Why Speech Delayed Children Get Stuck

All right, we're live, kind of like a cool Friday night Live. Just before we go out, I go out actually and I just wanted to make sure that I answer some questions. All right. And so today's topic is why do speech like children get stuck? And why we're talking about this is because we've started this eight week program which if you haven't heard about, you can click the link below the join below to check it out. And I'm just like, I'm just going to talk about some wins and some losses. Okay. And obviously not everything's a W, you know what I'm saying? Like some, sometimes it just takes time. Right. So first of all, let me just share this link into here on a live call. Ask me anything. Okay, cool. So ask me anything now if you're joining now, tell me where you're coming from. Say hi. That'd be great. So I just wanted to go to my, the Facebook group of my eight week program just to share a cool thingy, a cool. Something cool so far. Right. So I don't know how I can do this actually. Let me try and me try and share my screen actually. Okay, cool. I'm just, maybe just the entire thing, I guess. Oh, this one. So I'm going to share my screen. If you can see this, let me know. Right. So I'm just going to zoom in on this. Crap. Okay. So crap. Where are we going? So here. So Jean has been with us for like three weeks now and so far she's super happy with the results. And what's happening here is that she finally, the child is finally copying words consistently before she wouldn't, and she wouldn't like sing songs suddenly out of nowhere, which is a super common thing in my world and therapy world, that the child would just talk by themselves. Let's read it together. Right. For week one, we tried to open palm practice for three days only. So the girl's name is called Penny. Got it pretty quickly. She's four. So so the older the child is, the faster it is for the child to learn these things. Right. But that doesn't mean that a younger child wouldn't. So we have some children inside of this group here that are. What's that called? They're not progressing as fast as Penny is right here. Right. And the reason is just because they're rather young. So in week two in corporate, the open gesture that we talk about a lot inside of the, of, of this channel and for the entire week she got to do it fast. Her just was Very funny. She was like opening a book, small book that's like this. Right. Which is the correct one actually in asl, but it's pretty funny. So the, the thing about this whole eight week program is that I parents will send me videos and I will. Correct. Not really correct, but I'll give you some opinions about what and how to make it easier. Right. So the main struggle was that the, the, the parent was pushing her too hard. So I told them to do more social interactions and forget about pushing her, to do the imitation. Right. Just play with her more and build a better relationship. That's basically the premise of like week one and two. So week three is now the time to really push. And yeah, I really thank God responded positively. She was singing along, let her fill in some words and her favorite song. And we used a karaoke machine, you know those, those ones with, with the echoey sounds, echoey microphone, the effects. So it was like A, B, C, D, E, F. And I gave it to her and she's like, gee. And it was fun, right? And then there's a. I'm not going to show you the video. That's privacy issues. But it was the first time that she did this and fill in the boards and if you were in the group you would be able to see it. But I'm not going to share it with publicly. Whenever you open the containers, you can do additional gestures like touch nodes, whatever, and can do verbal imitation more consistent consistently now, which is great. So what we're going to do now with her is something more advanced. It's going to be a bunch of play and it's also a bunch of. What's that called? What we're going to do is like a bunch of. A bunch more of vocab, like teaching more vocab. Right. So let's see some questions here. Okay. So someone is asking what's the difference between. What's that called? What's it? Speech delay and asd. We have a whole video about that. So I'm just gonna put the link here. Right. Some questions, like most questions if you would ask, I would have already answered it somewhere. But some that I've heard over and over I actually make videos about and you can search it. So my advice to you is to search it before you ask it. Right. So I'm just going to put it here for that parent. Hi, Rublin, how's it going? How, how a long. How long? I guess toddler needs speech therapy. As long as it takes, right? As long as it takes. I don't know how to like it's how, how long is a piece of thread, right? It depends what your child is currently doing, how fast do they learn from you and so so on so forth. Right. Gloria keeping up with Gloria joined in from Ghana. That's great. I want to know how to help my 2 year old to speak more than just saying, just, just singing rhymes. Okay. So I, I think we have a whole video about that as well inside of it, YouTube so you can check that out as well. It's called like I'll just link it