How AAC Helps Autistic Individuals Communicate Many autistic individuals face challenges with communication, but Augmentative and Alternative Communication (AAC) can give them a way to express their thoughts, needs, and feelings. AAC includes different aspects such as pictures, speech-generating devices, and sign language, helping to make communication easier and more accessible. As a Speech-Language Pathology Assistant, I support children in using AAC to build their confidence and independence. What is AAC? AAC refers to different ways people can communicate when speech is difficult. It can be low-tech, like using a picture board or visual schedule, or high-tech, like using an app on a tablet. Some children also use unaided AAC, such as gestures or sign language. Using AAC helps many autistic individuals communicate more clearly, reducing frustration and encouraging interaction with others.  Benefits of AAC for Autistic Individuals AAC provides many benefits, including: Helping children express wants and needs, reducing frustration and meltdowns. Supporting social skills by encouraging interaction with family, friends, and teachers. Enhancing language development, even for children who may develop speech later.  Common Myths About AAC One common myth is that AAC will prevent a child from learning to speak. However, research has shown that AAC often helps with speech development. Another misconception is that AAC is only for non-speaking children. In reality, many children who can speak still benefit from AAC, especially if they struggle with social communication or finding the right words. Some believe AAC should only be introduced as a last resort. But the earlier AAC is introduced, the more it helps with language growth. Starting early gives children more time to build their communication skills.  Making AAC a Part of Everyday Life The best way to make AAC successful is to use it daily. Encouraging AAC use during meals, playtime, and school helps children feel comfortable communicating in different situations. The more they use it, the more they learn. At the end of the day, AAC is about giving every child a voice. By supporting AAC use, we help autistic individuals connect with the world in a way that works for them. Written by: Celine Schuck, SLPa

What is DLD? Developmental Language Disorder (DLD) is a common communication disorder that affects approximately 1 in 14 children. It interferes with a child's ability to learn, understand, and use language, impacting their speaking, listening, reading, and writing skills. DLD is not caused by external factors or lack of exposure to language. Symptoms and Diagnosis Children with DLD are often late talkers and may struggle to put words together into sentences, learn new words, and follow directions. These difficulties can persist into adulthood, affecting academic, social, and emotional development. Diagnosis typically involves a comprehensive evaluation by a speech-language pathologist. Causes and Risk Factors DLD is a neurodevelopmental disorder with complex interactions between genetic and environmental factors influencing brain development. It tends to run in families, with children more likely to have parents or siblings who also experienced language difficulties. Importantly, learning multiple languages does not cause or worsen DLD, and multilingual children with DLD will show signs of DLD in all languages they speak. Treatment and Support While DLD is a lifelong condition, early intervention and ongoing support from speech-language pathologists can improve outcomes. Therapy focuses on developing language skills, enhancing communication strategies, and promoting self-advocacy. Image from DLDandMe.org Written by: Chelsey Salli, Speech-Language Pathologist

Through my work as an Speech-Language Pathologist Assistant (SLPa), I have seen firsthand how pretend play serves as an important tool for children's development. Thus, I decided to outline some of the skills that pretend play nurtures.  1. Communication Skills  During pretend play, children often demonstrate more advanced language skills than they typically use in everyday situations (Han et al., 2010). This makes sense as pretend play prompts the use of conversational scripts and new words. Furthermore, symbolic play—using one object to represent another—has been linked to the development of both expressive and receptive language skills (Lewis et al., 2000).  2. Social Skills  Research suggests that pretend play promotes the development of social skills, such as cooperation (Li et al., 2016). Pretend play is also associated with positive changes in children’s perspective thinking (Smits-van der Nat et al., 2024). By playing games like “doctor” and “kitchen,” children learn to collaborate with others, negotiate rules, and take turns.  3. Emotional Skills  Pretend play provides opportunities to practice emotional skills. Research suggests that emotional knowledge and regulation skills are more advanced in young children who participate in more frequent pretend play (Galyer & Evans, 2001). 4. Creativity  Researchers have found a connection between pretend play and creativity (Russ & Wallace, 2013). During pretend play, children use creativity to create roles, transform objects, compose stories, express emotions, and recall memories (Russ & Wallace, 2013). Overall, pretend play promotes creative expression and creative problem-solving.  References   Galyer, K. T., & Evans, I. M. (2001). Pretend play and the development of emotion regulation in preschool children. Early Child Development and Care, 166(1), 93-108.  DOI:10.1080/0300443011660108  Han, M., Moore, N., Vukelich, C., & Buell, M. (2010) Does Play Make a Difference?: How play intervention affects the vocabulary learning of at-risk preschoolers, American Journal of Play. 3(1), 82-105.  Lewis, V., Boucher, J., Lupton, L., Watson, S. (2000). Relationships between symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language & Communication Disorders , 35 (1), 117–127. DOI: 10.1080/136828200247287  Li, J., Hestenes, L. L., & Wang, Y. C. (2016). Links between preschool children’s social skills and observed pretend play in outdoor childcare environments. Early Childhood Education Journal , 44 , 61-68. https://doi.org/10.1007/s10643-014-0673-2   Russ, S. W., & Wallace, C. E. (2013). Pretend play and creative processes. American Journal of Play, 6(1), 136–148.  Smits-van der Nat, M., van der Wilt, F., Meeter, M., & van der Veen, C. (2024). The value of pretend play for social competence in early childhood: A meta-analysis. Educational Psychology Review, 36(2), 1-26. https://doi.org/10.1007/s10648-024-09884-z   Written By: Marlinda Progri  SLPa

