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Sholeh :s: Sound Blog Post

Unlocking the /s/ Sound

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As one of the most common sounds in English, the /s/ sound plays a vital role in how clearly our children communicate their thoughts, stories, and needs. If you’ve noticed your child struggling to produce a crisp /s/, perhaps substituting it with a “th” sound, you’re not alone. This is one of the most frequent concerns families bring to our practice. 

At Valued Voices, we believe in empowering the whole family. You are your child’s most important communication partner, and with the right guidance, you can transform everyday moments into powerful opportunities for growth. This article will shed light on why the /s/ sound can be tricky and what professional guidance looks like, setting the stage for the comprehensive support found in our dedicated ebook.

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Why the /s/ Sound Matters for Speech Clarity

Mastering the /s/ sound is a significant developmental milestone. Its correct production is essential for much more than just a handful of words. Think about how often we use it: to form plurals (books), show possession (daddy’s car), and in common verb forms (she runs). A persistent challenge with /s/, often called a lisp, can impact a child’s overall speech intelligibility, making it harder for friends, teachers, and even family to understand them.

While every child develops on their own unique timeline, difficulties with the /s/ sound that continue past early elementary school can sometimes lead to feelings of frustration or self-consciousness. Providing targeted support helps build not only clearer speech, but also greater confidence.

The Challenge Behind the “Snake Sound”

Producing a clear /s/ is a feat of motor precision. It requires the brain to tell the tongue, jaw, and lungs to work together in perfect harmony. The tongue tip must lift toward the bumpy ridge just behind the top teeth, creating a narrow channel for air to flow through. It’s a delicate balance that can easily go off course.

Common error patterns include:

  • A Frontal Lisp: The tongue pushes forward between the teeth, turning words like “sun” into “thun.”
  • A Lateral Lisp: Air escapes over the sides of the tongue, creating a “slushy” or wet-sounding quality.

Correcting these patterns isn’t as simple as telling a child to “keep your tongue in.” It requires a systematic approach to retrain the oral motor patterns your child has become used to. This involves teaching them to feel and understand where their tongue should be and how the airflow should feel, concepts that can be incredibly abstract for a child.

You Can Help, But Where Do You Start?

As a parent, your instinct is to help. You might model the sound, play “I Spy” with /s/ words, or gently correct your child. These are wonderful, supportive instincts! However, without a clear, structured plan, progress can feel slow and frustrating. You might wonder: 

  • “Am I doing this correctly?”
  • “What if my child just gets more frustrated?”
  • “How do I move from making the sound by itself to using it in sentences?”
  • “What are the best games and activities to keep them motivated?”

These are the exact questions that led me to create a complete, family-centered resource. While basic tips can provide a foundation, true mastery comes from a step-by-step process that builds skills progressively, ensuring your child experiences success along the way.

Your Complete Roadmap is Here:
The Ultimate /s/ Sound Ebook

Imagine having a speech therapist’s toolkit right at your fingertips. That’s what we’ve designed with “Supporting Your Child in Producing the /s/ Sound”.

We’ve poured our clinical expertise into this comprehensive ebook to give you the confidence and the exact methods needed to guide your child effectively. This is far more than a simple list of words; it’s a strategic roadmap that takes the guesswork out of speech practice.

Inside this essential guide, you will discover:

  • Step-by-Step Instructions: Clear, illustrated guides on how to teach correct tongue placement and airflow, the building blocks of a perfect /s/.
  • A Full Practice Hierarchy: Learn how to move systematically from single sounds to syllables, words, sentences, and finally, to spontaneous conversation.
  • Dozens of Engaging Activities: Access printable games, stories, and activity sheets designed to make practice fun, not a chore (found in our Articulation Activity Book).
  • Expert Strategies: Uncover advanced techniques for tackling stubborn lisps and ensuring the new /s/ sound carries over into everyday life.

Stop searching for scattered tips and start a proven journey. Empower your child to speak with clarity and confidence. Your family’s path to mastering the /s/ sound is just a click away.

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Sholeh Shahinfar min

SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

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If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Mother With Disabled Son

Why Trust is the Only Goal That Matters

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As a pediatric speech-language pathologist, my desk is covered in the tools of my trade: data sheets, goal banks, and therapy materials. For years, the profession has taught us to focus on these things, on measurable progress and checking off boxes. But I’ve learned that the most powerful tool in my clinic isn’t on my desk. It’s the trust I build with a child.

In a world that often misunderstands and pathologizes them, many neurodivergent children learn early on that adults are people who want to change them. They come into a therapy room expecting to be tested, corrected, and told to behave in ways that feel unnatural. Our first, and most important, job is to prove them wrong. Before any communication goal can be targeted, we must establish our clinic as a place of absolute emotional safety.

