Between Sessions Guide

Pick 3-5 words your SLP is targeting. Use those words as many times as possible during natural routines — aim for 20+ repetitions per word per day. Don't ask your child to say the word; just let them hear it over and over in context.

Put small objects or pictures representing target words in a jar or bag. Let your child pull one out. Name it with excitement, play with it for 30 seconds using the word repeatedly, then put it back and draw another.

Intentionally set up situations where your child NEEDS to use a word. Put a favorite toy in sight but out of reach. Give them a closed container they can't open. Offer a snack in a sealed bag. Then wait — they need to communicate to get what they want.

Before bed, look at 3-4 photos from the day (or just talk about the day) and use target words one more time. This 'sleeping on it' effect helps consolidate new vocabulary in the brain.

During play, give simple one-step directions that involve fun actions. Start with directions that have clear visual cues (pointing, gesturing). Gradually reduce the gestures so your child relies more on the words alone.

Play a simplified version of Simon Says using actions your child knows. Make it silly and fun so they want to keep playing. No elimination — just do the actions together. Gradually increase complexity from one action to two.

During daily routines (getting dressed, cleaning up, setting the table), give specific directions instead of doing things for your child. Start with one step, then chain two steps together. Always pause and give them time to process (3-5 seconds).

Walk around the house (or look through a picture book) and find items that start with your child's target sound. Name each one together, emphasizing the target sound slightly. Make it a game: 'Let's find everything that starts with /s/!'

Sit together in front of a mirror for 3-5 minutes. Practice the target sound together so your child can see how your mouth moves AND how their mouth moves. Start with the sound alone, then in simple words. Keep it short and positive.

When reading books, pause on words that contain your child's target sound. Say the word slowly, stretching out the target sound, and let your child try it after you. Choose books that naturally have lots of the target sound.

Pick your child's target sound as the 'sound of the day.' Throughout the day, whenever you or your child notices something with that sound, point it out and practice it together. Give a special sticker or stamp on their hand each time they try.

Throughout the day, speak in two-word phrases to match the level your child is working toward. Instead of long sentences, drop down to their level: 'Push car,' 'Big dog,' 'Want more?' 'Shoes on,' 'All done.' This shows them exactly what the next step looks like.

Every time your child says a single word, immediately add one word to make it a two-word phrase. Don't ask them to repeat your model — just provide it. Over time, they'll start imitating the longer version on their own.

Offer choices where both options are two-word phrases. This exposes your child to the phrase structure and motivates them to attempt the longer form to get what they want.

Before asking open-ended questions, start with choices. Instead of 'What do you want?' say 'Do you want crackers or apple?' This gives your child the answer within the question, reducing the demand while still practicing the skill of responding.

Put familiar objects in an opaque bag. Pull one out, show it, name it: 'It's a ball!' Put it back. Then ask: 'What was in the bag?' They just heard the answer, so the demand is lower. Gradually increase the delay between showing and asking.

During daily routines, ask 'where' questions about things your child can point to or see. Start with visible answers: 'Where's your cup?' (it's on the table in front of them). Then move to less visible: 'Where are your shoes?' (in the closet).

Get at your child's eye level during play. Position yourself across from them, not beside them. When they look at you — even briefly — respond immediately with a big smile, a word, or an action. You're reinforcing that looking at people's faces leads to good things.

Throughout the day, point to interesting things and react with excitement. You're modeling joint attention — the act of directing someone else's attention to share an experience. When your child points at something, always respond by looking, naming, and reacting.

Play simple games that require taking turns. Start with very short turns (roll a ball back and forth) and narrate: 'My turn... YOUR turn!' Use a clear, predictable structure so your child learns to wait for and anticipate their turn.

Strategically place favorite items where your child can see them but can't reach them independently. On high shelves, in clear containers they can't open, or in zip-lock bags. This creates natural opportunities for them to request help.

Give tiny amounts of food, drink, or materials so your child needs to ask for MORE. Instead of filling the cup, give a sip. Instead of a full serving, give one cracker. Then wait for them to communicate wanting more.

Always offer choices between two items rather than asking 'What do you want?' Hold up two real objects at the child's eye level, name each one, and wait for them to indicate a preference through any form of communication.

Throughout the day, emphasize ACTION words when you talk. Instead of just naming objects, describe what's happening with them. Exaggerate the verb and pair it with a physical action when possible.

During daily activities, highlight descriptive words by comparing two things. Hold up a big thing and a little thing. Show something wet and something dry. Compare hot and cold. Use the same descriptor words across many contexts so your child hears them frequently.

Gather items from one category (animals, foods, clothes, vehicles) and sort them together. Name each item as you sort. This builds word knowledge by connecting related concepts — children learn words faster when they're organized into groups.

At dinner or bedtime, tell your child about something that happened that day in 3 simple steps: 'First... then... and then!' Show them how to organize a story. Over time, ask THEM to tell you about something using the same structure.

Take 3-4 photos during an outing or activity. Later, show the photos in order and narrate the story together. The photos serve as visual supports that make storytelling much easier for children who struggle to recall and sequence events.

After reading a familiar book, use toys or props to act it out. Narrate together, taking turns being the characters. This bridges receptive understanding (hearing the story) to expressive language (telling the story).

Start with a food your child already eats and make tiny changes to bridge to new foods. Change one property at a time: same shape but different brand, same food but different temperature, same flavor but different texture. Never force — just offer and let them explore.

Let your child interact with new foods without any pressure to eat them. They can touch, smell, lick, squish, poke, and play with food. This builds comfort and reduces anxiety. The path to eating is: tolerates on plate → touches → smells → licks → tastes → eats.

Before meals (if recommended by your SLP), do simple oral motor exercises to wake up the muscles. These should be fun and quick — silly faces in the mirror, blowing activities, or crunchy snack warm-ups. Always follow your SLP's specific recommendations.

Reduce your own speaking rate — not robotically, but gently and naturally. When you slow down, your child feels less time pressure and their fluency often improves. You're not telling THEM to slow down (never do that) — you're modeling a relaxed pace by changing YOUR behavior.

Give your child extra time to speak without showing impatience. Don't finish their sentences. Don't look away. Don't say 'slow down' or 'take a breath.' Just wait calmly with a warm expression. Eliminating time pressure is the single most impactful thing a parent can do.

Set aside 5 minutes of one-on-one time daily where you follow your child's lead, speak slowly, pause frequently, and let them talk without any agenda. No questions, no corrections, no teaching. Just calm, connected, low-pressure conversation or play.

Act out familiar daily routines with dolls or stuffed animals: feeding, bathing, putting to bed, going to the doctor. Start by modeling it yourself, narrating each step. Then hand the toy to your child and see if they imitate. Don't correct — just model again if needed.

Model using one object as something else — a block as a phone, a box as a car, a blanket as a cape. This is the beginning of symbolic thinking. Start with objects that are similar in shape to the real thing, then gradually make the substitution more abstract.

Set up simple pretend scenarios based on your child's experiences: going to the store, visiting the doctor, cooking dinner, going on a trip. Provide a few props and take on roles together. Narrate everything and add dialogue for the characters.