Most clicked on 2013

An early happy new year to everyone! I will take the chance again to say thanks for being supporters of I Raise My Kids.
This week I’ll be reposting the most clicked on posts from I Raise My Kids.
Actually the most clicked on is ‘about me’ so starting with that, I’ll give a quick summary about who I am, so you know where I am coming from with the posts that I put up here!
I am Heidi, a mum of 2 boys (getting closer to 2 and 4 years) and a paediatric speech pathologist. I am very interested in child development which includes everything from communication, cognitive, social-emotional and even physical development. I am also interested in play, literacy and picky eating/developing healthy eating.
We have been down a road and a half working out the cause of Master 3’s ‘ADHD’ and eczema and have since come across food intolerances, kinesiology and working towards more of a Paleo ‘lifestyle’ so hence I post about this as well. Working with children, I am starting to realise there is a lot more of the unnecessary behavioural problems as well as other health issues that creep up, relating to not only diet but also emotional issues.
I hope that if anyone ever has questions or concerns that they would like more information on, relating to any of the above topics, please send me a message. I am more than happy to try and help!!

We’re off to a speechie – finding a brilliant one

Be it speech or language or many other issues such as stuttering, feeding or autism, you might be in search of a speech pathologist for your child.  Where do you start? How do you find a good one?

Here is a list of things to consider:

  • First of all, we are supposed to be ‘communication experts’, so expect extremely good communication with your speech pathologist!
  • Like any professional, there are the good ones and the ‘not-so-good’ ones.  Always keep that in mind
  • Before forking out, consider government services, generally through a community health centre or maybe a hospital.  These are free but might have a long waiting list so don’t delay.  The government provides funding for professional development and good conditions, so it does not mean that you are getting less of a service because it is free!  I prefer to work in a government service than privately because of the conditions!
  • But! Many very passionate speech pathologists choose to work in private practice to do it their own way (and avoid government issues!), so you can certainly find some fantastic ones there too
  • If looking into a private speech pathologist, have you looked into an Enhanced Primary Care (EPC) plan? (this entitles you to a maximum of five rebated sessions – you’ll surely have some gap fee, per calendar year).  Ask your GP about this or the speech pathologist that you have chosen
  • If you sign up to a private speech pathologist, do you know roughly how long you’ll need to be going for?  I used to have families thinking they would solve their child’s speech delays using their five EPC sessions when in fact, it would probably take years of therapy
  • If a speech pathologist has the letters CPSP after their name, this means ‘certified practicing speech pathologist’ and they have chosen to sign up to seeking out professional development each year
  • Consider the difference between those that offer 30 minute sessions versus 45 minute (or even 1 hour sessions).  Sometimes short and regular sessions are good, but other times the child will only just get into the 30 minute session right when it is finishing
  • Another thing to think about (if you get a choice), is to do ‘chunks’ of therapy.  You might go for a term, then have a term off.  Sometimes kids do have ‘spontaneous recovery’, so at least you can assess this while you have a break.  Regular, ongoing therapy can also be draining and monotonous for some kids (even though we do make it pretty fun!) and also the parents/siblings.
  • Ask around for recommendations.  Every second person know someone who has needed speech therapy before.

And once you have started seeing a speech pathologist:

  • Do they encourage you to sit in on the sessions? (this allows you to see if your child is truly progressing and to take ideas for home) – I don’t feel there is any good reason for a parent to be asked to sit outside of the session.  This just makes it easier for a speech pathologist to be a bit ‘lazy’
  • Do they listen to you?  Do they encourage you to make goals with them?  If not, do they tell you of their goals?  Do they explain what and exactly why they are doing it? Are they well-prepared?
  • Do they give you ideas for home?  A take-home scrapbook might be fine for a school-aged child, but generally ‘real life’ situations are better practice for pre-school children which will encourage more generalisation
  • Remember to constantly assess if you are making progress and if not, move onto a different speech pathologist.  I am constantly surprised to talk with families who have been seeing other speech pathologists that can barely tell me what they are working on and when questioned they sit back and realise their child has made NO progress after continued therapy.  Of course there are the good stories too though! 🙂
  • Always ask questions if you are unsure of anything.

When in doubt, please ask a question through this blog.  🙂 Heidi

Getting the sounds out

Learning to talk has so many aspects, including a very tricky one…  Getting the brain to coordinate the ‘articulators’ (tongue, lips, teeth) along with voice and the jaw and even cheeks to make a sound.  Let alone stringing a few sounds together to make a word!