here. So child ABCs, right? It's, it's the one that toddler sings, resides and count numbers but does not, does not talk. Right. So I'm just gonna share it, copy and just put it here. You can watch that Gloria. Okay, so if you have, if you guys have any questions right now, you can just let me know right now. And I'm just going to keep on talking about stuff. All right. Just going to keep on talking about stuff. So if you're joining now, tell me where you are coming from. All right. So it's an odd time to do it. Usually I do it much later but today just have some time between to talk about like some of the eight week program that we're doing. So yeah, we gotta win. If you rewind back, we talked about Gene teaching her child to start talking like finally imitating words. That's great. Hallelujah. And at the same time there are some like. Ls right. Which is like the, the parents have been doing it for like a few weeks now and there isn't a sound coming out yet which is very, very typical. All right. To be honest with you, like most of the time I hear sounds in the first like two sessions and that's because I've been doing it for a long time. Right. And you think about like if you join a course or, or whatever, the first thing is to make it into a, a habit to start teaching your child. If you don't make it into a habit, you skip some days and you're not consistent with it, then it's very going to be very difficult. Right? So something I say to a lot of parents is you have to remember to do it. Do you forget to eat breakfast? Do you forget to eat a meal? You don't. Right. Do you forget to brush your teeth? Okay, some people do. Right. But you need to make it as your priority to make sure that you, you clock in those, those minutes. Not even hours, just minutes. 15 minutes to teach your kid all Right, let's see. Is this a question? Oh, it's Danny from Perth. Okay. How do you help your son with his expressive language? He's four years old. Okay. It depends. On what? How, what, what, what language level your child is at right now, Danny, can you tell me more? Like, is it single word? Is it like two or three word sentences? It's like full fledged sentences. Whatever, let me know. All right, and then let's see. Okay, yeah, and then the thing is. Yeah, the thing is, Carmen says my grandson is 2 years old in 4 months and can only speak mama, but all but seldom speak. Okay, well, the thing is you got to teach play, all right? You gotta teach play. If you don't teach play, it's going to be very difficult. All right? Teach play first. Don't think about speaking, right? If I see this, I usually like two or four months, he's usually not playing that well. You know, he's not imagining things. He's not doing it in sequences, he's not playing with you, so on and so forth, right? Single word and two words more answering your question. Okay, so what you got to do now is to create a play sequence for him, Danny, and make sure that he goes through. Like, for instance, you can set up something that is like a play doh, whatever that he likes, okay? It can be a play doh that he takes it out, he rolls it and then he rolls it into a ball and then use a rolling plane to put it flat and then stamp it with like the, the molds, right? And then make something and it could be different, like you make a dock, like a tree, whatever. But the sequence is like that, right? Take out, you know, make a ball, right? Roll it into and roll it flat, right? It could be different every time, whatever you do. But what I want you to know is that when you're playing on the sequence, keep the sequence the same and the same play place setting and sitting, right? So it's always like take out, roll into ballroom roll flat mold, you know, like put it on, take it out and then, and then keep on doing it. Make different things, right? So that, that would make a lot of sense for him and just target different words because like you just want to expand his words, right? So your problem now is that he understands a lot but struggles to answer, right? So you don't want to ask so many questions. What you want to do here is to like, if you want to teach him to answer questions, you want to make it into a thing where he absolutely 100% knows what you're trying to do, right? So maybe you play like, a treasure hunt game, which I talk a lot about inside. Like, we have a membership, and then I teach the parents this a lot, right? So we take the, you know, like Danny, your grandchild, right? Is it your grandchildren? Oh, your son. Sorry, My bad. So your son, right? Like, you can take his. Get. Get a bunch of toys and tell him to hide those toys somewhere, right? It might be under the. Under the sofa, on top of the table. Whatever, whatever. And after he hides everything, and then it's like, okay, let's go find them all. And you can ask him, where is the underscore something? So he's already done that. If he's already, like, he put it himself. And then you ask, where is the whatever? And then you directly tell him the answer that he will understand. Oh, so that's how you answer the where question. This question. So you keep on doing that to teach him, like, different places, prepositions, answering questions whilst