Carol's Speech and Language Disorders Homepage - Articles
1. How to Help Your Child Get the Most Out of Speech Therapy
by Carol Casserly, MA, CCC-SLP
This article is written for parents of elementary school students who are
about to begin articulation therapy.
You’ve just learned your elementary aged child is being recommended for
speech therapy. Perhaps you initiated the evaluation because you knew he needed
help with his speech. Or perhaps the recommendation came from your child’s
teacher and was a complete surprise to you. Or maybe your child was referred
for a speech evaluation after a routine screening by the speech/language
specialist. You may even think that your child’s lisp or immature “r” sounds
cute now. But will it still sound cute when he is a teenager? Whatever your
experience, you want the best for your child and you want him to get the most out
of his therapy experience.
Parents are an extremely important part of their child’s therapy program.
Parents help determine whether or not their child’s experience in speech/language
therapy is a success. I have seen over and over again during my years as a
speech/language specialist, that the children who complete the program most
quickly and with the most lasting results are those whose parents have been
One of the most frequent questions parents ask me is “How can I help my
child at home?” Since each child’s problem is unique, that answer can be
different for each parent. However, there are some basics that apply to all
cases that will be addressed in this article.
The first thing a parent should do is to gain a good understanding of the
child’s speech problem. The speech/language specialist will go over the
evaluation in detail and should provide a copy of the written evaluation as well.
Ask questions if you do not understand something (Speech Pathology has its own
set of vocabulary like any other discipline...if you need something explained,
ask) . You should offer information about your child’s speech at home.
The speech/language specialist will also provide you with a list of goals and
objectives to be met in therapy. You should participate in this goal-setting
process and feel free to share what you would like to see your child accomplish
in therapy. Understand the sequence of objectives and how much is expected for
each phase of therapy.
Secondly, get all the details of how the therapy will be provided: will it
be in a group or individually? Will it be in the classroom or in the therapy
room? How often will he be going? What are some types of activities the
therapist will be doing with the child? If possible, find out when the child
will be scheduled. Knowing this information will help you to prepare your child
at home by telling him where he will be going, how often, and what his class will
be doing at that time.
Third, demonstrate a supportive, positive attitude about the therapy to your
child. In our school, we have “Reading Club”, “Math Club”, and “Speech Club” or
“Language Club”. By calling our classes for extra help “clubs” it helps children
to look forward to something special. You can reassure your child that lots of
kids go to speech club and they will have a good time and learn things that will
help them their entire life. Try not to make him feel that he has some terrible
problem, but that going to speech is similar to going to reading club, math club
or even “GT” (Gifted and Talented). Help your child understand that this class
is just as important as any other class and that you take it seriously too.
Continue to show an interest in your child’s speech program by asking what
they did in class. Keep in contact with your child’s therapist through parent
conferences, Back-to-School Night, and phone or written communication as needed.
Your child’s therapist may provide a practice notebook to be done at home.
These assignments should be considered to be just as important as their spelling
or math homework. Initialing the assignments once they are completed lets the
speech therapist know that you’ve gone over them with your child. Use the speech
book to write notes to the therapist or to let her know if any words were
Finally, integrate speech practice into daily activities as much as possible. Here are some general activities to try. Choose those which fit your child’s age and interest the best.
1. If your child is working on a specific sound, help him to become aware of that
sound by pointing out things in the environment that contain the sound. You can
do this in a number of ways:
a. Go on a “Sound Walk”. Hunt for things in or outside of the house that have
the child’s speech sound.
b. Look through magazines for pictures or words that have his speech sound.
c. When driving, look for things with the child’s sound.
d. Play a 20 Questions. Think of a word or object that has the child’s speech sound. Have the child ask questions to figure out what the object is. If that is too difficult, give the child clues and have him guess.
2. Once your child can say the sound correctly in words, have him practice saying some of those words for you. When that becomes easy, have him say them in sentences.
a. Spelling Search - Have the child search his spelling list for words that have his sound in. Say them aloud.
b. Silly Sentences - See who can make up the silliest sentence using one of your child’s speech words.
c. Challenge Sentences - See who can make up the sentence using the most words containing the speech sound.
d. Tongue Twisters - Do you know a tongue twister that has your child’s speech sound? Can you and your child make some up?
3. When your child is able to say his speech sound in words and sentences, have him begin to practice reading aloud using his sound correctly. For beginning readers, have him read from his reading book or story books he enjoys. Try using poems, the Sunday Funnies, Comic Books, cereal boxes, signs, TV guide, video or board game instructions, anything your child enjoys reading. (This will help improve reading skills too!)
4. Begin to encourage your child to use the sound correctly for short periods of time during the day. This is called “carryover”. Can your child carryover good speech every time he says his sister’s name? his pet’s name? his favorite food?
5. Once your child is able to use good speech for longer periods of time, try these conversational activities.
a. Make a phone call using good speech.
b. Use good speech all during supper.
c. Use good speech in the car on the way to practice, lessons, or school.
d. Use good speech while going over homework.
6. If you have any questions or concerns, contact your child’s speech therapist.
The keys are to keep speech practice fun and to teach your child that good speech is not just for speech class. Don’t let speech practice become a source of conflict. Do not pick times when your child is tired or upset to expect good speech. Praise your child as he acquires new speech skills.
©1998 Carol Casserly, MA, CCC-SLP
This article may be reproduced in its entirety for use with parents. It may not
be reproduced for sale or profit. It may not be reproduced for use for bulk
handouts at workshops or in classes without the permission of the author.
To request permission, contact the author at firstname.lastname@example.org or by writing to
Carol Casserly at Blairstown School, PO Box E, Blairstown, NJ, 07825, or visit
Carol’s Speech and Language Disorders Homepage at
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