Stutters and Strollers: Speakeasy W/ Amy Wilhelm

[00:00:33] Speaker A: Ladies and gentlemen, boys and girls, welcome to another episode of Papa Don't Preach. We got a special guest in the house. I'm very excited to introduce miss Amy Wilhelm. And I have to say, Wilhelm. Did I do the screen right? Did I do the screen? [00:00:48] Speaker B: It's. [00:00:51] Speaker A: Always like I always, like, pointing out somebody has a popular name. [00:00:55] Speaker B: I can't believe you know the Wilhelm Scream. [00:00:57] Speaker A: Yeah, because my name's Obi. [00:00:59] Speaker B: Okay. [00:00:59] Speaker A: And Obi Wan kenobi Star Wars. The Wilhelm scream was in Star Wars. [00:01:02] Speaker B: Star wars. It's in a lot of. [00:01:08] Speaker A: Very familiar with the Wilhelm Scream and wonderful big fan. Big fan of your work. [00:01:15] Speaker B: Thanks. I can't take credit for that. [00:01:17] Speaker A: Well, it's great to have you join us. We've actually been talking about getting you on for a long time. Oh, yes, a very long time. [00:01:26] Speaker B: Very happy to be here. [00:01:27] Speaker A: A lot of you guys out there to properly introduce Amy. She is a speech pathologist. Did I say that correctly? You have a CCC SLP? Can you explain to me what a CCC SLP is? [00:01:42] Speaker B: It's just very fancy terminology. It's my certificate of clinical competence in speech language pathology. [00:01:52] Speaker A: Oh, damn. [00:01:52] Speaker B: You have to work for one year under a mentor before you earn your C's. [00:01:56] Speaker A: Oh, damn. And you've been doing this for what, 18 1714? [00:02:03] Speaker B: Little over 20 years. [00:02:04] Speaker A: Little over 20 years, yeah. Oh, man, you got this thing in the bag now. [00:02:08] Speaker B: I do, yeah. But I'm always learning, always learning, always new things to learn. [00:02:13] Speaker A: Very smart, very calculated. All right, see, normally on this pod and don't at me, Blaine or Bennett, I'm usually the dumbest one at the table, so I should be used to this. But I have, like, an actual educated person here, and it's very I'll try and keep all my stupid dad jokes to myself. [00:02:33] Speaker B: I love dad jokes. Keep them coming. [00:02:35] Speaker A: All right, you asked for it. Well, today we're going to be talking to you. There's a couple things that I know I've gone through as a parent that our other host, Bennett, who you're sitting in for, has gone through as a parent when it comes to language and speech and kids learning to talk. And I kind of want to pick your brain here and go through a few things, but first I wanted people to get to know you, and now are you an angelino? Yes or no? You're in the hot seat. [00:03:05] Speaker B: Go. Well, I'm born and raised in New York, but I've been here over 20 years. [00:03:10] Speaker A: What the hell? [00:03:12] Speaker B: So you could consider me angelino at this point. [00:03:15] Speaker A: So raised in New York. You've been in La. For 20 years now the debate has started. La or New York for you? [00:03:22] Speaker B: It's got to be La. For me at this point. [00:03:24] Speaker A: What? [00:03:24] Speaker B: They just got snow in New York. [00:03:26] Speaker A: Yesterday, dude, they're never going to let you back after this. I can bleep this out if you want. [00:03:31] Speaker B: I've kind of gone dodgers at this point. [00:03:34] Speaker A: Hell yes. [00:03:34] Speaker B: I was a huge Yankees fan. [00:03:36] Speaker A: Hell yes. Favorite person, bennett just got replaced. Hell yes. Hell yes. Go Dodgers. [00:03:44] Speaker B: Yeah. Although, you know, my dad's not too. [00:03:46] Speaker A: Stoked about I get that. I get that. I get don't worry. I'm in a relationship with a Giants fan and it's very rough. Oh, yeah. [00:03:55] Speaker B: That's like me with a Red Sox or a Mets fan. [00:03:57] Speaker A: Yeah. Sometimes you think about it like this just a sport. [00:04:02] Speaker B: I know. [00:04:03] Speaker A: What's the deal? [00:04:04] Speaker B: I know. [00:04:04] Speaker A: And it's more like tribal city versus. [00:04:06] Speaker B: City, but it comes across sometimes. [00:04:08] Speaker A: Yes. Fucking Padres. [00:04:13] Speaker B: Agreed. [00:04:14] Speaker A: God damn the Padres. Never again. But anyway, I'm glad you're here. La is glad to have you staying here and sticking with us with, like. [00:04:30] Speaker B: With talk to me, Goose. [00:04:33] Speaker A: Nice. Hell yes. All right, so with your industry with your industry right now, what part of town are you working? Are you? All over Los Angeles area. [00:04:47] Speaker B: I've had an office in Culver City for the past 13 years, and I've just ventured out, and I am now kind of all over, just doing in home therapy, and I'm doing virtual. [00:04:59] Speaker A: Okay. Were you always doing virtual? Did it kick up after the pandemic? [00:05:03] Speaker B: No, I learned, as everybody else did, when the pandemic hit. It was out there prior to that. And I always wondered, how do people do that? [00:05:13] Speaker A: Yeah. [00:05:15] Speaker B: And I wondered about the effectiveness of it, but I was pleasantly surprised that it actually does work. [00:05:21] Speaker A: It does work. The real thing does help. Like, being in person. [00:05:27] Speaker B: There's nothing like being face to face. Especially when you're working with children, because especially when you're working with children under five. Yeah. [00:05:36] Speaker A: Yes. I've actually had a personal experience with that. Like, during the pandemic, I was separated from my newly two year old at the time, and every morning we would get up in the morning and we'd do like, 15 to 20 minutes via Zoom, and I'd go through the ABCs, we'd play games on the computer where I could share my screen. And I had fun backgrounds to keep his attention. Yeah, it was exhausting. [00:06:00] Speaker B: It is, yes. Was someone there with him to at least kind of keep him there? Yes. I found that that was my right hand person, whether it was the parent, the caregiver, a nanny, whoever it was. But you really do need that second person there when you're working with kids. [00:06:20] Speaker A: I can't imagine doing that alone. [00:06:22] Speaker B: Yeah, right. Exactly. Me neither. I had puppets. I had 8 million things to try to keep them. [00:06:29] Speaker A: Oh, man. I just got a little drip of sweat thinking about being there again with puppets. [00:06:36] Speaker B: Oh, yeah. Whatever works. [00:06:39] Speaker A: It's not easy. It's not easy. Now, quick question. Now, you probably get this a lot of time. What is the difference between a speech pathologist and a speech therapist? [00:06:48] Speaker B: The difference is pathologist versus therapist. There is no difference. [00:06:52] Speaker A: Hell, yes. [00:06:52] Speaker B: Yeah. [00:06:53] Speaker A: Blade and you owe me $20. [00:06:57] Speaker B: It's a lot easier when I meet people and they ask, what do you do? I say speech therapist. Speech pathologist. It's a mouthful. [00:07:06] Speaker A: All right. When you're in New York, do you call yourself a pathologist? When you're here in La. You say, I'm a therapist. [00:07:10] Speaker B: I'm a therapist. [00:07:13] Speaker A: Well, honestly, I was like, oh, wait, is that the same thing? I literally thought to myself, there might be a difference. I don't know. So I wanted to ask before I said something dumb. [00:07:21] Speaker B: No difference. No difference. [00:07:24] Speaker A: All right, so I have so many questions I wanted to go down here because, like I said, I've gone through this is there something wrong with my kid or not route that most parents that have never done