having fun, right? That's something you can do. So crew, my kid, two years, never looks at me, responds. I never call his daddy mommy. No icon that we follow advice to try to help him. He is two and a half years old. He looks at us and called daddy mommy. Okay. Okay, so. Oh, I. I thought that was a. That was a question. So now. Now he's. He's doing better, right? That's great. That's excite. Is he talking yet? Let me know, right? Glee. My son is three years old. He says single words like open, which I learned from you. Great. How do I teach him more words? Okay, so what I would say is this. All right. What I say is this. So now what? I'll say this. How do you teach him more? Which is think about how I. I talked about teaching the word open, right? And then try to do it on other things that. That he needs help with, right? So what I want you to do is to generalize and think about what I mean by generalize. Meaning, like, you got to think about how else. How else you can get the child to think about how else you can get the child to say different words, right? It's not only just all about open. It could be, you know, like, it could be turned on, right? If you're playing with a toy, right? It could be close. It could be a lot of things. It could be push, it could be press, it could be put. Think about all the verbs that you can do and use. The way that I told you about how to teach open and use those in different situations. All right? I cannot give you every. Like, if I give you, like, one by one by one by one, I will need to see videos of it. That's why we have the, the eight week program, Right. Also, it's just going to be, like, very difficult for me to tell you the thing that, like, the single word open that you learn from me, it works, right? So how you teach them more words is to do the same thing, but with different items and with different actions. All right, no worries, Danny. You got it. Okay, so keep the questions coming, guys. I am watching, I am seeing. Okay, so why. But why he didn't talk and answer our questions? Okay, so the thing is, like, if you want to teach your child to start talking, you can either. Like, there's. I've talked about this many times, right? So you can go on like, the micro course that's inside of our website or you can join our AB program, right? And if you cannot, like, those are paid options. If you cannot pay, that's fine. Like watch the videos on YouTube or on Facebook, wherever you're coming from, and just watch as many as you can and absorb that knowledge and use it, right? And if. If you're like watching a free video or watching like, even a paid video, I still want you to think about the principles that I'm trying to teach you and try to make it into, like, other ways, like, and try to expand on it. So if you cannot talk and answer questions, don't care about the talking, right? Think about teaching the gestures like we always say. And so that's the, that's the thing that I want you to know. Don't focus on talking and don't. If you can't answer questions, don't ask questions anymore. What's the point of asking questions? Right? If you've gone through the micro course, you would have known if you ask a question to someone who cannot answer a question, you're setting them up to fail, right? Let's say, like, crew, maybe you don't speak Cantonese. I talk to you in a. You don't speak Chinese and I talk to you. I ask you a question in Chinese and you're not going to answer. And I keep on. And I keep on repeating it to you. How are you going to feel? You're going to feel like I'm not accommodating, right? I'm not trying to help. I'm trying to make it hard for you, right? So think about that in terms of, like, when you're teaching a kid, teach them to use more Gestures first. All right. Mary says my three year old daughter only speaks. Okay. Yeah, Mary, that you'd be perfect for our eight week course. Okay, I'm not saying that I'm, I'm like pushing you to join or whatever because it is paid. It's not free. Just to let you know, a lot of parents are like, oh, I thought it was free. No, it's not. The free stuff is on the Internet already. Okay, so if, Mary, I really urge you to go onto YouTube and like watch as many videos as you can from our channel because like this thing you, you're talking about here is super, super, very typical. Loads of parents have this problem. Okay, all right, let's see what else we have here. So I don't know why my, my Internet is not stable for some reason. So I'm going to try and use a VPN and maybe that will. Let me know if you can hear me. All right, Give me a yes if you can hear me. Okay. Can I ask you, your thoughts are on using sign language with verbal children? I guess I'm trying to fill in the gaps for you. So the thing is like, yeah, of course you should use sign language with verbal children. The reason why it's not really sign language, but use gestures, right? The reason why we use gestures to cue verb verbal children. There are loads of research on this, right? Some people say, no, no, no, that's not how you do it. You should always like, ask questions, whatever. Like every, every therapist is different. From my perspective, I think using gestures to, to help children is the