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The Foundation of Emotional Safety

What does emotional safety look like in a therapy room? At Valued Voices, it means a child knows, without a doubt, that they will be accepted exactly as they are in that moment.

It means that when a child is feeling overwhelmed and needs to retreat into a cozy corner, we don’t try to lure them out. We honor their need for space. We might sit quietly nearby, showing them that we are a calm presence, not a demanding one.

It means that when a child stims by flapping their hands, we don’t tell them to have “quiet hands.” We recognize this as a vital form of self-regulation and expression. We might even join in, showing them that we see and respect their way of being in the world.

It means that a child’s “no” is always respected. If they don’t want to engage in an activity, we don’t push or bargain. We pivot. We show them that their voice, their preference, and their boundaries matter more than our pre-planned agenda. This is a radical act in a world that so often demands compliance from children.

Building a Bridge of Trust, One Session at a Time

Trust isn’t built overnight. It’s built in small, consistent moments. It’s in the therapist who remembers that a child hates the sound of the air conditioner and turns it off before they arrive. It’s in the therapist who knows a child’s favorite YouTube video and is genuinely excited to watch it with them for the tenth time.

At Valued Voices, we view these moments not as distractions from the “real therapy,” but as the very heart of it. When we take the time to learn a child’s unique preferences, respect their sensory system, and honor their communication, we are sending a powerful message: “I see you. I hear you. You are safe with me.”

This foundation of trust is what makes communication possible. A child who feels safe is a child who is willing to take risks. They are more willing to try a new word, use their AAC device to share an idea, or attempt to navigate a tricky social moment because they know they won’t be judged or shamed if it doesn’t go perfectly. They know their therapist is their partner, not their evaluator.

The Unique Advantage of the Clinic Sanctuary

The consistent, predictable environment of a clinic is the perfect place to cultivate this deep trust. Week after week, the child returns to the same safe space, with the same trusted adult. This consistency helps lower anxiety and allows the child to let their guard down.

Within this sanctuary, we can carefully build a world that is tailored to them. We can show them what it feels like to be in a space where their needs are not just met, but anticipated. This positive experience becomes a new blueprint for their interactions. They learn that connection can feel good and that there are adults in the world who will celebrate them for their authentic selves.

Ultimately, the clipboards and data sheets have their place. But they are secondary. Our primary goal is to create a bond so strong that a child feels secure enough to let their true self shine. Because a child who is trusted, respected, and emotionally safe is a child who will find their voice, and for me, that’s the only metric that truly matters.

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Sholeh Shahinfar min

SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Why Standardized Tests Fail Our Neurodivergent Kids

Beyond the Score: Why Standardized Tests Fail Our Neurodivergent Kids

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As a speech-language pathologist, I have a confession to make: I have a growing problem with standardized assessments. For years, these tests have been the gold standard, the gatekeepers to services, and the definitive measure of a child’s abilities. We’re taught to trust the scores, the percentiles, and the neat little boxes they place children into. But I’m here to say it’s time we question that trust. It’s time we rock the boat.

From a neurodiversity-affirming perspective, my job isn’t to “fix” a child who communicates differently. My role is to understand, support, and advocate for their unique communication style. And frankly, standardized tests are often a barrier, not a bridge, to achieving that goal.

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The Flaw in the “Standard”

The very concept of a “standardized” assessment is rooted in the idea of a single, “normal” way of communicating and developing. These tests are designed by neurotypical people, for neurotypical people. They measure a child’s performance against a neurotypical average, immediately setting up our neurodivergent children to be seen as deficient.

Think about the testing environment itself. A quiet room, a strange adult, a series of structured, often rigid tasks that may hold little meaning for the child. We ask them to point to pictures, repeat sentences, and answer decontextualized questions. Is this how communication happens in the real world? Of course not.

For an autistic child, a child with ADHD, or any neurodivergent individual, this environment can be incredibly stressful and dysregulating. The demand to perform in a specific, unnatural way can mask their true abilities. The test might show they can’t label an object on a flashcard, but it won’t show you that they can script entire movie scenes to express their joy or use their favorite toy to tell a complex story.

Standardized assessments measure compliance and performance in a sterile bubble. They do not, and cannot, measure competence, creativity, or connection.

Presuming Competence: The Only True Starting Point

The most fundamental principle of a neurodiversity-affirming approach is to presume competence. This means we start with the unwavering belief that every single person has intelligence, capacity, and a desire to connect. We assume they can learn and that they do understand, even if they can’t show us in a way we expect.