it before go through. Like, luckily, I was a second kid. Like, I figured it out, right? I was a second child, middle child. They're like, he's fine. If he doesn't speak, great, but yeah, right. [00:07:50] Speaker B: Encourage him to stay quiet a little longer. [00:07:52] Speaker A: All right, so what are some speech social milestones between the ages of two and eleven that you think some parents should know? [00:08:00] Speaker B: Okay, two and eleven is quite a wide range. [00:08:03] Speaker A: Yes, it is. [00:08:05] Speaker B: So we'll condense it down. I mean, if we're looking at two year olds, they usually say by two, they should be putting two words together. Usually by one, they should have one word, and then by two, we want to start putting, like, more cookie or daddy. Go. [00:08:23] Speaker A: Okay. [00:08:24] Speaker B: So we're starting to see that we're following directions. We're following simple commands. Go get your shoes. Put them on. So our attention span is increasing. We're able to listen to books and kind of follow along there as we get a little older three, four, five, we start to see oh, boy. We start to see a lot more language. [00:08:50] Speaker A: It's a light switch. [00:08:52] Speaker B: The light switch turns on. We're understanding concepts. Up, down, in, out. We are definitely just starting to put little stories together or be able to retell maybe what I did today or what just happened. Uhoh, juice spilled. [00:09:09] Speaker A: Oh, God damn. [00:09:10] Speaker B: Juice spilled. [00:09:11] Speaker A: Now everything is sticky. [00:09:12] Speaker B: Yeah. [00:09:14] Speaker A: I hate it. Yes. [00:09:15] Speaker B: Go. But it happens. Yes. And so then as we get into our school age years, then we're really starting to now we're working on verb tenses, and we're speaking in the past tense, and we're speaking in the irregular past tense. [00:09:33] Speaker A: Okay. [00:09:33] Speaker B: Because I have many kids who still say, I throwed the ball, I throated the ball. Yeah, I throated the ball or I catched it the ball. [00:09:43] Speaker A: I always thought that was, like, a cute thing. I didn't know that these kids were actually, like, dumb. [00:09:46] Speaker B: Yeah, it is. Not that nobody is dumb. [00:09:50] Speaker A: Okay. Sorry. [00:09:51] Speaker B: Just acquiring language at different times and still figuring out the rules of it. For some kids, it comes innately. I didn't have to learn that. You probably didn't have to learn that. You just picked it up. [00:10:02] Speaker A: I got it beat into me. [00:10:03] Speaker B: Okay. [00:10:05] Speaker A: My mother's language, english was her second language. [00:10:09] Speaker B: Okay. [00:10:09] Speaker A: So that was one of the things that if you meet any Nigerian kid, if you meet any foreign kid, that one thing that they had growing up is a parent interrupt a story to correct their grammar and their English and their tenses, and it gets the blood boiling for sure. [00:10:30] Speaker B: On the flip side, I could say I wish that some of my families would work more on their past tense verbs with some of the kids. [00:10:36] Speaker A: Yes. And actually going into more of that point, I know you have the good, the bad, and the ugly, but mostly are there more parents trying to get ahead of it that come and seek your help, or do they only reach out to you when it's a problem? [00:10:51] Speaker B: I get both. Typically my younger population, my zero to three, that early intervention population, those kiddos, typically there's something that's leading them to speech therapy, whether it is a genetic something or maybe a cleft palate or they have some kind of maybe a syndrome, something like that. Okay. But there are some parents who are just sort of want to make sure that we're hitting the milestones and let's just check and see. But a lot of times pediatricians will kind of by their two year, maybe especially by their three year, if they're not saying anything or if they seem to be a little bit behind, then they're referred to a speech therapist. [00:11:39] Speaker A: Now, is it kids mostly just being stubborn as hell? No, I swear to God, my kid was fucking with me for a long time because I will hear him in the other room talking. I'm like, oh my God. I'll run in there and he's like I'm like, all right, right. Sums up here. [00:11:57] Speaker B: Well, I guess I don't know how to respond to that one. [00:12:05] Speaker A: I know that there's some parents out there that like, oh, my kid's not speaking, something's wrong. But it could just necessarily be like, this kid doesn't feel like talking and coaching, like teaching him how to use his words instead of his emotions or his feelings. [00:12:17] Speaker B: I was just going to say, like, when you said emotions, it can be an emotional thing. It could be maybe Dad's here, I don't want to say anything, or I don't want to say the wrong thing, or I let effect on kids. Okay. Hey, there you go. Maybe from the lessons you were taught as a child. [00:12:35] Speaker A: Yeah. Brutal nigerian parenting. That's iron fist. And I'm passing it on to my son now. [00:12:42] Speaker B: No, but I definitely see that in my sessions too, or what I will see is we have a great session and then I bring the parents in at the end of the session. It's like, oh, let's show mom and dad or whoever. What is this? What is that? Shut down and they just shut down. It's like no, they were saying it. They will. Kids don't need to be they get put on the spot. [00:13:07] Speaker A: Yes. Oh, my God. [00:13:09] Speaker B: And life is not a quiz for these kids. And sometimes kids get asked a lot of questions. What color is this? What shape is this? What is this? What is this? And it's just too much. [00:13:20] Speaker A: I don't think anyone thinks of that. I know that right now. It's happened to me, and I have done it, and I'm like, oh, my God. Don't be embarrassed. You're a kid. You don't have any shame. You run around the house naked. [00:13:33] Speaker B: Yeah, exactly right. You have no pants on. [00:13:36] Speaker A: I totally get that. And that's actually very enlightening. You've unlocked a lot of memories in my head. I've told this story on the pod before, how I loved to dance. When I was a kid, me and my brother would put all these things together, and then my mom would pick us up for school, take us to her office, and she's like, oh, yeah, your kids are oh, rigzay oh, become here. Do the Michael Jackson dance. Do the Michael Jackson dance. We're like, no. Everybody start clapping. Start clapping. Make some music. Make some music. And we're like, what the hell, mom? [00:14:08] Speaker B: That's embarrassing. [00:14:09] Speaker A: I don't want, like, reluctantly doing it, so I can imagine performing this new shape or this new color that you learn being super stressful. [00:14:18] Speaker B: I never even thought of stressful, and especially some of my kiddos have difficulty actually enunciating or getting those sounds out. So they have to think really hard, and they have to work really hard to do it. And so now you're putting pressure on it, and then it just compounds it. Okay. The best thing for parents sometimes is just to model that speech. Just be like, oh, look, that's the blue one. That's the purple one. That's the yellow one. And you want to model that, and you want to give the kids the vocabulary, but you don't have to quiz them on it all the time. They're absorbing it. These kids are sponges, especially at these early ages. They're taking it all in. [00:14:58] Speaker A: Yeah, that makes a lot of sense. When I heard modeling that type of stuff, I think I used it the wrong way. Also