯ ◯ ◯

Imitating simple sounds ◯ ◯ ◯

Trying to use sounds during a song ◯ ◯ ◯

Singing independently (might not ◯ ◯ ◯

be real words)Imitating silly action in play ◯ ◯ ◯

Imitating silly actions in songs ◯ ◯ ◯

Reflection


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Before you move on, I’d love it if you would pop onto the private Facebook group and share onething from this module that has really made a difference to your child’s speech and languagedevelopment.



stage to yours?


Module 8: Initiate Communication Success

Welcome to module eight! Have you been motivating vocalization and making lots of sillysounds? Make sure your child is truly ready to move on with you!

Lesson 1: No-Pressure Modeling

On the next page, you’ll find a graphic representation of the top ten signs I use with newtalkers.

Lesson 2: Teaching Sign in Seven Steps

Introduce a signUsing the methods we discussed in this lesson, choose a new sign and introduce it to yourchild.

Remember the seven steps for teaching sign language!

1. Motivate2. Model3. Pause4. Prompt5. Help6. Reward7. Praise

Lesson 3: Encouraging Independence

Song Lyrics: “Ride a Little Horsey”

Ride a little horsey,

Going downtown,

Whoa little horsey don’t fall down.

Checklist

How is your child doing with the first ten signs? Check them off as your child starts using themindependently:

▢ “More”

▢ “Open”

▢ “Help”

▢ “All done”

▢ “Eat”

▢ “Drink”

▢ “Stop”

▢ “Again”

▢ “Please”

▢ “My turn”

Wrap Up

Key skills



Recognizes 3 signs ◯ ◯ ◯

Can use 3 signs independently ◯ ◯ ◯





Reflection


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Before you move on, I’d love it if you would share one thing from this module on the privateFacebook group that has really made a difference to your child’s speech and languagedevelopment.



stage to yours?


Module 9: Expand Verbal ImitationWelcome to module nine! Now that your child is hopefully starting to sign independently, theyare starting to realize the power of communication and they are ready to move on. Make sureyour checklists from the previous module are complete!

Lesson 1: No Pressure Play

No-pressure playtimeTry out some no-pressure play activities with your child. Here are a few ideas and toysuggestions to get you started:

● Painting with dot-dot markers

● Coloring with crayons

● Drawing with sidewalk chalk

● Playing with musical instruments

● Sensory play with water beads

Lesson 2: The Power of Simplification

Here are two toy suggestions that are great for these activities:

● Dot markers

● Toy animals

Remember to be super careful to keep the shaving cream out of little eyes and mouths and tonot leave them alone with it! If your child likes putting things in their mouths then usingcool-whip might be better.

Suggested words

Painting activity

● Paint● Dot● More● Slow● Fast● Nice● Cool● Big● Little● Wet

Shaving cream and animals activity

● In● Out● Poke● Mix● Hide● Cow● Moo● Dog● Woof● Cream

Lesson 3: Verbal Imitation in Seven Steps

Here is the seven-step process again, for easy reference. Remember how important it is topause and prompt!

Lesson 4: Tracking New Sounds

Early developing soundsOn the next page is a list of early sounds that you can use to keep track of and plan newsounds or words to model for your child.

While it is common for toddlers to mispronounce words, it is not common for children to haveextreme difficulty.

Here is a list of characteristics that might indicate that a deeper evaluation of your child’sspeech production is needed.

Circle any that apply to your child and use this list to talk to your speech therapist.

● Little to no babbling as an infant

● Uses gestures/pointing more often than words

● Difficulty imitating sounds, words, unfamiliar words, multi-syllable words

● Difficulty combining words

● Inconsistent errors (i.e., the same word comes out in different ways)

● Monotone speech/robotic speech

● Difficulty with vowel sounds (i.e., hat sounds like hot)

● Difficult to understand

● Difficulty with singing

● Tries to say something but nothing comes out

If you are noticing these types of behaviors, talk to your speech-language pathologist aboutthe possibility of a motor-speech disorder like childhood apraxia of speech.