Standardized tests often do the opposite. They are designed to find deficits. They encourage us to look for what’s “wrong” or “missing” instead of what’s present. When we focus on a low score, we stop looking for the child’s strengths. We stop being curious about their unique way of seeing and interacting with the world.

Presuming competence means we become detectives, not judges. We observe a child in their natural environment. We talk to their family. We learn what lights them up, what they love, and how they express themselves when they feel safe and comfortable. We see the whole child, not just the percentile rank.

Moving Toward Meaningful Assessment

So, what’s the alternative? How do we identify needs and support growth without these outdated tools? We shift our focus from standardized scores to authentic assessment.

This looks like:

  • Dynamic Assessment: Instead of just testing what a child knows, we see how they learn and what support helps them succeed. This is a collaborative process, not a rigid test.
  • Naturalistic Observation: We watch a child play with their siblings and peers, interact with their parents, and engage in their favorite activities. This is where true communication happens.
  • Records Reviews: We gather samples of a child’s communication in different contexts: drawings, writing, videos of them talking or using their AAC device. This creates a rich, holistic picture of their abilities.
  • Collaborative Interviews: We listen to the people who know the child best: their family. We also listen to the child themselves, honoring their own experience and perspective whenever possible.

These methods don’t spit out a neat score that an insurance company can easily process. They require more time, more skill, and more clinical judgment. They ask us to see the child in front of us as an individual, not a data point.

It’s time for our field to be bold. We must challenge the systems that force us to pathologize differences. We must advocate for assessment practices that honor the full humanity of every neurodivergent person. Our children deserve more than a score. They deserve to be seen, understood, and celebrated for exactly who they are.

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Sholeh Shahinfar min

SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Mother Playing With Her Child

5 Simple & Fun Speech & Language Activities to Try at Home

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Hi there, amazing parents & caregivers!

We know that supporting your child’s communication journey can feel overwhelming at times, but it doesn’t have to be! Speech and language development happens best when it’s woven into everyday moments, through play, connection, and joy!

Here are five easy, neurodiversity-affirming, child-led, and family-centered activities you can try at home. These ideas are designed to celebrate your child’s strengths, meet them where they are, and make learning fun and functional for the whole family.

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1. Sensory Bin Adventures

Why it works:

Sensory play is a fantastic way to engage your child while naturally encouraging communication.

How to do it:

  • Fill a container with dry beans, rice, or pasta, and add some of your child’s favorite small toys, cups, or shovels.
  • Let your child lead the play! As they explore, narrate what’s happening:
    • “Let’s scoop the beans!”
    • “Uh oh, they spilled!”
    • “Look, a car! Fast car!”
  • For Gestalt Language Processors: Use simple, repetitive phrases like “Let’s get more beans!” or “It’s all done!”
  • For Analytic Language Processors: Break down language into smaller parts, like naming objects and describing actions.

Pro Tip: Follow your child’s interests. If they’re into dinosaurs, add some dino toys and talk about stomping or roaring!

2. Counting Games

Why it works:

Counting builds anticipation, attention, and turn-taking skills while introducing numbers.

How to do it:

  • Use counting during everyday routines:
    • Brushing teeth: “1, 2, 3, all done!”
    • Running games: “1, 2, 3, go!”
  • For Gestalt Language Processors: Use consistent counting scripts like “1, 2, 3, let’s go!” paired with actions.
  • For Analytic Language Processors: Expand by adding more numbers or asking, “What comes after 3?”

Pro Tip: Keep it playful! Turn counting into a game by racing, jumping, or clapping together.

3. Sign Language for Connection

Why it works:

Sign language gives your child a way to communicate while building confidence and reducing frustration.

How to do it:

  • Start with simple, functional signs like “more” and “please.”
  • Model the sign while saying the word. For example, “More?” while signing and handing them a snack.
  • For Gestalt Language Processors: Pair signs with short, repetitive phrases like “let’s open it!”
  • For Analytic Language Processors: Encourage them to say the word along with the sign.

Pro Tip: Celebrate every attempt, even if it’s not perfect. Communication is about connection, not perfection!

4. Choices, Choices, Choices

Why it works:

Offering choices empowers your child and encourages them to use words or gestures to express their preferences.

How to do it:

  • Instead of asking, “Do you want a snack?” try, “Do you want an apple or a banana?”
  • Hold up both options and model the words: “Apple? Banana?”
  • For Gestalt Language Processors: Use simple scripts like “Let’s get apple or banana?”
  • For Analytic Language Processors: Encourage them to repeat the word or make the initial sound (“Aaa” or “apo” for apple).

Pro Tip: Always honor their choice, even if it is through pointing, eye gaze or word approximations. This builds trust and confidence in their ability to communicate.