This is one of the most common concerns that I get from parents when I recommend an autism evaluation for their child. As a parent, it’s completely understandable for you to worry about the potential stigma that might come with an autism diagnosis. The fear of your child being unfairly labelled or misunderstood by others can be scary, especially in a world that doesn’t always embrace differences. These concerns are valid and reflect a deep care for your child’s well-being.  As a clinician, a big part of my job is acknowledging these concerns and holding the space for these big emotions. It is also my job, however, to advocate and explain the importance of pursuing an autism diagnosis because with appropriate identification comes support, awareness, and acceptance.   You may be wondering, “How will getting an autism diagnosis help my child?” Speech-language pathologist Mrs. Speechie P has it laid out for you:  If you’re still feeling unsure about whether or not to pursue an autism evaluation, that’s completely okay. It’s a big decision, and it’s natural to have mixed emotions. As you consider your options, here are a few key takeaways that I hope you will leave with:  Understand that Autism is simply a difference in how the brain works. It is not something bad or something that needs to be fixed. Your child is the same person that he/she was before the diagnosis, and will be the same amazing child that they are after the diagnosis.  An autism diagnosis does not limit your child’s potential. Autistic children do make progress and can do great things!  Autism is a label that describes your child’s unique way of experiencing the world. As speech-language pathologist Cari Ebert says, “Please know that if the correct label isn’t used, then other labels such as lazy, stubborn, unmotivated, and naughty will be used instead”. Getting an autism diagnosis isn’t about limiting your child; it’s about ensuring they are understood and supported in the best way possible.

In my work as an SLP, building up my clients’ emotional vocabulary might just be one of my favourite things I get to do. In this blog post, I’m going to tell you why that is, and then I’m going to tell you some SUPER easy to work on this at home with your kids — no matter how old they are! Why does emotional vocabulary matter? Emotional vocabulary is a big piece of what we sometimes call Emotional Intelligence - someone’s capacity to be aware of their own emotions & the emotions of others, know how to express how they feel, and handle their relationships in a way that respects their own emotions and the other person’s emotions. Side note: Interestingly, knowing how I am feeling takes a different set of skills than knowing how other people feel. To know how someone else feels, I might watch their facial expressions and gestures, listen to their tone of voice, and the words they say to me. To know how I feel, I need to interpret signals from my body - a set of skills sometimes referred to as interoception . I could go on and on about this - but I’ll save that deep dive for another blog post. For many clients, a big long-term goal is for them to engage meaningfully in relationships with others, and to be able to regulate (by themselves and/or with the help of others) when they are having a tough time. For both of these goals, having access to a a variety of emotional vocabulary words is very important. So, how can you help build up your child’s emotional vocabulary at home? Building up a child’s emotional vocabulary is something that can be worked on easily at home through everyday activities and routines, as well as through books, or even your child’s favourite movies or TV shows! When you read a book or watch a show, there are moments in which something happens that causes a character’s emotional state to change. These are great moments to model emotional vocabulary for your child. I nd it works well to start by saying what we observe, rather than starting by quizzing your child. For Example: I might say: “Wow, when (Character name) saw his mom at school, he looked surprised! Surprised means he didn’t expect that!” I might avoid just saying: “How does he feel?” Simply because I don’t want to turn a fun showtime or book-time into something that feels like a quiz for the child. Not sure what emotion words to talk about? Try focusing on the following words: happy, sad, scared, surprised, calm, confused, angry, worried, bored, embarrassed Not sure what books or videos might be useful to work on emotional vocabulary? Below, you’ll find some books, videos, & other resources you could explore: On Youtube: I love this Feelings Song based on the book, “A Little Scribble Spot." Books that provide opportunities to talk about emotions: • A Sick Day for Amos McGee by Philip C. Stead • Today I Feel Silly: And Other Moods That Make My Day by Jaime Lee Curtis • Colour Monster by Anna Llenas • The Way I Feel by Janan Cain • The Unbudgeable Curmudgeon by Matthew Burgess • My Mixed Emotions by DK • Listening to My Body by Gabi Garcia • The Complete Tales of Winnie the Pooh by A. A. Milne • Bear and Friends (Series) by Karma Wilson Written By: Raela Newman, MSc. R-SLP Registered SLP