best. The reason why is because you cannot fade out, meaning get rid of a verbal cue, right? But you can get rid of a gesture. So there are different modes, right? Different modes of communication. You have verbal modes, you have like gesture modes, you have like body language mode, whatever, like written, whatever, like different weight mediums, right? So if you're using sign or gesture to chew speech, right? Which happens a lot, especially when you cannot talk at a library or like you're on a broadcast like I am right now and let's say like someone is trying to tell me that I'm like, I'm not doing well, I'm not speaking, I'm speaking too fast and tell me or I'm speaking too long, right? Those things that you can use a different modality to gesture to change the behavior of someone is really effective. Okay, My daughter is just babbling and open right now, but no words. I don't know what you mean by that. What do you mean by open her mouth? But no words. Does it mean she's trying to imitate you but there's no sound coming out? Let me know. All right. Becky. Hi. Me son is three years, two months. He learns fast and can speak, but most of the time he speaks. When we ask him what he will say. Okay, here's the example. For example, he wants to eat cheese. He doesn't say, I want to eat cheese, but if asked, you want cheese? He will say yes. Okay, well, what's the point of, of, of, of saying if you're going to ask him? It's just a, it's just a routine, right? He knows that he's going to get it anyways or it's right in front of him. The context doesn't make him want to talk. So think about why he doesn't want to talk. Is it because the context doesn't allow him? Right. Think about that. So break the, break the whole, you think about how to break the whole routine. Because it's always the same old story here is that, oh, he just sits there or like he tries to grab it and then he asked, do you want cheese? He says yes, and you let him. So when, when you ask the question, he says yes. It's already naturally reinforcing for him to wait for you ask for the question or, or he would initiate physically so that he would, you would ask the question and therefore he would get the cheese. Right? So it's, it's like a self serving cycle. And that's why we teach how for them to use a gesture so that way and take their hand and do something and so that I don't ask questions anymore. But in reality, I take their hand and he, he or she does something and I'm like, oh, right, you want this one? Right? And then when he knows how to do the gesture, I stop him from doing the gesture. And therefore when he cannot do the gesture and then I input a speech, I tell him to say something, he's gonna say it. I want cheese. Like, give me cheese. Right? Then he knows he has to upgrade his communication because the gesture doesn't, doesn't help anymore. All right. Cruz says he talks like white car, black car, all kind of color, number. But ask him to do something he understands and do it for us. He always sings song, but he didn't use the word to communicate with him. What should I do? Yeah, go all the way down and go back to gestures first, right? Go all the way down, do the gestures first. Okay. Like go watch the videos about like using open or whatever. And if you, if you have the time and like, the resources in terms of like, like time resources, then join our courses. Right. Okay. If we give the cheese, he will look to us a gesture to open. But we don't simply open. We ask him, what will you say? Yeah, like teach him a gesture. Right. As I told you, right? He was in Soliman opening the cheese. We do this when we taught him about it. But he waits for a queue. Yeah, exactly. He's waiting for a cue from you. Then, you know, like, just if he's waiting, then don't give a cue. Let's see what happens. Is this okay? Do you know why this is about? Yeah, of course. Yeah, I know. This is what I just described it, right? So you said that's what happens when he wants to open you gesture. Then we ask, what do you say? And he was like, yeah, yeah. So I think after he gestures it. What do you mean by just like, you just look at you or whatever? Like, you don't say something. You don't. You don't say, let's see what, let's say, let's see what he does. If you don't cue. Right. If you don't cue what he does, what does he do? Using a sign with no. Okay, sorry. It was advice giving to me. My boy doesn't talk. Yeah, yeah. Using sign is totally very good. It's very, very good. You should totally go for it. Because if you're teaching a child to talk and they don't, you say, like, say something or like, copy me or like, you got to say this first. Or what do you, what do you say to mommy? Like, if they can't talk, then you're setting them up to fail again. So a gesture is a, is a good midway point to make sure that you and your child's like, relationship is good. Right? Yeah, no worries, crew. Okay. Her trying to say something. Can you try. If you. She like, what, what she can imitate what kind of, what kind of stuff he can imitate? Like go, go down to the lowest, right? Can he do like, simple vowels like ah, e, oo, e, or can he do those? Right? If you can, then you build up, you build up from that and