be like, oh, look at the hippopopus. I'm like, oh, the hippopopus. Oh, good job. [00:15:11] Speaker B: Fun, too. [00:15:12] Speaker A: Yeah. I really want to hold on to this part in his life because he says so many words funny. [00:15:20] Speaker B: I know. And it's I know. [00:15:22] Speaker A: Fucking adorable. [00:15:22] Speaker B: I know. It is really cute. I know. [00:15:25] Speaker A: But am I doing something like, if I don't correct him on a word he says wrong, is that, like, do I let him learn on his own? Do I just be like, oh, no. This is actually called a giraffe, not a garafe. [00:15:38] Speaker B: You've been blessed with a neurotypical child. You know what I mean? So he's going to figure it out. He's not going to go into 6th grade with hip hop hippopotamus. He'll figure it out and he'll get there. And there are some I mean, I've heard kids say the cutest things even in my sessions, and I'm like, it sounds so cute, but we have to work on that th I get it. [00:16:03] Speaker A: I used to say, like, diabetes until I was like, in the fifth grade for diabetes. Yeah, but that's because my mom said it that way and she has a thick Ebo accent. [00:16:13] Speaker B: Okay. [00:16:13] Speaker A: And so I thought that was the right way to I'm like, oh, yeah, I don't want to get diabetes. [00:16:17] Speaker B: I was going to say, was that a big topic in your house? [00:16:19] Speaker A: Yeah, if I had a Tootsie Roll before bed, they're cutting off my foot. [00:16:25] Speaker B: Got you. [00:16:26] Speaker A: I'm telling you, the Nigerian parenting is swift. It's unrelenting. Okay, so one of the things we had talked about it earlier, about being in person, not in person, with a lot of technology rushing in, like the huge boom in tech. Are there some things that you're like, oh my God, I wish I had this ten years ago. And there's some things you think that might you're like, maybe we don't need that just yet. [00:16:57] Speaker B: One of the best things is being able to just pull up a picture of something. You know what I mean? Like you're talking about something. Some of my kids have real special interests. Some of them are very into. For example, I have one kiddo who's very into every type of whale. And so sometimes, whether it then I learned all these whales, and so then it's like, oh, that's that whale. You can pull these up. You do have anything you need at your fingertips, which is great. But I also do see sometimes I see sometimes these devices being not used interactively, and then I see sometimes kids off on their own on a device or something like that. And I like to see families working with the kids on the devices. [00:17:48] Speaker A: Yeah, I was one of those people that came in real headstrong, like, I'm not going to stick my kid in front of an iPad. That's ridiculous. He had an iPad at 18 months. [00:18:00] Speaker B: Yeah, I know. I was like, yeah, and it's here and it's not going anywhere. No. So it is something that we need to learn to navigate. But that would be my biggest thing for parents with their iPad usage. And I understand that sometimes we just need a timeout. Yeah. [00:18:23] Speaker A: It's a different world that these kids are growing up in. It is, and it's moving a lot faster. I remember being in an airport with like my son was walking, but he definitely was still stumbling. He was very, very young. And I remember him walking up to those airport kiosks and just like, swiping at it, and I'm like, what the hell is oh my God. [00:18:45] Speaker B: I know. I saw a little kid at a wedding, and this gentleman had a phone in his hand, and this little toddler, little tyke comes up, and he holds his hand up to give a high five. She walked right over to the phone. She could not have even cared. I don't even think she knew there was a human there. She saw this glowing at her height because he was sitting down. [00:19:07] Speaker A: Amazing thing to see at such a young age. [00:19:10] Speaker B: I know, but it is there. It's out there. This technology is there. [00:19:17] Speaker A: So what are some advice that you would give to parents who I wouldn't say that are seeing signs of, but they get worried? I was in a situation where there were people around in my circle who didn't think my son was developing fast enough. Okay, and so what advice do you give to parents, couples, people who are co parenting? Does it matter? That need to get their child assessed at two years old or at two and a half? [00:19:50] Speaker B: Right. [00:19:51] Speaker A: What's the best way for them to navigate? [00:19:52] Speaker B: It the best way to navigate, I think well, first of all, there's gut instinct. [00:19:59] Speaker A: As a parent, I thought there was like, oh, gut. What does that stand for? Yeah, no government agencies. [00:20:04] Speaker B: As a parent. [00:20:04] Speaker A: Okay. [00:20:10] Speaker B: Are we saying that you think the parent has an inkling, or are you saying everybody else is telling the parent that they need to do something? [00:20:17] Speaker A: So that's the rub right there. Sometimes you don't know where the information is coming from. [00:20:22] Speaker B: Right. Okay. Well, the great thing is that you can look up early milestones online, so you can go under speech and language. You can go know, there's physical therapy, there's occupational therapy if you think your child isn't moving. Right. But we're talking about speech here today, so I'm going to keep it on the speech and language. [00:20:42] Speaker A: Dr. Google has led so many parents astray. [00:20:46] Speaker B: It's very true. But go to those milestones. [00:20:49] Speaker A: Okay. [00:20:49] Speaker B: Go to the milestones. They have them very well laid out for zero to six months. Six to twelve months. Twelve months to two years, and kind of take a look and assess and see. All right, maybe he's not is he following these directions? Is he babbling? Because babbling is the first part of learning to speak all those early sounds. That's us learning to use our articulators, which is a fancy term for our tongue and our lips and our jaw. But those are all the things we need to talk. There's a lot that needs to happen all at once for us to say these beautiful words. [00:21:32] Speaker A: That's very true. [00:21:33] Speaker B: Yes. You can also assess. Some kids are brought up with a pacifier in their mouth a lot of the time. And if we have a pacifier in our mouth a lot of the time, then we're not using our tongue and we're not talking, and we're not developing those muscles. [00:21:51] Speaker A: Oh, my God. [00:21:53] Speaker B: Yeah. So there are things like that to think about. Just things to think about. I know it's a comfort, but how. [00:22:02] Speaker A: Have I never heard of this before? Is this like common knowledge? Am I one of those people that just didn't know this? [00:22:09] Speaker B: It is in my field, but no, give him a binky. [00:22:13] Speaker A: Yeah, that's something like everyone's giving you pacifiers. Like, I had a pacifier for every day. I had one with a spinner on the front of it. [00:22:20] Speaker B: I know. And now they have ones that have like an animal on it that pulls it down, which even just pulls down. So kids have weak muscle tone. Then just think about it. If you have this pacifier in your mouth and you're watching TV I know this is a podcast, so you can't see but you can in front of me, but you can see that you're just exactly. And your muscles aren't getting used. [00:22:50] Speaker A: It's like a podcast. [00:22:54] Speaker B: However, I think our audience is going to figure out what we mean. Yes, it's good stuff, but your muscle tone is low then or it