Read more about motor-speech disorders like Childhood Apraxia of Speech (CAS) on mywebsite.

Wrap Up

Key skills



My child can imitate sounds…

when given lots of help or prompting ◯ ◯ ◯

when given prompting ◯ ◯ ◯

without any help or prompting ◯ ◯ ◯

Reflection


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Before you move on, please go to the private Facebook group for this course and share onething that you learned in this module that has really made a difference to your child’s speechand language development.



stage to yours?


Module 10: Ignite Independent Speech

Please double-check that you completed all of your workbook activities from the previousmodule so that you know you’re ready to move on.

Lesson 1: Mastering Motivation

Here is a short review of the strategies discussed in this lesson.

● Strategies

1. Less modeling might look like...

○ Saying the target word only one time, rather than multiple times.

○ Not saying the key word at all

2. Less Prompting might look like...

○ Saying: “Your turn,” only one time and waiting a longer period of time

to give them a chance to speak.

3. Less help might look like...

○ Not mouthing the word, or giving the beginning sounds of the

word a hint.

○ Not using the target word within the question or instruction.

● Open-ended phrases:

○ Phrases that don’t use the target word:

■ “What do you want?”

■ “Your turn.”

■ “You tell me.”

Use the space below to brainstorm ideas for a “speech kit” of three special items that you canuse at least once daily with your child, for at least 5-10 minutes each. Here is a list of ideas toget you started:

Speech kit item ideas:Balloon pump and balloonsBubblesLight-up ballTrain setNerf gunDolls with dress-up items

Brainstorm other ideas here for your child:

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Use the “speech kit calendar” on the next page to help remind you of the strategies and keeptrack of your practice for one full week.

Lesson 2: The Secret Ingredient

For the next week choose three activities to focus on and use for speech practice at least oncea day with your child. Here are the lyrics to the “Around We Go” song.

Activity Ideas:

● Tag● Hide-and-seek● Race around the yard● Chase● Squirting the garden hose and running away● Stomping in puddles● Jumping in piles of leaves● Toss in the air● Swing● “Around We Go” song

Song lyrics: “Around We Go”

Around, and around and around we go

Where we’ll stop, nobody knows! Stop!

Lesson 3: Three Keys to Success

Reflection

Take a moment to think about how you react to your child when they don’t respond to yourquestions. Are you giving them enough time to respond? Are you becoming frustrated? Usethis space for any notes you wish to make.

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Wrap Up & What’s Next?

Key skills

Think about where your child stands with the skills we covered in this module. Be honest withyourself here. If your little one is still working through these, that’s perfectly okay! Keepworking on the activities we’ve talked about in this module. until you feel as if they are startingto use vocabulary independently.


My child uses words independently...

to request something ◯ ◯ ◯

to request help ◯ ◯ ◯

to name items ◯ ◯ ◯

to name familiar people ◯ ◯ ◯

Reflection


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Start tracking your child's vocabularyOn the next page, I’ve provided two sheets that you can use to track your child's first 50, andfirst 100 words, as well as a sheet of the hundred most common words that you and your littleone can use for inspiration. Keep these handy, and pat yourself on the back when you and yourchild meet these milestones!

If your child is not yet talking and you would like to know the sign for a word, you can easilyfind this by searching online.

Additional Notes

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Additional Notes

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References

Module 1: Enhance Social Connection

Lesson 1: Decrease Screen Time

● American Academy of Pediatrics (2013). Children, Adolescents, and the Media. PEDIATRICS,[online] 132(5), pp.958–961. Available at:https://pediatrics.aappublications.org/content/132/5/958.short

Lesson 3: Increase Connection

● Stone, K., 2014. New Mom Mental Health Checklist - General | POSTPARTUM PROGRESS.[online] Postpartum Progress Inc. Available at:https://postpartumprogress.com/download/new-mom-mental-health-chec

Lesson 4: Maximize Daily Routines

● Muller, R., 2013. Baby Talk: Nonverbal Infant Communication. [online] Psychology Today.Available at:https://www.psychologytoday.com/us/blog/talking-about-trauma/201311/baby-talk-nonverbal-infant-communication

Lesson 5: Practice Social Games and Songs

● Pepper, J., Weitzman, E., H Ayala Manolson and Mcgill University. Hanen Early Language ParentProgram (2004). It takes two to talk : a practical guide for parents of children with languagedelays. Toronto, Ont.: Hanen Program, pp.96, and pp.67-80.