you try to put, like, consonants in the beginning or whatever and so on. Right? Yeah, so, Right. So the thing is, yeah, go, go from there. And you try to put consonants in front. Can you say ma? Can you say me? Can you say moo? Like move on to other consonants. Can you say my mao, moy? All these, like, CVV words. Obviously, I Can't go into full detail here. Okay, yeah, let me know, let me know. Do the same tricks, tips work for children. Autism speech delay, dude, it works for everyone, all right? We're not. Like a lot of times when. A lot of times why I say, like, diagnosis doesn't matter in the beginning is because of this. There really isn't too much of a problem diagnosing someone with. With either autism, speech delay, language delay, whatever, and expressive language delay, all this stuff, right? But if your child isn't speaking yet, you. And he's pulling your hand or whatever that symptom is telling me something is telling me that your child doesn't understand how to communicate verbally, right? If your child doesn't know how to communicate verbally, it doesn't matter if he has like autism or speech lay, whatever. The symptoms are pretty similar, right? So what you want to do here is to teach him how to initiate communication correctly. How to wait for. For you to give him a cue. Like, wait for. Wait for the thing to come instead of trying to snatch, right? These are like, it's just learning to learn skills, as we say. Sometimes I refer to table managers. That's your child, like the manage to learn, Right? Right. That's sometimes when. When you bring a child to speech therapy, the speech therapist is going to say, dude, your child's not ready yet. And this is exactly why. Because they don't know how to sit, they don't know how to wait. They. They keep on pulling your hand, treating you like a tool. Doesn't matter if your child is on the spectrum or not, or just speech delay in general. The best thing to do right now is to teach him or her to use gestures, right? And also to wait properly and sit properly and to wait for things to come to them, or else it's going to be a nightmare trying to teach. Because every time you say something, they're trying to grab, right? And every time you. You tell them to say something, they just ignore you. Right? And all in their head is just seeing that. That thing that they want to grab from you and not to think about what to receive from you. So it doesn't matter if they're on the spectrum or not, Right. If you're talking about just like this works, all right? All. All the tips I talk about, I use myself. And I've been using it, okay? That's why I can. Parents are using it, okay? It's been working for us. That's why I never say you should do. I say what we did was this. And Maybe you can try it to see if it works for you or not. Okay. We've worked with so many parents over the Internet already. It's more than. I don't know, I don't know how many we're talking about. Like, too many. And the diagnosis for each of them, like, are different, so it doesn't matter. Okay. Becky says my boy can easily pick up tunes or song, also try to sing when I teach him, but I can't speak some words and he ends up humming it. Yeah, no problem with that. If you. If you like. If you like songs. If you like. If you like songs from another. Another language and you don't know language yet, of course you can hum. Right. That. That's. That's what I mean. Okay. All right, so next one crew. When did. When we did the gesture, he did it and says words all the time, but only when he wants. Not all the time. When we did the gesture, he did it and say the words all the time, but we own. Only when he wants. Not all the time. Yeah, of course, a child will only speak when. When he wants something from you at the moment. That's why if that's that, that's the stage that you are at. The next stage is to create like play situations where he will learn to like talk and play with you and not just. Just for getting stuff from you. Right. That's. That's what you need to do right now. Okay. I see some guys. You guys are messaging me on my Facebook page. I cannot reply you right now over there because I busy on the live. But if you have any more questions about like, in general, the eight week program that we have for like, basically from no. No words, no communication to. To first words, you can ask here. Okay. And if you scroll all the way to the beginning, I talk about like a success story that we are having right now. And we're looking for a few more parents to join before it gets too much for me to handle. And it's basically like, like a coach, like a private coaching. It's like a group coaching setting where you ask me questions in a group, send me videos, I review it, I give my two cents. And you also have like, I can't speak today. Like an online course platform where you can watch videos and a breakdown from like week one to week eight. Easy. Just one thing to do. Easy each week. And by week eight, most probably your child will be speaking words. Okay. Most probably. That's just how it was before. Okay, so you're welcome. Sm let me know any More questions you have here. And I will keep on talking about what I'm thinking about. Teaching, teaching