Get Your Child to Say Go! From a Speech Therapist

Hey guys. So today I'm going to teach you how to get your child to say go or any phrase or any word, if you may. My name is Ming From Agents of SpeechDalki Coach Parents Online how to get their children to speak at home to get to go. If you've gone through the Internet, you've looked at other videos, you will know it's a very speech therapist thing to go 1, 2, 3 and then a word afterwards, right? But the problem is probably you're watching this video and thinking, I always go 1, 2, 3, underscore, right? You leave blank, you pause and nothing happens. How do we get there? So I'm going to show you. One of the parents who worked with us before brought some receipts for you to see. But before that, I'll run you through the pre work that we've done before in order to achieve the results. Okay? And I'll walk you through exactly what steps we need to take so that we can get to the point where you go 1, 2, 3. And then you, your child will say go already, steady go, whichever you prefer. And you can do this with a lot of different routines as well. Okay? So first of all, you have to get into a relationship where your child thinks that you are the quote unquote provider or fun companion, right? If you don't, what's going to happen is you try to play with your child and try to go 1, 2, 3, 4, something, and then your child would get annoyed or just straight up ignore you because you don't have that kind of a relationship. So it's going to work with. So if you just go up to any old child, not any old, any young child, you will see that if you do 1, 2, 3, something, it's like a 50, 50% chance that a child will actually respond to you. Okay. And the other thing is when you're doing it versus a speech therapist doing it, you're going to have a skill discrepancy, meaning that a speech therapist is doing this to all the children coming inside her door for the whole day. And it's the full time job. So it's obvious that when you do it versus when the speech therapist does it, there's going to be a difference. It's just Gordon Ramsay frying an egg. And you fry an egg, obviously you get a fried egg. But then in the process, I don't know how the egg looks like. But not saying that all therapists are like Gordon Ramsey, okay? I'm just making a point where it's a professional and someone who is do it yourself at home. So you, if you don't have that kind of relationship, you don't have that kind of authority, or the way that you talk, the way that you carry yourself around a child. And believe me, it really matters because as you are trying to get your child to play with you, you need that provider, that kind of characteristic. Meaning, if you follow me, if you listen to me, it's going to be fun, right? So how do we get there? First of all, a lot of parents will need to start off with using some sort of a reward. Okay? There are two paths that will happen. Number one is that you, if you use rewards like snacks, screens, time, or whatever things that your child wants already, it's going to be so easy to get your child to start responding to whatever you want them to do. Okay, Versus when you have an activity. I was just talking to a parent today over on our calls, and she was saying, oh, I want to wean down on the rewards and start looking for some toys or activities that my child likes. And I'm like, okay, so you need to up your skill. You got to do it like the speech therapist. Then you got to be fun. You got to go, wow. And make sound effects and make it fun, right? So usually speaking parents will need a lot of time to get there. So I always say just start off with rewards, man, it's a lot easier. And if you're in the camp of I don't want to bribe my child or rewards are not natural, then okay, then you know, you have to learn how to be natural. And you need to learn how to sell a toy. You need to learn how to be therapist for a child, right? There's no shortcuts here, okay? So the shortcut is the reward. Okay? So after you get into that relationship where your child wants something, they know they're supposed to say something, communicate or whatever with you in order to get it. Then when they do understand and start to wait, it's going to be a lot easier because when you do, 1, 2, 3, go, what you're going to do is you're going to get into a routine where you demonstrate over and over again, whether by yourself or hand over, hand onto your child. And I'll show you a video here which is from a previous client of mine, and I'll show you the before and after. So real quick, in the beginning, this is like what we call baseline, and I'm talking over the video. Now what happens is that the mother is trying to get the child to, to do Some imitation which we did do a bunch. And if you're like, oh, these imitations touch head are very useless. Yeah, it is. But it's building a working relationship, right? So she can do it. But then the problem is you can't get her to talk at all. And this child, at this moment of