Introduction

● NIDCD. 2016. Quick Statistics About Hearing. [online] Available at:https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing#11

● Cdc.gov. 2010. Identifying Infants With Hearing Loss --- United States, 1999--2007. [online]Available at: https://www.cdc.gov/mmwr/preview/mmwrhtml/mm5908a2.htm

● Vohr, B., 2003. Overview: Infants and children with hearing loss?part I. Mental Retardation andDevelopmental Disabilities Research Reviews, 9(2), pp.62-64.

● Mitchell, R. and Karchmer, M., 2004. Chasing the Mythical Ten Percent: Parental Hearing Statusof Deaf and Hard of Hearing Students in the United States. Sign Language Studies, [online] 4(2),pp.138-163. Available at: https://research.gallaudet.edu/Demographics/SLS_Paper.pdf

● Teele, D. W., Klein, J. O., & Rosner, B.,1989. Epidemiology of otitis media during the first sevenyears of life in children in greater Boston: a prospective, cohort study. The Journal of infectiousdiseases, 160(1), 83–94. Available at: https://doi.org/10.1093/infdis/160.1.83

● Rossetti, L., 2005. The Rossetti Infant Toddler Language Scale. East Moline, Ill.: LinguiSystems.

Lesson 1: Early Milestones for Play


● Lanza, J.R. and Flahive, L.K. (2008). Guide to communication milestones : concepts, feeding,morphology, literacy, mean length of utterance, phonological awareness, pragmatics, pronouns,questions, speech sound acquisition, vocabulary. 2012 ed. East Moline, Il: Linguisystems.

Module 3: Inspire Interaction

Lesson 1: Six Play Stages

● Parten, M.B. (1932). Social participation among pre-school children. The Journal of Abnormaland Social Psychology, [online] 27(3), pp.243–269. Available at:https://pathways.org/kids-learn-play-6-stages-play-development/

Lesson 2: Prioritizing Peer Play

● Ledford, J.R. and Wolery, M. (2013). Peer Modeling of Academic and Social Behaviors duringSmall-Group Direct Instruction. Exceptional Children, [online] 79(4), pp.439–458. Available at:https://journals.sagepub.com/doi/abs/10.1177/001440291307900404?journalCode=ecxc


Lesson 1: Early Development Responses


● Lanza, J.R. and Flahive, L.K. (2008). Guide to communication milestones : concepts, feeding,morphology, literacy, mean length of utterance, phonological awareness, pragmatics, pronouns,questions, speech sound acquisition, vocabulary. 2012 ed. East Moline, Il: Linguisystems.

Lesson 2: Responding to Gestures

● Teach me to Talk, 2016. 11 Skills Toddlers MUST Use Before Words. Episodes 275-290.[podcast] Teach me to Talk. Available at: https://teachmetotalk.com/tag/laura-mize-podcast/

Lesson 3: Responding to Pointing

● Pepper, J., Weitzman, E., H Ayala Manolson and Mcgill University. Hanen Early Language ParentProgram (2004). It takes two to talk : a practical guide for parents of children with languagedelays. Toronto, Ont.: Hanen Program, pp.42.

Module 5: Elevate Understanding

Lesson 2: Understanding Daily Routines

● Pepper, J., Weitzman, E., H Ayala Manolson and Mcgill University. Hanen Early Language ParentProgram (2004). It takes two to talk : a practical guide for parents of children with languagedelays. Toronto, Ont.: Hanen Program, pp.83–89.

● Melbourne Child Psychology & School Psychology Services, Port Melbourne (2014). TheImportance of Routine in Childhood. [online] Melbournechildpsychology.com.au. Available at:https://www.melbournechildpsychology.com.au/blog/the-importance-of-routine-in-childhood/.