can be on top of that. If you do go to speak, then you've got something in your mouth that's just again, for pacifier kiddos. But you look over those milestones, you try to see, okay, maybe you talk to your pediatrician. Some pediatricians are better than others. Some still seem to have a wait and see approach. [00:23:27] Speaker A: That is another one. Finding the right pediatrician, the right approach. I don't like using the words old school, but that's really what it is. There's a lot of doctors out there that are just like, he'll be fine, he'll be fine. They're like smoking in the delivery. I'm like, what are you going to do? [00:23:49] Speaker B: Right? There's something else to consider. This is just one thing. If it is a second child or a third child, sometimes we have an older brother or sister doing all the talking for us. [00:23:59] Speaker A: Yes. [00:23:59] Speaker B: And so we're not given that opportunity to talk as much. That's always a question that I ask when parents come in. I say, Is there an older sibling? And nine times out of ten, if there is, they say, oh, yeah, he always does a talking for him if you are thinking that. And then if you really want to take a next step, if your child is zero to three, you can contact your local regional center, at least in California, and you can bring them in to get assessed and it's at no cost. [00:24:33] Speaker A: Okay. [00:24:34] Speaker B: Yeah. So that's something to think about. [00:24:38] Speaker A: I didn't even think about a lot of this stuff. [00:24:40] Speaker B: People don't know it. [00:24:42] Speaker A: It's crazy that no one ever told me about a pacifier. That one's still blowing my mind. [00:24:46] Speaker B: I know it's a speech. When I see kids with a pacifier, it's just kind of that it just gets me. [00:24:54] Speaker A: I was always told, like, oh, they need a pacifier so their mouth can do something, and if they start teething and I'm like, right. [00:25:00] Speaker B: And don't get me wrong, when kids are very little, it's called your suck swallow reflex. You give a bottle they kind of need that sucking a little bit, and they need to work that tongue, and they need to work those muscles. So it can be very good. But prolonged usage and when it's in the mouth all the time, that's the problem. [00:25:26] Speaker A: You can see yes, that's one of the issues. All right. Okay. [00:25:31] Speaker B: Yeah. [00:25:32] Speaker A: Now, I mean, you don't have to answer this question if you don't want to. Has there ever been a situation where you were working with a child and you're like, Fuck this kid? [00:25:40] Speaker B: Seriously? [00:25:41] Speaker A: No. [00:25:42] Speaker B: We all have our good days and bad days, especially around a full moon. [00:25:48] Speaker A: You're human. [00:25:50] Speaker B: Yeah, exactly. Oh, yeah, for sure. But you have to realize that communication is so powerful that these kids are not acting out because they want to. They're acting out because they're frustrated because they want to say something or because they want to communicate better. They want to say that word, or they want to be able to do this. And so a lot of their frustration is for a reason. It's not because they're just being bad. [00:26:21] Speaker A: Yeah, but I'm in the process right now of teaching my child on how to take a breath and just think about what he's doing before he starts, because I noticed that I had to tell one of my son's teachers this when he got in trouble. She's like, I don't know what he's trying to tell me. He's not saying anything, and he'll just repeat himself. And I'll be like, oh, yes. And to me, as a parent, I try to keep myself cool because I think that teachers get a bad rap. [00:26:52] Speaker B: Right. [00:26:53] Speaker A: But fuck this teacher. Honestly. [00:26:55] Speaker B: Yeah. Did you get down on his level? Did you talk to him? [00:26:58] Speaker A: Yeah. I feel so bad for teachers that have parents trying to tell him how to do their jobs, but I was like, Listen, when he gets frustrated and gets overwhelmed, he literally can't find the words. Give him a second. If you're like, what are you trying to say? He's going to freak out. He's going to start screaming. He's not even mad at what he's happy. He won't even remember why he's upset. He was just mad that he can't get the words out right now. Yeah, that happens when he gets really and it's funny with the emotions because it'll happen when he gets really excited, too. I have this giant train set in my living room right now, and when he saw it for the first time, he started, like, a fit of laughter because he couldn't tell me how excited. He's like, what? Right overload. [00:27:44] Speaker B: Exactly. And we do that, too. Imagine you walked outside and you had a brand new car sitting in the driveway. You'd be like, so many things. What you'd probably be at a loss for words. [00:27:59] Speaker A: Heart attack, fart attack. You don't know what would happen to me. I am not in the right health to see a new car in my driveway. Loss of words least of my problems. [00:28:09] Speaker B: Emotions can definitely in a child's world, anger and excitement are two of their biggest emotions. And so those are big times where they need to have a little bit of bringing them down. I love that you're having him take a breath. Yeah, I know it's hard. [00:28:30] Speaker A: Nigerian way might be easier. Just like get slap them right out of their shoes. They'll learn. [00:28:36] Speaker B: Whap. I grew up a little with that old school as well, but you just can't do it. [00:28:41] Speaker A: Yeah, it's not really successful. [00:28:43] Speaker B: No. [00:28:44] Speaker A: If you beat your kids, you're just turning them into better liars. Straight fact. Straight fact. [00:28:49] Speaker B: I like that. [00:28:50] Speaker A: That's all you're doing is you're creating a supervillain. That's what you're doing, right? No origin story starts out like that. That's how you get your Lex Luther's. But anyway, we were talking about things to do with your kids when they're getting aside and they have a loss of words. So what are some of the most common mistakes you see that the parents I'm sure that you've had a kid walk in and being like, OOH, mom and dad, you fucked up. But you can't say that. You got to navigate through that. So what are some of the most common mistakes you see that parents do make when it comes to issues of development with their children? [00:29:26] Speaker B: Okay, well, maybe not working on taking that pacifier away. It could be things like that. It could be, well, he really wanted a cookie, so now we have a cookie before our session, which is just going to increase our sugar rush. [00:29:43] Speaker A: He really wanted a cookie. [00:29:45] Speaker B: Yeah, right. That can happen. That's for me in my session. But there's that follow through. It does. And especially if your child is having difficulty with their speech and language or developing it, it is going to take extra time, and you do have to put that time and effort into it. I have something I can show you. It's something that I show all of my families when I first start with them. [00:30:11] Speaker A: Okay, let me see this. [00:30:15] Speaker B: It's nothing fancy. It's nothing more than a big bowl of white M and Ms with one blue M and M in the middle. Oh, okay. That one blue M and M is the 1 hour the kid is with me. The child is with me. [00:30:26] Speaker A: Okay, so that blue one is just the 1 hour. [00:30:28] Speaker B: The 1 hour they're in speech therapy. [00:30:30] Speaker A: Okay. [00:30:30] Speaker B: The white Eminems are every other hour of the day that you are