It all begins with babbling, getting the jaw and lips/tongue moving.  It might be /bababa/ or /mamama/ or /dadada/ or /papapa/.  These might sound like what we say, but they are actually ‘immature’ versions of the sounds we produce later as adults.  For example, a baby moves their jaw and if their tongue happens to go with it, it might come out as a ‘dada’, but they cannot actually hold their jaw still and move their tongue to produce a ‘d’ by itself.  And even a ‘b’ or ‘m’ actually happens more by the fact that their lips happen to be closed before they open their jaw, rather than actually choosing to press their lips together, as we would.

Babbling is a great sign that your baby is practicing to talk!

First sounds

Children can make many different speech ‘errors’ as they learn to talk clearly.  Their brain has a lot of work in organising a string of sounds to make a word… and then sentences.  By two (anything goes before that!), the first sounds your child should be able to physically make are: p, b, m, d, n, t, h, w.  For all the other sounds, your little one may either use a different sound or leave it out altogether.

At two years of age, can other people understand half of what your child says?  A parent will always understand more, so get someone like a family member or a daycare leader to judge.

At three years of age, can others understand most of what your child is saying?  Then your child is probably going along okay!

Between 12 months and 3 years of age, your child will gain literally hundreds and thousands of words and have a lot of time to practice talking.  If your child is an early talker, their speech will tend to be clearer before the later talkers, just through more practice!

By three years of age, your child should also be able to use these sounds in words: k, g, f, ng.

By four years of age, your child should be using all sounds accurately except the following: s, v, r, th and consonant clusters (eg. green, pink).  Your child may still have a ‘lisp‘ when starting school (eg. ‘thilly’ for ‘silly’), which may need attention from a speech pathologist to correct.  They may also have difficulty with ‘r’, ‘v’ and ‘th’ up until 8 years of age.  This is the grey area where it is good to keep an eye on your child up until these ages (or think about speech pathologist waiting lists) but not necessarily be too concerned before this as it could certainly resolve itself.

If your child uses a dummy or sucks their thumb, keep in mind the longer they do it, the more possibility they could experience difficulty with a lisp and incorrect mouth position.   This is more likely for children who suck a dummy or thumb well past three years of age.

If your child is having difficulty making certain sounds, here are a few pointers:

  • don’t make fun of your child’s speech! For the young ones, it is likely they aren’t aware they are making errors
  • emphasise the correct way to pronounce the sound in the word (eg. ‘ohh the carrot’ for a child saying ‘tarrot’) but don’t make a big deal of it 
  • try not to exaggerate the sound too much or you risk your child learning to say the word with the sound exaggerated
  • be wary of children who may become upset with a lot of attention drawn to their speech errors (particularly the older children).  It is probably better to look into a speech pathologist if this becomes a problem before they really get put off focussing on changing speech errors
  • notice if your child changes the speech error over time – your child might start by saying ‘crown’ as ‘wown’, but then they might start calling it a ‘fwown’ which is getting closer as they are now putting a sound (‘f’) in place of the ‘c’ instead of no sound.  This is a sign your child is developing their speech skills and might resolve the speech errors on their own!

Remember!  The more you reinforce your child’s shortened versions of words, such as ‘nana/narny’ for ‘banana’, ‘bik bik’ for ‘biscuit’ or ‘puter’ for ‘computer’, the less of a model they get to eventually say the word correctly.  Model how to say words for your child!

Don’t forget to follow I raise my kids here on the blog!

Related post – ‘We’re off to a speechie – finding a brilliant one’.

It’s not all lisps and stuttering!!!!

So what does a paediatric Speech Pathologist actually do?

Well, definitely more than just speech!  Having worked in a bar whilst I was at uni, I got my fair share of people pretending to have a ‘speech impediment’ or just thinking that I’d help them to ‘talk better’ (picture ridiculous lisps and the like!).  I think that’s how my uni friends and I started pretending to do anything other than Speech Pathology whilst we were out with drunken ones!

Anyway!  Sometimes we are called Speech Language Pathologists, as we also work with language difficulties.  A coming post on the actual difference between speech and language.  But we do much more than that….!

We can help children with delayed pretend play skills, those with attention difficulties, help teach cognitive skills, or help students who are struggling with literacy skills at school.  We teach social skills to children from pre-school to high school.  We can also help children with voice difficulties such as vocal nodules.  We work in hospitals with little newborns who have difficulties breastfeeding and those who have been born with a disability right through to supporting teachers at school.  We also work in community health centres.  Other Speech Pathologists work in private practice and cover some or all of the issues above.  We educate parents and other people involved with the child such as daycare leaders, teachers and even siblings.