Neurodiversity ! You've probably heard the term before. If you've talked to me in the past five years or so, you've likely heard quite a lot about it. I am a neurodiversity-affirming speech-language pathologist. But what does "neurodiversity-affirming" really mean? The term neurodiversity was first coined by Australian sociologist Judy Singer in 1998. The definition from the Oxford English Dictionary is as follows: the range of differences in individual brain function and behavioural traits, regarded as part of normal variation in the human population.  “Neurodivergent” applies to not only the Autistic community, but also those who live with ADHD, OCD, Dyslexia, Tourette's Syndrome, and many other things. As a professional who works primarily with Autistic folks, I will focus on autism in this blog post. Autism is not a disease that needs to be cured. It is a set of shared experiences that needs to be understood.  The neurodiversity movement exists within the social model of disability   - a person is not disabled because their brain is "wrong", but because society is not organized to support and accommodate the way their brain works. Neurodiversity-affirming services, therefore, aim to support Autistic people rather than "fix" them.  But you have to be careful because you'll see the word "neurodiversity" almost everywhere, now... "...many experts in the old, medicalised paradigm began rebranding as 'neurodiversity' experts without significantly changing their approach. Psychiatrists, psychologists, and politicians were adopting the vocabularies of the neurodiversity movement - albeit often incorrectly - and making superficial changes to practice while leaving the logics of the pathology paradigm intact. Neurodiversity activists had referred to this co-option as 'neurodiversity-lite,' indicating how it leaves the dominant paradigm and political order unchallenged despite the shift in presentation." "Empire of Normality" by Robert Chapman (2023), pg.8 (How can you know if a practice is neurodiversity-affirming or neurodiversity-lite? Check out this free resource  by Emily Hammond, Autistic and ADHD Speech Pathologist) What does a neurodiversity-affirming speech-language pathologist do?  Nicole Lobsey, Certified Practicing SLP, included this bullet point list in her 2022 blog post "Ableism in Speech Pathology": I work with a lot of Autistic preschoolers and early school age children. Self-advocacy is a goal that I have written in every Autistic client's chart, whether that looks like saying "stop" using their AAC device + a gentle push or describing their sensory needs and communication style. I do not do social skills training . I create play groups that encourage Autistic kids to connect with and learn from each other. I use strengths-based language in all of my reports, focusing on what the child can do and what supports help them do what they want to, rather than focusing on what they are "unable to" do. And I am learning from the Autistic community as often as I can, through books, podcasts, Facebook groups, and Autistic loved ones. "Wow, those are a lot of strong opinions!" I'm an Aries, I can't help it.  Also, it's impossible to be truly neurodiversity-affirming and be neutral on these topics. The neurodiversity movement is a socio-political stance. To be neurodiversity-affirming is to have tough conversations, working to understand many perspectives but holding strong to my professional and personal values. But it's worth it to see my clients understand themselves, stand up for themselves, and express themselves. In my world, that's what speech-language pathology is all about.  Written by: Cora Lamers, MSc. Registered SLP