5. Play “Life” with a Dollhouse (or Any Toy!)

Why it works:

Pretend play is a natural way to build language by narrating everyday actions.

How to do it:

  • Use a dollhouse, barn, or even action figures to act out daily routines.
  • Narrate the play:
    • “Up, up, up the stairs!”
    • “Knock, knock! Who’s there?”
    • “Mmm, it’s dinner time! Let’s eat!”
  • For Gestalt Language Processors: Use repetitive phrases like “Knock, knock!” or “Let’s go up the stairs! There’s so many!”
  • For Analytic Language Processors: Expand by describing actions or asking questions like, “What’s the baby eating?”

Pro Tip: Let your child take the lead. If they want the superhero to cook dinner, go with it!

A Few Gentle Reminders

  • Be Patient: Progress takes time, and every child learns at their own pace. Celebrate the small wins!
  • Follow Their Lead: Let your child’s interests guide the activities. If they’re not into one idea, try another.
  • Focus on Connection: The goal isn’t perfection, it’s building trust, joy, and communication together.

I hope these ideas inspire you to turn everyday moments into opportunities for connection and growth. Remember, you’re doing an amazing job, and your child is lucky to have you cheering them on.

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For more information and tips on how to narrate language with analytic and gestalt language processors, check out some of our resources linked below:

If you have any questions or want to share your favorite at-home activities, I’d love to hear from you!

 

Sholeh Shahinfar min

SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Best toys for toddlers two young children playing open ended blocks on the floor

The Secret to Choosing the Best Toys for Your Toddler

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Feeling overwhelmed by endless toy choices? You’re not alone! Picking the perfect toy for your toddler doesn’t have to be a guessing game. The right toys can do so much more than entertain, they can help your little one build language skills, spark creativity, and grow their curiosity. 

The best part? They don’t need to be complicated or expensive. A simple shape sorter or a set of blocks can provide priceless moments of learning and development.

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Quick Tips for Choosing Great Toys

Open-Ended Toys:

Think wooden blocks or magnetic tiles. They grow with your child, encouraging creativity and problem-solving.

Cause-and-Effect Toys:

Shape sorters or pop-up toys teach little ones how their actions create results. Plus, they inspire fun exploration!

Pretend Play:

Dollhouses, toolkits, or play kitchens take toddlers into a world of imagination where social and language skills shine.

Movement Toys:

Active play with scooters, soft balls, or mini basketball hoops builds coordination and action-based vocabulary like “kick,” “roll,” and “throw.”

When picking toys that truly support your toddler’s growth, aim for options that:

  • Foster creativity and imagination
  • Teach cause and effect
  • Inspire pretend play, where social and language skills shine

Choosing wisely transforms playtime into a meaningful learning experience. But we’ve only scratched the surface!

Want More Expert Tips?

This post is just a snippet of what you need to know to select the perfect toys for your little one. Our detailed, affordable guide dives deep into must-have tips, offering invaluable insights on how to make every moment of playtime impactful.

Click here to grab the complete guide now and enrich your toddler’s playtime! Your child’s next favorite toy (and new learning opportunity) is just a click away.

Turn playtime into a magical learning experience, for you and your little one!

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Sholeh Shahinfar min

SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

Smiling child illustrating ABA and speech therapy collaboration to support communication development

ABA & Speech Therapy: What Parents Should Know (From a Speech Therapist’s Perspective)

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Here at Valued Voices, a large percentage of our speech-language therapy clients also receive Applied Behavior Analysis (ABA) services. In this blog post, I’ll break down my thoughts, as a licensed speech-language pathologist (SLP), about ABA services for children with communication disorders.

ABA & SLP: Articulation & Apraxia

BCBAs do not receive education or training in the areas of articulation, phonology, or Childhood Apraxia of Speech (CAS). When children need support in speech sound production, frontal or lateral lisps, phonological processes, motor speech disorders, or intelligibility, this support must come from an SLP. An SLP can complete an evaluation to examine a child’s phonemic inventory, look for any relevant error patterns, and determine if there are oral motor or structural components that may be impacting speech sound production. Then, the SLP can formulate a treatment plan to improve intelligibility.

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ABA & SLP: Gestalt Language Processing (GLP)

As our field currently understands language development, we categorize individual language learning styles into either analytic language learning (ALL) or gestalt language processing (GLP). Analytic language learners first learn sounds, then words, then combine words to form longer utterances. Gestalt language processors first learn larger chunks or “units” of language that are later broken down into individual words and recombined on the path to spontaneous language. If a child uses echolalia (direct imitation), often repeats phrases from shows or books, uses language that appears “off-topic” or non-literal, uses rich intonation or a “sing-song” voice, reverses pronouns (e.g. says “you’re ok!” instead of “I’m ok!”), or has a diagnosis of autism, they may be a GLP and should be evaluated by an SLP. The typical ABA methods of modeling language will not be effective for a GLP and can even hinder the child’s nuanced language development process. It is incredibly important for ABA providers who work with GLP clients to collaborate with a GLP-informed SLP to ensure that both ABA needs and Gestalt language development needs are being met across settings.