with your child. So it is the parent's job to really kind of listen to if your child is going to speech, listen to what the speech therapist is telling you to do and really. Take that time. Okay, bath time is going to take a little longer because we're going to take these animals and we're going to have them go up and down, and then we're going to do that five more times with each one of these. I say bathtub because I feel like a lot of speech therapy is done well when kids are kind of I don't like to say containered, but in a high chair caged, say it in a bathtub somewhere where they are in that spot. [00:31:20] Speaker A: Can't escape, quote unquote. [00:31:21] Speaker B: Yes, can't escape. They are enjoying themselves. Bath time should be fun. [00:31:25] Speaker A: Bath time is always terrible until they're in there. Then they're having a time of their life, right? [00:31:29] Speaker B: Exactly. [00:31:29] Speaker A: Yes, exactly. [00:31:30] Speaker B: And depending on the child, maybe bath time is not the most opportune time, but feeding time or something, that's when you get the puppet out. And now you're going to feed the puppet as well. Oh, puppet, you want more, and now you want more. And so we have to model that a lot. [00:31:47] Speaker A: Yes. [00:31:47] Speaker B: And that's kind of what I see is not a lot of carryover sometimes. [00:31:54] Speaker A: Got you. [00:31:55] Speaker B: Yes. [00:31:58] Speaker A: I tried this thing where I'd put foam letters all around the bathtub during bath time. So we go through our you know, I guess I just needed to mature a little bit because that just turned into us going through the ABCs twice and then me sending a friend. Know, Seth sucks with the letters, with. [00:32:16] Speaker B: The letters written out. [00:32:18] Speaker A: The kid sitting there in a bathtub. I'm like, I guess my son hates also. [00:32:23] Speaker B: You know, here's the thing, is we focus a lot on expressive language, which is what your child is saying, but there's also that receptive language, which is what your child hears and understands. So now you've got that alphabet up and you tell him, show me letter C, show me letter Z. So now he's interacting, and now we're working on his understanding. [00:32:47] Speaker A: Yes. [00:32:47] Speaker B: Or you can say, hey, give Daddy D. Give me the D. Oh, my gosh. I should have said. [00:33:05] Speaker A: Give Daddy the. [00:33:06] Speaker B: D just because you're dad. [00:33:09] Speaker A: Oh, no, it's so much better. That was good. I told you I'm not very mature. Welcome to the Papado Preaches. Now, why are all these. [00:33:29] Speaker B: Don'T know. Because I don't know why you couldn't. [00:33:33] Speaker A: Use an actual color, like brown. [00:33:35] Speaker B: You can tell that's a Google Image bowl of Eminem's and all the same color. And that's what I got. [00:33:41] Speaker A: No, I like this analogy because if you were to just tell me that, I'll be like, okay, but actually seeing it makes more sense. Like, okay, this is the time they're with me is this one. All these other times, they're in the world that he or she needs to be learning something and pulling information in. Right, I definitely get that. I definitely get that. [00:34:00] Speaker B: Yeah. [00:34:01] Speaker A: So before we take a break, before we take a break, I have one more question for you. Have any of your former kids that you weren't able to help turn into mumble rappers? DA DA DA DA DA DA. No, I'm just funny. [00:34:23] Speaker B: I'm just hey, I've only been in this field 20 years, so none of them are that. [00:34:29] Speaker A: Have you ever heard, like, one of these rappers talk? You'd be like, oof, that motherfucker could have used some speech there. [00:34:33] Speaker B: Oh, my goodness. I hear it. Oh, when I hear someone on the news who's got a little lisp or something, oh, it's just a thorn in my side. I have to turn the so, like. [00:34:43] Speaker A: These things can be fixed, right? I knew a friend that Blaine knows, a buddy of mine who he has hilarious stories of him growing up with a lisp. And then he's like, yeah, the first time I was able to say Bernice instead of yeah, he's like, they went crazy. And I can't even picture him with a right. [00:35:00] Speaker B: But yeah. And there are some adults who still do have that mean, but yeah, it's muscle, it's placement of tongue, and then also, the longer it goes, it's habitual. And so changing that habit to make it oh, shit. Yeah, it becomes habitual. So the longer you have your child lisp, then the harder it's going to be to change it that's with anything. [00:35:27] Speaker A: Yeah, that's true. I only say Jacquees now. I don't say jacuzzi. I can't change it. I can't. It's just not but I hope we get you to stick around. We're going to take a quick break. And you guys don't leave. We'll be back with more papa Don't Preach. And we're back. We're back, ladies and gentlemen. Thank you so much. We are back with Amy Wilhelm. I never can do it right. I can never do. [00:36:14] Speaker B: Just picture that guy falling off in temple of doom. [00:36:19] Speaker A: Yes. [00:36:20] Speaker B: Right? [00:36:20] Speaker A: Yes. I think it's there was Raiders of the Lost. No, there was no way. No, it was raiders. [00:36:26] Speaker B: Was it? [00:36:26] Speaker A: Raiders fell off the cliff. [00:36:27] Speaker B: Yeah. [00:36:28] Speaker A: And then there's the guy, I think when Boba Fett not Boba Fett. Yes. When Bubba Fett falls into the sand pit. There's another one. All right, we're nerding out. We're nerding out. Hang on, hang on. Stay on pass. [00:36:41] Speaker B: Yes. Get off this Wilhelm scream. There's also a beer, by the way. [00:36:44] Speaker A: There's a Wilhelm beer. [00:36:46] Speaker B: An October pumpkin beer. What? Yeah, I have a t shirt. [00:36:49] Speaker A: Is it any good? [00:36:50] Speaker B: No, it's not. And I've only found it on the east coast. I gotta thank New York for that. I don't know if I've seen it out here, man. [00:36:57] Speaker A: New York's taking a lot of L's today. [00:36:59] Speaker B: Hey. [00:37:01] Speaker A: All right, well, anyway, we're back with Amy, our speech therapist pathologist. Both the same. It and we have a I think we're going to be doing a test later, but I have a couple of things. We can't just leave our people here empty handed. What are some things that some parents can be doing right now to help their kids speech development? Like, what are some things that they can be doing to just teach them how to use words? [00:37:34] Speaker B: Get the words out. Yeah, absolutely. Yeah, there's tons. First of all, play with your kids, play with toys. [00:37:42] Speaker A: It's exhausting. [00:37:43] Speaker B: It is exhausting. I understand. I know. Sing songs, okay, singing songs, Wheels on the Bus, twinkle, Twinkle, all of those songs. But what you end up doing is then you stop and let them fill in the blank. So you get these songs into their head. Songs are a great thing. It's very little. Interesting fact for everybody, language is on the left side of your brain, your language learning center. [00:38:11] Speaker A: Okay. [00:38:12] Speaker B: Music and creativity is on the right. So when we add rhythm and music to language, then both sides of our brain are working together, which is why we know those lyrics from those 80s songs, and they just come back to us. Right. So singing songs with your kids and allowing them to fill in the blank here and there, reading, reading, reading, reading is huge for your kids to read stories, look at pictures, and you don't always have to read the story as it is. Just talk about what's going