Coming from a background in music, I often have had a deep interest and passion for the intersection of music and language. Music is universal afterall, and contains similar features to language such as stress, pitch and rhythm, as well as storytelling and expressive elements. Furthermore, there are structural rules that govern both music and language such as sentence and chord structure, and both music and language vary cross-culturally. Music can be a powerful tool for those living with varying communication disorders and abilities. Results from one study show that singing influences individuals with aphasia when trying to connect lyrics from a song and that access to the melody of a tune can be upheld with a wide array of speech and language abilities (Kasdan, A., & Kiran, S, 2018). It has further been proven to encourage the recovery of speech and language skills through the slowing down of pace, the lengthening of syllables, and the general engagement of the right hemisphere of the brain which can create connections across brain regions to facilitate the recovery of language and communication (Kasdan, A., & Kiran, S, 2018). Furthermore, another study shows that singing is not only beneficial for communication, but also resulted in a boost in confidence, better mood, and increased peer support (Tamplin, J., Baker, F. A., Jones, B., Way, A., & Lee, S, 2013). To me, music and language feel intertwine-able. One jazz musician, Jason Moran, begins a song with a short bit of speech which then is replicated by a piano and drums with a similar rhythm and melody that follows the patterns heard in the speech (Brandt, A., Gebrian, M., & Slevc, L. R. 2012). A quote from a study on music in early language learning captures this idea nicely: “We don’t just speak to be heard, we speak to be understood – to make declarations of love, order a meal, and ask for directions. But while speech is symbolic, sound is the bearer of its message. Depending on how one listens, the same stimuli can be perceived as language or music. When one repeatedly listens to the same looped recording of speech, it can begin to sound like singing.” (Brandt, A., Gebrian, M., & Slevc, L. R. 2012) For these reasons, the interest in music as a powerful and useful therapy tool stands as it not only engages the listener, but can also build important connections between the rhythmic, expressive and prosodic elements that music and language share. References: Brandt, A., Gebrian, M., & Slevc, L. R. (2012). Music and early language acquisition. Frontiers in psychology, 3, 327. https://doi.org/10.3389/fpsyg.2012.00327 Kasdan, A., & Kiran, S. (2018). Please don't stop the music: Song completion in patients with aphasia. Journal of communication disorders, 75, 72–86. https://doi.org/10.1016/j.jcomdis.2018.06.005 Tamplin, J., Baker, F. A., Jones, B., Way, A., & Lee, S. (2013). 'Stroke a Chord': the effect of singing in a community choir on mood and social engagement for people living with aphasia following a stroke. NeuroRehabilitation, 32(4), 929–941. https://doi.org/10.3233/NRE-130916 Written by: Kirsten Kwong, SLPa

Autism spectrum disorder (ASD) has long been associated with stereotypical traits that predominantly manifest in boys. However, recent research has shed light on the unique ways autism presents in girls, challenging traditional assumptions and highlighting the importance of adopting a neurodiversity affirming lens. One of the key distinctions in autism presentation between genders lies in social communication. While boys with autism often display more overt difficulties in social interactions, such as lack of eye contact and difficulty understanding social cues, girls may demonstrate more subtle differences. For instance, they might mimic social behavior to camouflage their challenges, leading to delayed diagnosis or misdiagnosis. This phenomenon, known as "camouflaging" or "masking," can result in girls internalizing their struggles and experiencing heightened anxiety and stress. Autistic girls often develop intricate strategies to blend in with their neurotypical peers, such as imitating facial expressions, rehearsing conversations, and observing social dynamics meticulously. These efforts can be incredibly taxing, requiring constant vigilance and adaptation to navigate social situations successfully. While masking allows girls to cope with social demands temporarily, it can exacerbate feelings of alienation and disconnection from their true selves in the long run. Moreover, girls with autism frequently face societal pressure to conform to gender norms, compounding the challenges associated with masking. They may feel compelled to suppress their autistic traits in favor of conforming to feminine ideals, further obscuring their authentic identities. This intersectional experience highlights the importance of recognizing and validating the diverse ways in which autism intersects with gender, ensuring that individuals receive appropriate support and understanding. In embracing a neurodiversity affirming perspective, it's crucial to recognize and celebrate the diverse ways autism presents in girls. By acknowledging the unique strengths and challenges of individuals across the spectrum, we can create more inclusive environments that support the holistic well-being of all neurodiverse individuals towards true autism acceptance. Sources: Hull L, Petrides KV, Allison C, et al. "Putting on My Best Normal": Social Camouflaging in Adults with Autism Spectrum Conditions. Journal of Autism and Developmental Disorders. 2017;47(8):2519-2534. Lai M-C, Lombardo MV, Auyeung B, et al. Sex/Gender Differences and Autism: Setting the Scene for Future Research. Journal of the American Academy of Child & Adolescent Psychiatry. 2015;54(1):11-24. Gould J, Ashton-Smith J. Missed diagnosis or misdiagnosis? Girls and women on the autism spectrum. Good Autism Practice (GAP). 2011;12(1):34-41. Written by Dani Busayong, M.Sc. Registered Speech Language Pathologist