Speaking for myself, I work with children with disabilities from birth to six years old.  We see children with autism, Down syndrome, many other syndromes, hearing impairments, intellectual impairments, Cerebral Palsy, medical complications, brain injuries and children with no diagnosis but whom are globally delayed.  Not only do I teach the children language skills, clearer speech, preliteracy skills, play and social skills but I also educate their parents so that they can continue ‘therapy’ for the rest of the time they are not with me.  Working closely beside physiotherapists, occupational therapists and psychologists, I also gain many skills off them which I can also pass onto the kids and families.  This job is where I draw my inspiration from in being an enthusiastic parent with my own children!

Speech pathology is now becoming quite a popular course at university as it is a rewarding career and is being sought out more.

Did you know Paul Jennings, author of some great books and the old TV series ‘Round the Twist’ is a speech pathologist?

So now you know a bit more about us Speech Pathologists!

Oh and of course we do lisps and stuttering!! 🙂

The future of a little sucker

dummy, pacifier, soother, comforter

dummy, pacifier, soother, comforter

Let’s look at the dummy from a Speech Pathologist’s viewpoint.

Did you know sucking (well any stimulation to that joint where your jaw hinges from, the temporo-mandibular joint, which often includes chewing gum or biting nails as an adult) promotes calmness and body awareness?  It’s no wonder many babies are ‘sucky’ babies!  And besides calming your baby, maybe promoting body awareness is also a positive out of sucking.

I’m in no place to comment as to the thumb/finger sucking vs dummy debate.  Here is a good link to the Raising Children Network about the pros/cons about dummies.

But yes, sometimes dummy sucking can be difficult to stop (as can thumb sucking).

When should you get rid of the dummy?

Basically, the sooner the better but there is obviously a ‘safe’ time as far as speech and dental development.  Some say it should be gone by six months, to avoid a habit forming, but I’m fairly sure you’ll still face difficulties getting rid of it then!  The next thing to consider is when and how often is your baby using the dummy?  The more they use it, the less chance for babbling and speech development.  I have seen toddlers who manage to talk with a dummy in their mouth or those that are choosing not to say anything because they are quite comfortable sucking…and I have to restrain myself from taking it out of their mouths!

How does it affect speech development?

First, you’ll need to experience the sucking for yourself.  So go and grab a dummy or just stick a thumb in your mouth and suck!  Feel where your tongue is and how your jaw feels.  Now take it out and let your mouth go back to a resting position with your lips together.  Feel the difference!  Try a suck again and you’ll notice how your jaw sits forward, along with your tongue.  The longer your child’s jaw and tongue sit in this position, the more the brain gets used to this feeling as ‘normal’.  It is certainly not a ‘normal’ resting position to achieve normal speech development.

And looking into the future, this abnormal resting position with the tongue and jaw sitting forward can promote a lisp.  Have a go at saying any sentence with your jaw resting forward, even just slightly forward, and you can see how some people end up with speech errors.  I have no data to say exactly when dummy sucking equates to a lisp but this is the time to use common sense.  Aim for dummy sucking only at ‘non speech times‘ such as in the cot, car or pram but not in social scenarios or times you have noted your baby babbling or attempting words.  It is good to think this through very early when you introduce a dummy – will you only allow it in the cot/make them put it into a cup at the end of sleep time or will you just plan to cut it off altogether by around 12 months?  Soon after 12 months, your baby learns to communicate more, say ‘no’ and tries to take more control of their life (!!), so you will certainly have a harder time telling them when/where they can use it if firm rules have not been set up since before they can remember!

A little bit more on speech development

Babbling starts on average at six months of age and words come around 12 months, so this is about the time you will need to think about where the dummy fits into your baby’s life.  Of course you can’t take a thumb away either, but I have noticed babies tend to automatically take a thumb out when they have something to say, but maybe it is harder with a dummy as they know they will then have to hold onto it..

What many people don’t know is that a certain percentage of lisps are not just a speech error but caused by a ‘tongue thrust’ or ‘reverse swallow‘.  This relates to the child retaining that early swallow pattern (with the tongue pushing forward to swallow), which can certainly come about from excess sucking on a dummy or thumb as a baby.  A tongue thrust involves the tongue pushing forward against the front teeth in order to be able to swallow, instead of pushing against the roof of our mouth and backwards.  This constant pushing of the tongue against the teeth can cause dental issues and ‘interdentalized’ sounds (/s/, /t/, /d/, /n/), where the tongue sits in between the teeth to produce them, instead of behind.  Braces and speech therapy will not be able to repair the dental or speech issues until this swallow pattern has been corrected.  A speech pathologist can help with this.