LEARN ABOUT GESTALT VS. ANALYTIC LANGUAGE PROCESSING

ABA & SLP: Unsafe Behaviors

Most pediatric SLPs have completed some form of behavioral support training and are highly capable of de-escalating a child who is experiencing big emotions or displaying unsafe behaviors. However, for families who are seeking support for ongoing unsafe behaviors such as self-injurious behaviors or eloping, ABA may be recommended. A BCBA will be able to collect data that analyzes the antecedent, behavior, and consequences that occur around a target behavior. With this data they will propose a plan to either decrease/eliminate unsafe behaviors or increase safe behaviors to replace the undesired behavior. When children demonstrate behaviors that impede their activities of daily living or compromise safety, it is also important to consult with an occupational therapist to explore sensory needs that may be contributing to these behaviors. For example, children who demonstrate destructive behaviors or rough play may be demonstrating signs of proprioceptive or vestibular needs rather than behavioral difficulties. A multidisciplinary approach can ensure that a child is receiving support in all areas of need.

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ABA & SLP: Stuttering

Disfluencies, also known as stuttering, can be a typical part of communication development. This is especially true when children are experiencing a “language boom”. Disfluencies can present as whole word or phrase repetitions, sound repetitions, “blocks”, mid-speech inhalations, and more. An SLP can determine whether disfluencies are typical or atypical. Children who stutter can certainly be candidates for ABA therapy for other reasons, but ABA therapy cannot be used to treat disfluencies. Only a licensed SLP can evaluate stuttering-like behaviors and make appropriate recommendations for next steps. 

LEARN ABOUT INITIAL SPEECH THERAPY EVALUATION

ABA & SLP: Augmentative & Alternative Communication (AAC)

Augmentative and Alternative Communication (AAC) has no prerequisite skill requirements and the use of AAC creates a more accessible world for everyone!  It is common for teachers, service providers, ABA therapists, and parents to utilize “low-tech” AAC options such as sign language, “baby signs” or core boards daily. However, when a treatment team or caregiver is considering “high-tech” AAC for a child who may benefit from the use of multimodal communication, the evaluation, trialing phase, device selection, and programming should be completed by a SLP. It is also the responsibility of the SLP to educate the child’s family and service providers, including the ABA team, on how to support language development and operational competence.

ABA & SLP: Receptive, Expressive, & Mixed Language Disorders

Language development is a highly complex process influenced by genetic, individual, and socioeconomic factors. Only an SLP can evaluate, diagnose, and treat a language disorder. The verbal communication goals for ABA therapy tend to view language through the lens of compliance rather than communication. For early communicators, SLPs will typically focus on supporting the emergence of functional communication skills through intrinsically motivating naturalistic, child-led, or play-based learning opportunities. ABA therapy most often implements more structured, repetitive, drill-based trials to teach and reinforce target verbal or non-verbal responses. When considering service opportunities for a child with a language disorder, it is important to distinguish a learned verbal response associated with a stimulus item vs. spontaneous autonomous communication.

LEARN ABOUT EARLY INTERVENTION SPEECH AND LANGUAGE DEVELOPMENT

ABA & SLP: Social Communication / Pragmatic Language

The term social communication, also known as pragmatic language, refers to the many ways we use verbal and nonverbal language to interact with others. We use social communication skills in the context of our own unique cultures to appropriately greet and say goodbye, select and change topics, modify how we speak to match the person we are speaking to, follow conversational rules, repair communication breakdowns, and so much more. While any adult can model social skills, only a licensed SLP can evaluate, diagnose, and treat a social (pragmatic) communication disorder. Children with social communication disorders may benefit from both individual and group therapy supports to first learn and then practice implementing target social skills. Some children with pragmatic language disorders also receive ABA therapy. In this case, SLPs and BCBAs can work together to ensure that target pragmatic skills are taught and reinforced across settings.

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Taylor

TAYLOR LASKY

Taylor, a speech-language pathologist with a Master of Science from Chapman University, is dedicated to empowering her clients and their families in a welcoming, family-focused environment. Passionate about early intervention, she uses play to enhance communication and social development, creating dynamic and personalized therapy sessions. Believing in a tailored approach, Taylor leverages each client’s strengths and interests to ensure meaningful progress while making therapy both fun and functional.