In November 2023 I was diagnosed with ADHD, it’s been a game changer. What came as an unplanned and unexpected diagnosis has since made my world make sense. I’ve been having sessions with a Psychiatrist since the death of my daughter in 2020. Having spent over 3 years working together, my Psychiatrist suggested she complete an ADHD assessment with me. I was open to this and a little amused, in my line of work, I had sometimes pondered and compared myself to individuals with Autism (I have some funny quirks with food textures, facial tics, visual stims) but never considered ADHD. My Psychiatrist told me that she wanted to explore ADHD as I don’t have traditional features of anxiety, rather periodic bouts of intense overwhelm. For the day of my assessment session, there wasn’t really any prep other than revisiting my experiences as a child and adolescent. As soon as the questions and discussion began, I had an example of literally everything she was asking for and we began laughing as this continued. There was no doubt that I qualified for an ADHD diagnosis. In my family, playful mockery equals love, and looking back many things that I’ve been mocked for are actually my symptoms of ADHD. Making a huge bomb-like mess in the kitchen when cooking, realizing I didn’t have malaria medications 5 hours prior to a flight to Africa, frequently losing items such as umbrellas and cameras. The list goes on… There is an element of having a super power, the ability to hyper focus and complete a weeks work in 8 hours is real for me but doesn’t happen often. Some of the more crippling elements are what I now recognize and can label as impulsivity; perhaps purchases made, random trips booked all the way to being totally consumed by wanting something until it’s achieved. I very seldom consider potential pitfalls (in fact I get annoyed when someone else tries to point them out) and am optimistic to my detriment. Whilst my creativity sadly does not lie in art or music, anyone that knows me knows I am an ‘ideas’ person, I am frequently ‘inspired’ but I can struggle to see projects through because the dopamine quickly wears off. It has been an absolute revelation for me; in explaining my own behaviours and challenges, in thinking about how I relate to and interact with others and perhaps most importantly thinking about how I will support my two small children knowing the huge hereditary nature of ADHD. I have opted at this time not to try medication, I’ve found that having the knowledge is already leading to me identifying situations where I need to apply the brakes rather than the gas. But if the mental wrestling becomes too much, maybe I’ll revisit this decision in the future. Discussion points: What is ADHD? ADHD is a neuro-developmental disorder and The National Institute of Mental Health describes ADHD as being marked by an “ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.” https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder- adhd Hereditary nature of ADHD: Whilst research continues to identify specific genes and their role in ADHD, current knowledge estimates up to a 91% heritability. Features of ADHD specifically in girls and late diagnosis ADHD Written by Sarah Castell Registered Speech Language Pathologist

May is an important month for Speech-Language Pathologists (SLPs) and individuals with communication disorders as it marks the annual celebration of Speech and Hearing Month. This occasion provides an opportunity to raise awareness regarding speech, language, and hearing health, as well as provide education on how SLPs can be of service to the public. A few of the ways SLPs make a significant impact on the lives of people of all ages is as follows: Enhancing Communication Skills: One of the primary roles of SLPs is to assess and treat communication disorders. They work with individuals facing speech and language difficulties, articulation disorders, voice disorders, fluency issues, and more. By identifying the root causes of these challenges, SLPs develop personalized therapy plans to enhance communication skills. Through various techniques and interventions, they help individuals improve their ability to express themselves, understand others, and engage effectively in conversations. Facilitating Early Intervention: Early intervention is key to addressing communication disorders and minimizing their impact on an individual's development. SLPs play a critical role in the early identification and intervention process, working closely with infants, toddlers, and young children. By identifying speech and language delays or disorders at an early stage, SLPs can provide timely support, ensuring that children have the necessary communication skills to succeed academically and socially. Enabling Social and Emotional Well-being: Communication difficulties can impact an individual's social interactions and emotional well-being. SLPs address these challenges by helping individuals develop social communication skills, such as initiating and maintaining conversations, understanding nonverbal cues, and expressing emotions effectively. By improving communication abilities, SLPs foster self-confidence, positive self-image, and healthier relationships, enabling individuals to thrive in their personal and professional lives. Advocating for Inclusive Communication: SLPs are advocates for inclusive communication practices. They work with individuals who require alternative and augmentative communication (AAC) methods, such as sign language, picture systems, or assistive technology. SLPs educate the public about these communication tools and support their implementation, ensuring that everyone has equal access to communication and can actively participate in society. Whether it's helping children succeed academically, assisting adults in regaining speech after injury or stroke, or supporting individuals with lifelong communication disorders, SLPs play an invaluable role in enabling communication for all. Let us recognize and appreciate the vital contributions of SLPs as they continue to make a positive impact on the public's communication abilities and overall well-being.

