IEP Meetings-A Process

Attending an IEP meeting is inherently a stressful, often fearful, time for parents. An initial IEP occurs after a child has been assessed for the very first time, usually around age 3. A speech therapist and possibly a psychologist are scheduled to visit your home and interview you about how your child communicates and behaves.

Techniques to help your child talk more-For children with Autism or language delays

Ask Questions:

Asking questions is usually a quick go-to when wanting your child to speak. What's that? Where is it? Do you want it? There are other less demanding ways though to help your child speak more often. If you have a child on the Autism Spectrum, all the more important to use varying techniques to help your child speak more often but more importantly, spontaneously.

Autism Speaks

We had an amazing time at the Autism Speaks SF Walk this year.  We urge you to get out and walk with us in San Jose this April!

Click below to register

We think we’re helping but…

As parents we all anticipate our children's needs. We do it naturally without a second thought. When he has trouble putting his shoe on, we reach in and put it on for him.  When he can't get that puzzle piece in immediately, we reach over and show him how to get it in.

The key to therapy-CUEING


If hearing language all around him was enough, your child would not be in speech therapy right now. We need to give your child another way of taking in information, not just auditorily. Cueing, or prompting, is the key. In therapy we cannot just tell your child what to say all the time and you should not be doing so at home either.

Has your child been properly evaluated?

The win-win of having your child evaluated!

If you are a parent and you have some concerns about your child's speech or language development, or if your doctor has recommended an evaluation, bringing him in for an assessment really is a win-win situation.


Recommendations for Home to work on Fluency

Allow your child to finish what he/she is saying and never interrupt when he/she is dis-fluent

- Restate what you heard him/her say. Model it in a slow and calm voice. "I heard you say...", "That is a...".

- During play time you can model (without discussing it) how you can control your voice/sounds/actions: fast/slow (running/walking), bumpy/smooth (cars driving), loud/quiet (roaring/squeaking), etc.

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