 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

After School Tips

Top 5 After School Tips while your child is getting back into the swing of school

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As school starts back up for your little students, it can be difficult to make the transition from summer fun to the routine of school. The after-school time period can be so challenging and the demands of homework and the fatigue from being in a classroom again can result in tantrums and big feelings. 

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Here are my top five tips for regulation after school.

1. Take a movement break

Oftentimes, kids are expected to sit in their classroom for longer stretches of time, and expecting them to come right home and sit to complete homework can be too much. Try incorporating a movement break either before pick up (on the playground at school before leaving if possible) or when you get home. This can help with regulation, and improve focus with homework later on.

2. Get a snack

We all have tried to power through a task when we are hungry. How do you typically feel when you’re hungry? If you’re anything like me, you probably are not your best. Our kids are the same! Making sure they have a snack and a drink before asking them to complete any tasks is a great strategy for promoting regulation.

3. Set time for homework

Setting a clear schedule and time for homework is key. None of us like being told out of the blue that we have to complete a task we don’t like. I would hate to come home from work and have someone tell me that I need to work on my taxes or setting up a new printer (both activities aren’t my favorite ). It’s the same for your kids! Set a time for homework and stick to it. 

4. Flexible seating

I often tell families at the office, “What is your priority? That your child sits at the table or that they are completing the work?”. There is no unwritten rule that says homework must be completed at a desk and if your little one prefers to stand, lay down, or sit on the floor, as long as they are focused and doing the homework, I say let them!

5. Visual schedule and timers

Predictability on a small scale can be so helpful during times of big life transitions. For example, going back to school is a big change, but it can be helpful to have a plan for after school so that not everything in the day is a surprise. Now even if you have the same plan everyday, you can’t assume that your child “knows the routine”. I highly recommend having a visual schedule of some kind to keep your afternoons on track and keep everyone on the same page. Timers can also be so helpful for transitions. For more information on transitions, check out our transitions blog.

While going back to school is a huge change for everyone in the family, there are definitely ways to support self-regulation after school. If you have questions or more concerns about your child’s development, reach out to our office for a complimentary consultation!

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Top 5 After School Tips while your child is getting back into the swing of school

KAELYN GREEN

Kaelyn Green is a licensed occupational therapist at Valued Voices. She is certified by the University of Southern California in Sensory Integration and is an advocate for addressing underlying sensory functioning in order to improve occupational performance. She is passionate about meeting children and families where they are at and seeks to tailor interventions to the unique needs of her clients. When she is not working, you will find Kaelyn taking care of her two goldendoodles, working in her garden, or taking trips to the Central Coast.

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Halloween for Neurodivergent Kids

Joyful & Inclusive Holidays: Making Every Celebration Shine

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The holiday season, from the first spooky decoration to the last festive light, is often painted as a time of universal joy and excitement. For many families, however, these celebrations can bring a mix of anticipation and anxiety. If you have a neurodivergent child, you know that the sensory overload, disrupted routines, and social expectations of holidays like Halloween and beyond can be overwhelming.

At Valued Voices, we believe every child deserves to experience the magic of the season in a way that feels safe, comfortable, and true to them. Creating a neurodiversity-affirming holiday experience isn’t about removing all the traditions; it’s about adapting them with intention and empathy. It’s about empowering your child to find their voice and participate in a way that honors their unique needs.

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This guide is filled with practical reminders and gentle shifts in perspective to help you and your family navigate the holidays with more connection and less stress.

Understanding Holiday Hurdles

Before we jump into solutions, let’s acknowledge why holidays can be challenging. For neurodivergent individuals, who may process sensory information and social cues differently, the festive season can feel a bit more difficult to navigate.

  • Sensory Overload: Flashing lights, loud music, strong smells from cooking, and the texture of a costume can be too much for a sensitive nervous system.
  • Routine Disruption: School breaks, late nights, and special events mean the predictable daily structure that many children rely on disappears.
  • Social Expectations: Pressure to interact with relatives, say “trick-or-treat” to strangers, or show gratitude for gifts can feel immense and confusing.
  • Unpredictability: Not knowing who will be at a party, what food will be served, or how long an event will last can cause significant anxiety.

Recognizing these potential triggers is the first step toward creating a more inclusive and supportive environment.

Creating a Sensory-Friendly Halloween

Halloween is often the kick-off to the holiday season, and its spooky, social nature can be particularly intense. Here’s how you can make it more affirming and enjoyable.