Think about why you first chose to seek speech-language therapy; perhaps your toddler is a late talker; perhaps you wanted to figure out why you’re hoarse so often, or maybe your teen is struggling with their social skills. Most often when we seek speech therapy we have an immediate, concrete goal in mind; but did you know that receiving intervention for these things can also have many additional positive impacts on your overall mental wellbeing(1)? The complexity of the relationship between a person’s speech and language skills and their mental health is undeniable; in my first years of practice as a speech-language pathologist I took great interest in learning about their intricate interactions(2). Communication difficulties in childhood are a risk factor for developing mental health problems; adolescents with developmental language disorder (DLD) are more likely to have symptoms of depression and anxiety than their peers(3); and problems with pragmatic language (social communication) in childhood are associated with an increased risk of mental health crisis in adolescence(4). It makes sense – if we cannot easily connect with our peers or our communities, we will inevitably struggle with negative feelings about ourselves, experience poor self-esteem or be less likely to ask for help. Our communication skills are also important for our own identity and self-concept; we build our self-knowledge with our available vocabulary, and our ability to conceptualize through language. If we have limited self-concept, we are more vulnerable to misunderstanding our strengths and challenges, and therefore more likely to struggle in many domains of life. This is where the value of speech-language pathologists truly stands out; particularly at SpeechEase, a neurodiversity affirming clinic. Our aims from the outset are: To understand every person’s strengths and challenges, and work constructively and positively in partnership with clients and families so that they can self-identify their skills and use their strengths to navigate their challenges. To be part of your community; we are a welcoming, safe space for all our clients and families; we work to create joyful, meaningful interventions. Our strong social group program also acts to connect clients with each other, giving opportunities for new friendships and networks to form. To advocate for clients in their own communities, families, schools and beyond; we are educators, team members and negotiators outside of your direct therapy time to ensure that the world around us also becomes an easier place to exist in for people with diverse strengths, challenges and differences. 1 RCSLT (2020). Talking about mental health: speech, language, communication and swallowing 2 NHS Digital. (2018). Mental Health of Children and Young People in England, 2017. https://files.digital.nhs.uk/42/9E0302/MHCYP%202017%20 Multiple%20Conditions.pdf 3 Botting, N. et al. (2016). Depression and Anxiety Change from Adolescence to Adulthood in Individuals with and without Language Impairment. PlOS One, 11(7) 4 Sullivan S.A. et al. (2016) A longitudinal investigation of childhood communication ability and adolescent psychotic experiences in a community sample. Schizophrenia Research, 173(1-2), 54-61. Written by: Rachel Kennedy Registered Speech Language Pathologist

In the autistic experience, a special interest refers to something the person is intensely passionate about. Some special interests last a lifetime; others are for a shorter amount of time, phasing between topics. Anything can be a special interest! They can be more general like vehicles, animals, and space. They can be more specific like the Shrek movies, water parks, and Minecraft. A special interest often contributes to hobbies and careers. Autistic strengths of memory, focus, and passion make them amazing creators and valued employees or bosses. Thinking about their special interests brings an autistic person joy. So why do speech therapists stop them from talking about special interests? “They need to talk about other things, not just ____.” “They need to ask other people questions, not just talk about ____.” “They need to focus on academics, not just ____.” Talking about their special interests brings them joy. Joining them in this discussion creates connection and increases trust. We can work on these goals without stifling their joy. They can talk about other things using their special interest as a springboard. They can ask people questions related to their special interest. They can use their special interest as a theme for academics. In fact, we can incorporate special interests into any speech or language goal! · practice asking and answering WH questions about space · increase vocabulary while analyzing a busy image from the Shrek movie · talk about emotions expressed in the Cars movie or an episode of Thomas & Friends · do articulation drill play by adding water droplets to your water park drawing · expand utterance length by describing different animals · practice fluency strategies while talking about Minecraft Speech therapy is work - hard work! Imagine how much better work would be if you could also do your favourite things! Instead of “that’s enough ___” … try “tell me more." Written by: Cora Lamers Registered Speech Language Pathologist