● Malatras, J.W., Israel, A.C., Sokolowski, K.L. and Ryan, J. (2016). First things first: Family activitiesand routines, time management and attention. Journal of Applied Developmental Psychology,47(47), pp.23–29. Available at:https://www.psychologytoday.com/us/blog/the-healthy-child/201612/build-routines-early-build-skills-the-future

Module 6: Build Receptive Vocabulary

Lesson 1: Developmental Milestones for Receptive Vocabulary


Module 7: Motivate Sound Play

Lesson 2: Silly Songs

● Pepper, J., Weitzman, E., H Ayala Manolson and Mcgill University. Hanen Early Language ParentProgram (2004). It takes two to talk : a practical guide for parents of children with languagedelays. Toronto, Ont.: Hanen Program, pp.151–163.

Lesson 3: Silly Actions

● Pepper, J., Weitzman, E., H Ayala Manolson and Mcgill University. Hanen Early Language ParentProgram (2004). It takes two to talk : a practical guide for parents of children with languagedelays. Toronto, Ont.: Hanen Program, pp.39.

Lesson 4: Silly Sounds

● Teach me to Talk, 2016. 11 Skills Toddlers MUST Use Before Words. Episodes 275-290.[podcast] Teach me to Talk. Available at: https://teachmetotalk.com/tag/laura-mize-podcast/.

Module 8: Initiate Communication Success

Introduction: Assisting Toddlers to Sign


● Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternativecommunication intervention on the speech production of individuals with developmentaldisabilities: A research review. Journal of Speech, Language, and Hearing Research, 49(2), pp.248–264.

● Cattani, A., Rossini, P., & Volterra, V. (1998). Teaching Sign Language to Hearing Children as aPossible Factor in Cognitive Enhancement. Journal of Deaf Studies and Deaf Education, 3(2), pp.135–142.

Lesson 2: Teaching Signs in 7 Steps

Credit for “you cannot make a child speak but you can take their little hands and make themsign” is given to Laura Mize:


Module 9: Expand Verbal Imitation

Lesson 2: The Power of Simplification

● Pepper, J., Weitzman, E., H Ayala Manolson and Mcgill University. Hanen Early Language ParentProgram (2004). It takes two to talk : a practical guide for parents of children with languagedelays. Toronto, Ont.: Hanen Program, pp.6

Lesson 3: Verbal imitation in 7 steps

● Pepper, J., Weitzman, E., H Ayala Manolson and Mcgill University. Hanen Early Language ParentProgram (2004). It takes two to talk : a practical guide for parents of children with languagedelays. Toronto, Ont.: Hanen Program, pp.54-56

● Sander, E.K. (1972). When are Speech Sounds Learned? Journal of Speech and HearingDisorders, 37(1), pp.55–63.

Module 10: Ignite Independent Speech

Lesson 1: Mastering Motivation


Lesson 2: The Secret Ingredient


● Jensen, E., 2005. Teaching With The Brain In Mind. Alexandria, Va.: Association for Supervisionand Curriculum Development.

About the online course

How to Teach a Toddler to Talk

Our online speech therapy course aims to help you—the parent—connect with yourchild in a meaningful way. It’s the perfect way to encourage your child to developessential speech skills through daily practice and a positive learning environment.

We’ve designed this course to provide parents with a powerful tool that allows themto support their child’s development through all stages of speech therapy.

Learn more at www.walkietalkiespeechetherapy.com

About the Author

Kayla is the director of Walkie Talkie Speech Therapy andthe creator of the online course How to Teach a Toddler toTalk. She has over 10 years of professional experienceworking with children, including her years as a preschoolteacher. She specializes in Early Intervention SpeechTherapy with children ages 18 months to 3 years old.In her master’s program she received extra training onAutism Spectrum Disorders at San Diego State Universityand is especially skilled in speech therapy with childrenwith Autism. Her passion is educating and empoweringfamilies to help their child with a speech or language delayto communicate effectively.

Documents

EBOOK | Copy of Ryan edit: How to Teach a Toddler to Talk