recording, she was around 2, so 0, don't care. And then later on she gets frustrated. Just wait for a little bit and you'll see, she just lies down, she'll cover her ears and. Stop it, mom, stop it, stop it, please. I don't want it anymore. And then she just goes to sleep, which is very funny. And the mom doesn't give up. Just think about how many times her mom said, ah, she did not follow my instructions back then. I told her just to try once, right? So this is not building a relationship here. In the beginning, for the easy task, she's able to sit up, she just does her own thing. Okay? So for the next, I don't know how long for the videos, she finally, she sleeps, she gets up, she gets rewarded, she follows sometimes. But the mom is basically trying to get into a working relationship with her and there's not much response going on other than non verbal. So you skip. Later on, her hair grew up. Same shirt, I think. Was it the same shirt? Yeah, same shirt. My God. So she still fits, man. So that means it hasn't been too long. I think this has been around two or three months later. And then now she's talking already. Yes, yes, Good. So now you can hear 1, 2, 3, go. But the prerequisite is that you need to go through somewhat of a. At least she's very calm, she knows she needs to do something and to get what she wants and that she can wait and stuff until you do this one. All right. And of course there are children where if you just go ahead and do this, like just take out a car slide and do what the mom was doing here, like putting it up top and then 1, 2, 3 and holding it, then 1, 2, 3, go. There is a huge percent percentage of children who out of the box will do it for you. Like there are some children who don't have that kind of, don't have that understanding of, oh, I have to listen to you, I want to play with you. That kind. So without that relationship, right. It's going to be really difficult. And another quick tip here is if you're using a car slide, make sure the car slides back to you or else that over there, kids just going to pick it up and play it with it on their own. Which one? So I would at this point I would also make her to say the color of the car. And usually speaking if we do 1, 2, 3, go, if the child already takes the car, it's already like 50% harder. So what you got to do now is like to try to grab it from her, but obviously the mom doesn't. So at this point the routine is so engraved in her that she would say it automatically. Okay, but what I'm trying to say is from just now, that video to here, we skipped quite, quite a few days. Right. Every day the mother is working with this young lady here. And let me just switch back. Yeah, so every day she's been working with her for a long time, like maybe 10 to 15 minutes a day, but it's every day and building that relationship, getting her into routines, play routines, reward routines, social routines, getting her to respond and be compliant with the mother, not just like slipping down and sleep on the floor, that kind. And then you will be able to do 1, 2, 3, go. So I think a lot of advice out there doesn't tell you the prerequisites, what we call like required skills and we call those learning to learn skills. If we don't have those, it's up to chance. And I hear this from a lot of parents, they say, oh, it's up to my child. It's up, it's, it's up to their mood. I really don't hearing this because if that's the case, then there wouldn't be a time where we can do effective learning, where we can get the child to sit down and teach the things that we think are important to him or her. Okay, so that's how you do it. It's very simple. There are loads of 1, 2, 3, go, ready, steady, go stuff out there on the Internet from speech therapists who write on blogs and videos. But then there's a huge chunk of pre work for like nearly over half of the children that come through our door that, that require to build that prerequisite. Learning to learn skill and having that working relationship with you as a parent in order for this to work. I don't know how many times I've seen it where the child is able to do this in the clinic, but at home just refuses to talk. And you can see that this is very doable. These parents, this mother, this child, they don't speak English, they are from Indonesia. When I was communicating with them, coaching them, it was like half broken English and I was using some very broken Indonesian. And then they understood and they did it. So that's how you do it. And if you want this, these instructions written out line by line, getting a child to say a word from zero to words. We have a free course called Zero to words. It's inside of our community, which is also free. You can go to agents of Speech.com course. Okay. Sign up there, fill in three, three questions, and then you'll be inside. And you can watch it there at your own pace. Okay, that's all for today's video. Thank you for tuning in. And if you like this video, you would like this one here as well. Thank you.