on. [00:38:44] Speaker A: That was my problem. I went too hard. [00:38:47] Speaker B: Yeah. [00:38:47] Speaker A: It was a big production. [00:38:49] Speaker B: Okay. [00:38:49] Speaker A: It became exhausting. [00:38:50] Speaker B: Yeah. [00:38:51] Speaker A: He wants a story. And I'm like, I'm using the lights. I'm having figurines. [00:38:55] Speaker B: Oh, see, that's super. [00:38:57] Speaker A: It sometimes the end of the day, it's rough. [00:39:00] Speaker B: I know, I get it. You set yourself up for that one. [00:39:03] Speaker A: Yeah, that's my bad. That's my bad. [00:39:05] Speaker B: But you know what? He loves it. Yes, he does. [00:39:08] Speaker A: I mean, he likes Blaine a lot more. [00:39:10] Speaker B: Well, yeah, I heard Blaine made top three yes. Favorite people, that is. [00:39:15] Speaker A: Yes. My son has a top ten favorite list. I am not on the list, which is wild. He only knows, like, eight people. [00:39:24] Speaker B: But a big thing, too. One good thing is offering choices to your child. Do you want to wear the blue shirt or the yellow shirt? Now we're offering them you're giving them a choice, which is giving them power, and you're allowing them to now yellow or red. So giving them choices or maybe giving well, this doesn't always work, but I was going to say if they want a snack or something, maybe offer something unpreferred to have them. Maybe say, no, I want goldfish, or something like that. But offering choices is always great labeling. Just talking about things in the environment. When you're at the grocery store, make that a language learning opportunity. Oh, look at all the carrots. They're so orange. Look at all those pumpkins talking about that. Wow, that one's really big. Look how small that one is. [00:40:20] Speaker A: Yes. [00:40:20] Speaker B: So you're embedding these little concepts into their minds, unbeknownst to them, when you're in the car. [00:40:29] Speaker A: Great idea. [00:40:30] Speaker B: Talk while you're in the car. I know it's super easy to give a child a device in the car. I don't have children myself, but I've done a lot of caretaking and babysitting in the past. I always brought books, and the kids always read books in the backseat if we took them somewhere. [00:40:46] Speaker A: Got you. [00:40:47] Speaker B: So you're making these outside or out of the house activities, just learning time. And they don't know that they're learning. They don't know that this is a lesson, but you do. And you're sort of talking about even when you're doing sorting laundry. This is Mommy's shirt. Fold. Daddy's shirt fold. Something like that. Now we're showing possession. We're teaching them a little bit about that, and then you can hold up. Wait a minute. Whose shirt is this? [00:41:20] Speaker A: So getting your kid just involved in your life, that seems like such an easy thing to do. But I can see how it'd be hard for parents to navigate, especially if you're in a two parent household or you're a single parent. I can see that being a problem. [00:41:36] Speaker B: Well, you can also hang pictures around the house. You can always sort of I mean, sometimes I encourage parents to rip the pages out of the books and just hang them up. [00:41:48] Speaker A: Drawing property. [00:41:49] Speaker B: Got it. We're not burning them. [00:41:52] Speaker A: Oh, snap. [00:41:54] Speaker B: Eat it. [00:41:55] Speaker A: Eat it. Nice swipe. Yes, you were saying? [00:41:59] Speaker B: But a fun thing that you can do, and this is really fun, is maybe throw the lights down and get a flashlight and put a flashlight on a certain picture that's hanging on the wall. Like, what's this one? What's that one? Okay, your turn. Yeah, that is fun. And we're working on turn taking then mommy's turn. My turn to do this. Your turn. So that's a kind of a foundation of a social skill there is just trying to sort of work on that turn taking a little bit. You can have your kids help clean up. Okay, go put your spoon in the sink. That's following commands. It's working on that receptive language. It's not all about expressive. It's what they understand as well. And as they get older, then they're expected to understand multistep commands. [00:42:48] Speaker A: Multistep commands? What do you mean? [00:42:50] Speaker B: That would be like, go get your shirt, bring it downstairs, and put it in the laundry. Oh, you know what I mean? Now we have to do three separate things there. Sometimes we go get our shirt, and then we find something else fun upstairs. And we forget to ADH to perform. Yes, exactly. And a lot of my clients need a little more assistance with that. Yes. Another thing is just talking about the day out loud. It's Tuesday. What do we do on Tuesdays? We go to school. So you also want to kind of help with that first, then last that sequential language. Okay, first we're going to drive you to school, and then I'm going to go to work, and then I'm going to pick you up we're going to come home and have dinner. So you're starting to narrate a little bit of storytelling. [00:43:38] Speaker A: Got it. [00:43:39] Speaker B: So it's a lot of parent modeling. [00:43:41] Speaker A: Yeah. Okay. So, yeah, this sounds like a lot of work. [00:43:46] Speaker B: Yeah. But you can know, another thing you could do is just hide and seek. Like take the Mr. Potato Head pieces and go hide them around the room. And so now they have to go look for them. And one of my favorite things, folks, is plastic. [00:44:04] Speaker A: Yes. He loved his plastic eggs. [00:44:07] Speaker B: Right. [00:44:07] Speaker A: What is with kids? [00:44:09] Speaker B: Love them. [00:44:10] Speaker A: I don't get it. [00:44:11] Speaker B: They love them. [00:44:12] Speaker A: Is there any reason behind that that you can think of? [00:44:15] Speaker B: I don't know. Plastic eggs and bubbles are two things that I can't work without. [00:44:19] Speaker A: We had a literal dozen of eggs, and you open each one that had a different shape inside, and there was an X or a circle or a half moon, and you'd get them together and if one egg was missing, burn down the house, find it. [00:44:32] Speaker B: Right, but I'm just talking like the Easter eggs that are empty. [00:44:36] Speaker A: Yeah, that's how they started. [00:44:37] Speaker B: Then we got the yeah, everybody's like. [00:44:40] Speaker A: He'S obsessed with eggs and so they got him a dozen. I'm like, Where'd you find this? Where'd you find a carton of play eggs? But that's how it started, was like these Easter eggs that he loved. I don't know what that's so weird. [00:44:51] Speaker B: Yeah, but you can put little things, like you can put the potato head pieces inside those eggs or like I said, just hide them around the room. And again, now we're working on concepts. Did you look under that pillow? So mom and dad can be sitting back a little bit while the kid's off searching for and finding certain things? Or you got to find all ten or whatever it might be. So that's kind of a fun way to work on some things. Cooking, helping your kid with there's so much that goes into it. There's turntaking, there's gathering the ingredients. [00:45:35] Speaker A: A lot of touching, feeling around and discussing colors. [00:45:40] Speaker B: Exactly. Pour. There's a lot of actions in there. Stir, mix. So getting your kid involved in the kitchen, I get it. In our fast paced world, there isn't always that time, and especially after work, we're exhausted and we just want to quickly, whatever it is, boil the pasta and add the sauce and we're done. [00:46:03] Speaker A: Well, yeah, I mean, I remember making a pizza with my son and with the doughnut, he had fun putting everything on, of