  • Prioritize Comfort: Let your child lead. If a store-bought costume is uncomfortable, consider alternatives like a favorite soft t-shirt with a design, comfortable pajamas that look like a character, or simply accessories like a special hat or cape.
  • Do a Trial Run: Encourage your child to wear their costume around the house for short periods before the big night. This helps them get used to the feel and allows for adjustments.
  • Face Paint Alternatives: If a mask is a no-go, consider non-toxic, skin-safe face paint or temporary tattoos. Always test a small patch of skin first for any sensitivities. Remember, no costume is also a perfectly valid choice!

Navigating Trick-or-Treating

Going door-to-door can be a mix of excitement and social stress. Tailor the experience to your child’s capacity and comfort level.

  • Offer Choices: Your child doesn’t have to say “trick-or-treat” or “thank you” at every door. They can hold up a sign, use a pre-recorded message on a device, or simply hold their bag out with a smile. The act of participation is what matters.
  • Provide Non-Food Options: For children with dietary restrictions, allergies, or feeding challenges, consider the Teal Pumpkin Project. Placing a teal pumpkin on your porch signals that you offer non-food treats like stickers, small toys, or glow sticks. This is a wonderfully inclusive practice for all children.
  • Go Early or Go to Friends: Trick-or-treating earlier in the evening when it’s still light out and less crowded can be a calmer experience. Alternatively, you could arrange to visit just a few friendly, familiar houses.

General Holiday Tips for a Calmer Season

Many of the strategies for a successful Halloween can be adapted for Thanksgiving, Christmas, Hanukkah, and other family gatherings. Here are some core principles to carry through the entire season.

1. Communicate Clearly with Visuals

Uncertainty is a major source of anxiety. Providing clear, predictable information can empower your child and reduce stress for everyone.

  • Use a Visual Schedule: Create a simple timeline for the day or event. Use pictures or words to show what will happen and in what order (e.g., “1. Get dressed, 2. Drive to Grandma’s, 3. Eat dinner, 4. Open one gift, 5. Go home”). This makes time and transitions more concrete.
  • Create a “Who’s Who” Guide: If you’re attending a large family gathering, make a small photo album of the people who will be there. You can write their names and a simple fact about them (e.g., “This is Uncle David. He has a big, friendly dog.”). This can make social introductions less intimidating.

2. Build a Safe and Quiet Space

Every person, regardless of neurotype, needs a moment to decompress. For a neurodivergent child, having a designated safe space is not a luxury, it’s a necessity.

  • At Home: Designate a corner or room as a “calm-down corner.” Fill it with comforting items like a soft blanket, favorite stuffed animals, noise-canceling headphones, a beloved book, or sensory toys. This is a no-judgment zone where they can go to regulate their system.
  • At a Gathering: Before you arrive at a relative’s house, ask the host if there’s a quiet space your child can use if they feel overwhelmed. It could be a spare bedroom or a quiet den. Having a planned area to go to if needed makes it easier for your child to re-engage when they feel ready.

3. Respect Individual Preferences and Boundaries

Holidays often come with a set of unwritten rules about how we should act. A neurodiversity-affirming approach means letting go of those expectations and honoring your child’s authentic self.

  • Food Freedom: Holiday meals can be a sensory challenge due to new smells, textures, and tastes. Don’t pressure your child to try everything. Pack a small container of their preferred, safe foods so you know they’ll have something to eat without a battle.
  • Gift-Giving Grace: Some children may not react to gifts in a “typical” way. They might not make eye contact or say “thank you” immediately. They might be more interested in the box than the toy. That’s okay. Allow them to process the experience in their own time and way, without forcing a performative reaction.
  • Hugs are Optional: Teach your child that they are in charge of their own body. It’s perfectly acceptable for them to offer a high-five, a wave, or just a smile instead of a hug or kiss, even with close relatives. You can validate this by saying, “It looks like (Child’s Name) would prefer to give you a high-five today!”

You Are the Expert on Your Child

Above all, remember that you are your child’s greatest advocate and expert. Trust your intuition. If a tradition is causing more stress than joy, it’s okay to change it or let it go. The goal of the holidays is not to check boxes on a list of festive activities, but to create warm, lasting memories and strengthen family connections.

By embracing flexibility, clear communication, and a child-centered philosophy, you can create a holiday season that is not only manageable but genuinely joyful for everyone. It’s about celebrating your child for exactly who they are and finding beauty in the unique ways they experience the world.

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Joyful & Inclusive Holidays: Making Every Celebration Shine

SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

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Valued Voices Team Co Treats

Why We Love Co-Treats at Valued Voices

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At Valued Voices, we believe in the power of connection, collaboration, and meeting each child where they are. That’s why we’re such big fans of co-treatment sessions! These sessions bring together the expertise of both speech-language pathologists (SLPs) and occupational therapists (OTs) to create a truly holistic and neuro-affirming approach to therapy.