So by all means, give the dummy a go, but be prepared and advocate for your baby’s speech development – they certainly don’t know to!

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Waiting for the words to come…

Joint attention...tick!

Joint attention…tick!

Most parents have two big milestones in mind – first steps and first words.  Being a speech pathologist, I feel like I can comment on the latter!

The thing about first words, is that there is a wide range of ‘normal’.  Some children come out with a word well before 12 months, whilst others take a fair bit longer.  Really, before two years of age, anything goes……

Differences in development

  • Children’s brains can only focus on developing so many things at once.  Some children head straight to the gross motor development, getting crawling, whilst others focus on communication and are very vocal and social, whilst others focus more on cognitive skills, sitting back and working out how the world works.  And some do a bit of each at the same time!  Have a think about your child’s strengths – are they simply developing another area of their brain?
  • Children have personalities from the very beginning.  The extrovert baby will most likely ‘show’ their communication skills more than an introvert, who might understand everything and be taking it all in, but may not be as vocal.  Where does your baby fit?

Early skills

  • Babbling is a good indicator of future speech, particularly using different sounds – mama, baba, dada.  Is your little one babbling and are they making consonant sounds?  (ie baba, mama, dada not just
  • There are some important early communication skills that come before speech – eye contact, motor imitation (copying actions such as banging, throwing, waving), pointing and joint attention.  Joint attention is when your child focuses their attention on something (say a toy or book) but acknowledges that you are there too by looking back at you as if to say ‘this is fun’ or ‘wow did you see that’ or even ‘hey I need some help with this’.  If your child has any difficulty with any of these by 12 months, it is definitely time to start thinking about a visit to the paediatrician, even just to monitor them.
  • How much does your child understand?  Language doesn’t just involve talking but primarily understanding words, before using them.  Before words, children start taking in their surroundings and learning about the routines that happen each day.  Does your child understand what is happening in their day?  For example, after dinner they have a bath; when Mummy picks up the keys, they are about to go in the car.  Does your child understand a simple question, for example, ‘where’s Daddy?’, ‘where’s ball?’, ‘where’s dog?’.

The sign test

  • Start teaching your little one a couple of signs, for things that THEY might want or find fun to communicate back to you.  This might be ‘more’, ‘bath’, ‘drink’ or a word that relates to their interests, such as ‘ball’, ‘book’, ‘bird’, ‘dog’, or ‘music’.  Most children don’t need to sign the word ‘eat’, as generally their parents are offering them food before they would really need to ask for it.  You can find signs (in Australia) at  Here is an I raise my kids post with far more detail about getting started with signing.  Do I get on this baby sign bandwagon or not?…  And have a look at our sign of the week each Friday!
  • After 12 months of age, a child shouldn’t take more than a month or two to understand the sign and start signing back to you.  If they can learn to sign back to you, it will show you that they can and want to communicate.  This may hint at a speech problem, which means their brain is having trouble getting their mouth to make sounds and words (particularly if they haven’t babbled too much).  This is where signing becomes important to help your child communicate whilst they are learning to use speech.  If your child is using several signs really well and still no speech, this would be a good time to start looking into finding a speech pathologist. See another I raise my kids post, ‘We’re off to a Speechie – Finding a Brilliant One’.

Personally, I have worked with a good few children who have not been saying much at around 15-18 months, but then have developed on quite normally after that.  I have also had several parents that have said they were a ‘late talker’, not saying much at two but have ‘turned out fine’!  Ask around for how you developed, as late talkers do seem to run in families.

In the coming posts, I will give many tips to consider trying with your child to ensure they are being given the best ‘language environment’ to help them to learn to communicate.  Firstly, have a look at my post ‘You’re off to Brazil’ to have a think about what it is like to learn another language.  Your child is going through a similar experience and so it helps to take that into consideration when communicating with them (husbands and other family members too!).

If you have tried the strategies (that I will post about soon) and signing and there is still little speech by 18 months, I would start thinking about contacting a speech pathologist (there can be waiting lists) and also maybe a paediatrician, so that you can be on top of things by the time they are two.  Early intervention is the best thing that you can do!

Please comment if you have any other questions or would like more information on anything here.  🙂 Heidi