course. And then tonight it's know, we cut up a pineapple, got a Red Baron, so he could just put those on top of the pizza because I got the time. [00:46:18] Speaker B: Exactly. And that could be like your Friday night thing or your Saturday night thing or something like that. Or just making cookies one day or baking or something. But cooking, I mean, it's just kind of getting back to your roots. I do think in this age of technology, we've kind of gone a little bit astray of kind of some old school things that we just sort of grew up with. Getting bored. I mean, we grew up I did at least in a play pen with just a few toys. And you just made do. [00:46:50] Speaker A: What are some good toys that these kids can have that are really mean? [00:46:56] Speaker B: I'm back to the classics again. Mr. Potato Head, the Fisher Price, Animal Farms, things like, I mean, we were discussing in the break. Also, there's so many toys out with buttons now. And every toy for a two year old, a two year old doesn't really need to know every single color yet. Yes, because if they know blue and yellow, but they don't know eat, want, cookie, apple, whatever kind of food they want, I call those power words. We have to work on power words. [00:47:29] Speaker A: Power words eat. [00:47:30] Speaker B: Yeah, exactly. But that's going to reduce frustration because if your child can say eat to you I know. Then you know, oh, you're hungry, screaming at my face. Right? Exactly. Yes. But if he came up and said blue, then that's not really going to do anything. If I keep pressing this button and it says blue, then I'm going to know blue. The toys are educational, and I'm about that, but also at a certain age. [00:48:00] Speaker A: Again, I think they got the ages wrong on some of those toys. Yeah, I would get one, and it's like, oh, from two to three. It's like from two and up. And I'm like, okay. And my kid is just like, so this is an ice cream truck that sings songs, and you could put ice creams down on the side and pick the colors of the ice cream that you want. And then a little digital screen for the eyes. Come on. I'm like, oh, boy. Yeah, it was a lot. It came with two little buddies that you can put next to it, and they would talk to each other and sing songs to each other. [00:48:27] Speaker B: Really? [00:48:28] Speaker A: Yeah. I mean, it was more I was playing with it. Right? [00:48:31] Speaker B: You're like, this is a cool toy. [00:48:33] Speaker A: I'm like, I'm playing with it. And he's just like, he loves the show, but I don't know how a two year old would even know how to function that thing. [00:48:40] Speaker B: Yeah, I mean, blocks now, they have magnetiles, which are pretty cool. [00:48:48] Speaker A: We got stacks. [00:48:49] Speaker B: And stacks of magnetiles are expensive, though. They kind of are. [00:48:54] Speaker A: I'm going to hit all the listeners up with a little hack. They keep making magnetiles, and people keep getting rid of magnetiles. So if you just go on offer up or something, you'll find a guy for $30 that's selling a box of magnetiles. [00:49:07] Speaker B: Smart. [00:49:07] Speaker A: Like, they might be a little beat up, but you'll get some good ones. [00:49:10] Speaker B: Yeah, that's fine. They'll be good enough. [00:49:11] Speaker A: Yeah, that's the way to do it. [00:49:13] Speaker B: Those types of toys, they just help with imagination. They help with creativity. They help with boredom. And if you've got blocks that have letters on them, old school blocks, our blocks had letters on them and pictures and numbers. Now we're working on pre literacy skills and identifying our letters. Some of them had numbers on them, so then you could use those. You could say, Give me the C block. [00:49:43] Speaker A: Okay, look at that. We knew it was coming. [00:49:52] Speaker B: It's okay, right? But again, reading. Oh, God. Geez, what is a good letter around. [00:50:03] Speaker A: The letter P is good. [00:50:05] Speaker B: You know what? That is what came to my mind after G, and I was like, I can't say P. Give me W. Okay. [00:50:12] Speaker A: There we go. There we go. W. That never hurts anybody. [00:50:16] Speaker B: Goodness. [00:50:20] Speaker A: That'S good. All right. [00:50:23] Speaker B: Yeah. Again, when it comes to reading or something like that, also, talk about as your child's a little bit older, how old's your son? I never even five. So he's five. [00:50:35] Speaker A: He's five. [00:50:36] Speaker B: So what you can start doing also and this could also kind of start to help with some social skills, let's say I'm just going to go bear and stain bears or something like that. And Brother Bear teases Sister Bear. How do you think Sister Bear feels? So now we're going to start asking them about others, how they're feeling. We're going to build some empathy here, and we're going to start to help them recognize, oh, brother, did something mean. You know what I mean? And then, hey, that could spark. Has anybody ever done something mean to you, present company excluded? [00:51:12] Speaker A: Yeah. [00:51:12] Speaker B: He's like, yeah, you pushed me down. [00:51:13] Speaker A: The stairs yesterday and called me a dummy. I don't know what you're talking about. Yeah, little snitch. No. Okay. Yeah. There's a lot of things that you would think are basic, but when you're in the thick of it, your main concern is keeping that kid alive, and you're not thinking of how long you're talking to them, how much have you played with them today or her today? Have you asked this four year old what they think about the son and singing to them? And luckily, there are tools out there to help parents who can't afford a therapist or have the time to get to a pathologist for people that don't have the resources. Are there ways that they can navigate to getting the proper help and finding out if there's an actual issue? [00:52:11] Speaker B: Yeah, well, again, as I mentioned, zero to three under the Idea Act that was set up. I should know the year. I think it was 96. [00:52:21] Speaker A: Let's make it up. [00:52:22] Speaker B: Okay. [00:52:24] Speaker A: The idea. [00:52:25] Speaker B: Act ID e a 96 I want to say 96, but it was put into law that all children from zero to three are covered by the federal government. So it's out there for under zero to 319, 77, 97, 97. [00:52:46] Speaker A: You were close? [00:52:46] Speaker B: Yes. All right. Okay. [00:52:51] Speaker A: So it was 1975 law, and then they amended it to mandate that schools report progress, report children disability. Well, that's not one that's not it. [00:53:01] Speaker B: That's not what exactly. [00:53:04] Speaker A: I think they're mixing two things there, but yes. [00:53:07] Speaker B: Anyways, children from zero to three are their services are covered via the federal government. [00:53:13] Speaker A: Okay. [00:53:14] Speaker B: So there are regional centers out there. You just have to find we're in Los Angeles. There's a West Side regional center. There's a North La Regional center. There's a South Central Regional center. Lantern. There's a Harbor Regional center. So based on kind of your area, there's a regional center for you there. [00:53:34] Speaker A: Holy shit. [00:53:35] Speaker B: Yeah, I know. They don't tell parents that. [00:53:38] Speaker A: No, they don't. [00:53:39] Speaker B: They don't. Pediatricians some pediatricians don't even know this. [00:53:42] Speaker A: They don't tell anybody anything. It's kind of wild. [00:53:46] Speaker B: Yeah, I know. And I work with a lot of regional center kids, and those kids come for therapy and the families don't pay me, the regional center pays me. [00:53:54] Speaker