Co-treatments allow us to honor the whole child, supporting their communication, sensory, motor, and social needs in a way that feels natural, engaging, and empowering. By working together, our therapists can create dynamic, integrative sessions that not only target goals but also foster confidence, independence, and joy.

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Here’s a closer look at how co-treatment works and why it’s such a game-changer for the families we serve.

How the Co-Treatment Model Works

Co-treatment sessions involve an SLP and an OT working side by side during the same session to address overlapping areas of need. This collaborative approach is especially effective for children whose goals in speech and occupational therapy are interconnected.

Here’s how it comes together:

  • Shared Planning: Before sessions, the SLP and OT collaborate to identify common goals and design activities that address communication, motor and/or sensory needs.
  • Integrated Activities: During sessions, activities are carefully crafted to target goals for both disciplines. For example, a child might practice requesting items (speech goal) while engaging in a fine motor task like building with blocks (OT goal).
  • Ongoing Adjustments: Both therapists provide live feedback, adjust activities as needed, and seamlessly integrate their unique techniques to support the child.

Shared Goals in Co-Treatment

While each therapist focuses on their area of expertise, the shared goal is to holistically support the child’s development. Some examples of overlapping goals include:

  • Improving fine motor control alongside articulation skills (e.g., writing letters while practicing clear pronunciation).
  • Supporting sensory regulation to help a child stay engaged during speech/language tasks.
  • Integrating social communication and play skills, like turn-taking or problem-solving, through hands-on activities.
  • Building self-expression while working on attention, sequencing, or coordination skills.

The Benefits of Co-Treatment

Co-treatment offers a wealth of benefits for children, families, and therapists alike:

1. Holistic Support

Many children have interconnected needs, like sensory regulation impacting communication. Co-treatment allows us to address these areas simultaneously, providing comprehensive care.

2. Improved Generalization of Skills

Practicing skills in multiple contexts, like language during motor tasks, helps children apply what they’ve learned in real-life settings.

3. Enhanced Engagement and Motivation

Co-treatment sessions are dynamic and fun, combining creative activities that reflect both SLP and OT goals. This keeps children motivated and reduces frustration.

4. Shared Insights and Strategies

Therapists learn from each other’s approaches, leading to stronger, more tailored interventions for the child.

5. Efficient Use of Therapy Time

For families juggling busy schedules, co-treatment minimizes the need for separate sessions while still addressing all necessary goals.

6. Improved Parent Education

With both therapists present, parents receive comprehensive feedback and strategies to support their child’s progress at home.

7. Stronger Team Communication

Real-time collaboration ensures seamless communication between therapists, reducing gaps and enhancing the child’s care.

Examples of Co-Treatment Activities

Here are just a few ways SLPs and OTs work together to create meaningful, integrative sessions: 

  • Sensory Play with Communication: A child uses words, phrases, sentences, gestures, or a device to request items from a sensory bin, targeting speech goals while working on fine motor or sensory integration.
  • Obstacle Course with Sequencing: The child completes an OT-designed obstacle course while practicing sequencing with both the SLP and OT.
  • Cooking Activities: Following directions, sequencing, building vocabulary, and requesting items with the SLP while strengthening fine motor skills like stirring or pouring with the OT.
  • Interactive Games: Turn-taking games that support social communication goals for the SLP and motor planning, coordination, and/or regulation goals for the OT.

When Co-Treatment Makes Sense

Co-treatment is ideal for children whose therapy goals overlap significantly or who benefit from a highly integrative approach. It’s particularly effective for:

  • Supporting sensory regulation to improve attention and communication.
  • Addressing complex coordination of oral-motor or fine-motor skills alongside verbal communication.
  • Building social skills that require both physical interaction and verbal exchanges.

At Valued Voices, we’re passionate about creating therapy experiences that are not only effective but also affirming, joyful, and deeply connected. Co-treatment sessions embody this philosophy, offering a multidisciplinary approach that helps children thrive in a way that feels natural and empowering.

If you’d like to learn more about co-treatment or explore whether it’s the right fit for your child, we’re here to help!

Book a complimentary consultation today and let’s work together to support your child’s unique journey.

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Why We Love Co-Treats at Valued Voices

SHOLEH SHAHINFAR

M.A. CCC-SLP, RYT

Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones. 

What are the stages of gestalt language development?

If you are curious to learn more about the six stages of gestalt language development, please click the button below.

Stages of Gestalt Language Development

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19782 MacArthur, Irvine, CA 92612
Suite 310 – Speech & Language Therapy
Suite 315 – Occupational Therapy
T: (949) 929-9248 | F: 949.209.2059
[email protected]

(949) 776-7010

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