A: That's crazy. [00:53:55] Speaker B: Yeah. And then after three years old, the school district takes over. And so you can get assessed through your school district then? [00:54:03] Speaker A: Yes, I actually just found this out. And one of the other things is, like, them not telling me of getting my kid an aid. I'm like, yeah, what's the update? And they're like, oh, yeah, she's been here working with your son for a week. [00:54:14] Speaker B: And I'm like, oh, yeah, you'll find that? [00:54:16] Speaker A: And it was funny because my kid kept on mentioning this new name, and I'm like, who's it? Is this a new teacher? He's like, yeah, it's a new teacher. And I'm like, okay, I got a new teacher. [00:54:24] Speaker B: Right. [00:54:24] Speaker A: But it wasn't it was like his personal aide working with him. [00:54:27] Speaker B: Okay. [00:54:28] Speaker A: And I just had no idea. [00:54:29] Speaker B: Yeah, I know. That happens, too, where it's just we could digress on that one. [00:54:36] Speaker A: Public school. [00:54:36] Speaker B: Yeah, exactly. But you know what? She's there to help your son. [00:54:40] Speaker A: I'm happy. So I am happy. [00:54:43] Speaker B: Yes. [00:54:43] Speaker A: All right. [00:54:44] Speaker B: There's also one other thing, and this is just a silly little thing that I learned in a conference one time, but for families who also may not be able to get all these toys. One of the things that she said is like the tops to a shaving cream. You can save those and then kids can stack those. Lots of kids. I grew up playing with Tupperware bowls and wooden spoons. Yeah, it's kind of bringing back. You don't need toys, you just need to help encourage that imagination. [00:55:17] Speaker A: Kids always like, my kid was showered with toys. He had a mountain of toys, but he only really played with two things. He played with his truck, he played with his it. [00:55:27] Speaker B: Right. [00:55:27] Speaker A: That's really it. [00:55:29] Speaker B: I have an office full of toys. These kids want the car ramp, they want my Play food, and they want Mr. Potato Head, and they want this one elephant thing that blows bubbles. But anyways, bubbles are dope. Yeah, bubbles are I got a giant. [00:55:43] Speaker A: Bubble maker, and it's kind of my thing now. I love making these giant bubbles. [00:55:47] Speaker B: I know. Kids love them. Yeah. [00:55:48] Speaker A: You go outside, make a big bubble. It's kind of soothing. Very soothing. So I know that we have some things for me to test out here, so I can drag this conversation on because I'm a little nervous. [00:56:02] Speaker B: Some tricks in my trade. [00:56:03] Speaker A: Yeah. [00:56:04] Speaker B: Yes. [00:56:04] Speaker A: So can you explain to me what this thing what are we doing? What am I looking at here? [00:56:08] Speaker B: Okay, so we're looking at nothing more than a flavored tongue depressor. [00:56:12] Speaker A: A tongue depressor? [00:56:13] Speaker B: Yes. It's strawberry flavored. [00:56:15] Speaker A: Is this like, the same thing that the dentist puts in your mouth? [00:56:17] Speaker B: Yeah. Or open up and say that's what it is. The doctor does. [00:56:22] Speaker A: The doctor, yes. [00:56:23] Speaker B: I don't know if your dentist does. He might. [00:56:25] Speaker A: I don't even know if he's my dentist. [00:56:27] Speaker B: Okay. [00:56:28] Speaker A: The guy I see down the street. [00:56:30] Speaker B: Right. There you go. [00:56:33] Speaker A: Sorry. I'm being immature. I'm being immature. All right, so this is my tongue depressor. [00:56:38] Speaker B: So this is your tongue depressor. [00:56:39] Speaker A: Okay. [00:56:40] Speaker B: So there is a speech kind of misarticulation that a lot of kids have where they don't use their back sounds. [00:56:49] Speaker A: Back sounds. [00:56:49] Speaker B: Back sounds. K and G. K and G. I see. [00:56:54] Speaker A: How that? [00:56:54] Speaker B: Yeah. [00:56:55] Speaker A: Wow. Kg. [00:56:57] Speaker B: You can even feel it if you make it. Make the sound, not the letter. Yeah. [00:57:09] Speaker A: Wow. [00:57:09] Speaker B: Put your hand right here. You can feel it. But I have plenty of kids, and this is very it's actually a classic sound substitution, is they use all their sounds in the front, so instead of cat, they might say tat. Or instead of Ready, set, go, they're going to say dough doe. And it's kind of fascinating. They will use it all the time. It'll be a tup for a cup. You get it? [00:57:36] Speaker A: Tup for a cup. [00:57:37] Speaker B: Yeah. Without knowing that these words start with these sounds. [00:57:43] Speaker A: Little dummies. [00:57:44] Speaker B: So how are we going to stimulate and get them to make this K and G sound? [00:57:48] Speaker A: Yes. [00:57:49] Speaker B: Right. [00:57:49] Speaker A: Okay. [00:57:49] Speaker B: So you see what they're doing is they're using the front of their tongue because T and D and N all there. Okay. So now we're going to put the stick in. Hold your front tongue down. Try to say cat. [00:58:03] Speaker A: Cat. I'm trying to say cat. Cat. Oh, this thing is tasty. [00:58:13] Speaker B: I know. They're good, right? The kids love them. [00:58:16] Speaker A: Cat. Oh, wow. [00:58:18] Speaker B: Right? [00:58:19] Speaker A: What other words can I fix? [00:58:21] Speaker B: Try go. [00:58:22] Speaker A: Go? Yeah, go. [00:58:25] Speaker B: Try to say dough. [00:58:26] Speaker A: Oh, dough. Okay. I'm going to try and say dough. [00:58:28] Speaker B: Okay. [00:58:29] Speaker A: Dough. [00:58:31] Speaker B: Did it work? [00:58:32] Speaker A: Go. [00:58:32] Speaker B: Yeah. [00:58:36] Speaker A: That's so simple. [00:58:37] Speaker B: Yeah. I mean, it doesn't always it takes a little time with some of our kiddos. [00:58:42] Speaker A: Fake. Fake. Oh, yeah. Wow. This is very tasty. [00:58:48] Speaker B: I know. They're pretty good, aren't they? [00:58:49] Speaker A: No, I'm still coming down from Halloween. I've been getting my fix. [00:58:55] Speaker B: This is your calorie free lollipop don't. [00:58:57] Speaker A: Give a drug addict some Red Bull. [00:58:58] Speaker B: Man. [00:59:01] Speaker A: I really like this. Well, this has been great. I am so glad you were able to stop by. [00:59:06] Speaker B: Thank you. [00:59:06] Speaker A: And sit with us here at Popping on Breach. This has been awesome. So if somebody hears this and they want to get in touch with you, they want to get your services. How do they do that? [00:59:16] Speaker B: They can look me up. My company's name is Splash for Speech. So they could google Splash for Speech. And in the new year, I will have some videos out on YouTube that people can check out. [00:59:26] Speaker A: Awesome. [00:59:27] Speaker B: I don't quite have the link for it yet. [00:59:28] Speaker A: Oh, yeah, don't worry. I'm glad that's going to be coming because now people can reach out to you anywhere, anytime, all over the place. [00:59:35] Speaker B: Yep. [00:59:35] Speaker A: That's awesome. That is amazing. Everybody give it up right now for Amy Wilhelm. Thank you so much for joining us. [00:59:41] Speaker B: Thank you. This is really fun. Thanks a lot. [00:59:43] Speaker A: I'm going to put a Wilhelm scream in here, too. Actually, you know what? That might be more expensive. [00:59:48] Speaker B: Yeah, that's. [00:59:52] Speaker A: Thank you. Thank you so much for joining us here on Papa Don't Preach. Big shout out goes out to producer Blaine Pierre Bennett. We miss you. But I'm in good company. I'm very, very happy. DNA and Aaron Mossow do our music. Ladies and gentlemen, thank you so much. This is Papadone Preach and we'll see you next weekend. That's.