children and getting, and children getting stuck. So children, they get stuck at different, various levels and all people would get stuck. All people, including typical developing children. We all get stuck. But the way that people get stuck is very strange. We get stuck at different stages and the different ways, right? And so when this happens, you really have to be able to break down and think about why a child is stuck. So there are a few stages there where I see children get stuck all the time. The first stage is the eight week program that we're. The level that we're trying to solve, which is a child doesn't know how to use language to communicate, pulls your hand and stuff and tries to get the stuff like put your hands on, on. On items to make you solve the problem, right? Which kind of sucks, right? And the second stage where children get stuck is after they learn how to imitate and copy. They only copy whenever they want something and become a parrot. And it's pretty much like a need based problem, like a need based kind of language, right? They only say I want whatever or copy what you say just to get what they want and so on. So that's another stage that you get stuck. The next stage is that they get stuck inside of a two to word, two to three word sentence, which a lot of times are frozen phrases. And they don't know, like they might say this is whatever, let's go out to whatever. And they can describe in two to three words, but it's very limited and the grammar is wrong, right? That's also another stage that you get stuck. The fourth stage that a child will get stuck is that they don't really know how to answer questions, right? And they're more of a matter of fact person. If they don't know that thing, they will just like shut up and say nothing, right? And they can only say a limited like phrases and limited sentences and they cannot explain things properly. They get frustrated and so on, right? And the last stage, like I see before they go into primary school is that they cannot really formulate a narrative meaning they cannot say a story themselves. And they need a lot of help, right? And they can now answer questions, but the answers are a little bit wonky. You might ask them like why is the floor wet? And then you might say because the water or whatever. So if you go, I mean like each kid gets stuck at different levels, right? And to teach them properly you have to analyze what's going on I, I see some parents, they always ask, they always ask, hey, it's not working, right? This, Are you sure this is, this is wor is worth it or is this, Are you sure this works for like ASD children? Because my child is like level two or level three? Level one, whichever, right? So I, I don't think it's working. I see other parents getting, getting, getting results. And that's because, you know, like, their children are less severe than I am than mine. Sorry. And it creates like, I just made a video for the group just now for the eight week group, and I was telling them, don't think about, about that in this way. Each way, each. Like, you know, nowadays, I guess like 90% of you guys are women, right? A woman. But I want to talk to you about like martial arts. All right, if you don't mind. Right? So nowadays there's something called mixed martial arts, if you've heard of it before. And it's really like led by Bruce Lee. And Bruce Lee is the guy who has inspired me quite a lot. I am from Hong Kong as well. So maybe that's because like, I also learned that form of martial arts long time ago. I don't do that stuff anymore. But what I'm trying to say is he does mixed. He mixes all the, all the, all the, all the methods into one. And I really don't like it when parents to ask me, oh, what do you think about the sun program? What do you think about Aba? What do you think about like floor time or whatever? I don't care about that stuff. All I care is like you, you get, you get it done, right? And we can mix all the techniques together and as long as it makes sense to your kid, then it's, it's worth it, right? And, and so, you know, like all, all ways will can get to the solution. As long as it's the way of how you. It's how you execute it, right? A karate master will be able to like fight just as well as someone who's, who does Taekwondo, right? And it's because although the craft is different, the end goal is the same. So if you say that stuff doesn't work, maybe it's because how you do it is different, right? And you need to like, really hone into like how you. The. The small nuances, right? And this is what we talk about inside of the courses, right? How to get the child to sit, right? How to get, how to make sure that you don't scare the child when you're presenting a reward or how do you play with kid that they will understand exactly the steps. Right. That's the. That. That's the most important part. Right. Someone from the Facebook group is saying love how explained. Okay, great. This base, even if I stopped, I was. I wasn't stopping before. I just wanted to know why I was rushing to the reason not to help. Yeah. Yeah. Don't. Don't ever think it's. Don't ever think about the reason why because why are we even alive? Right. It's very difficult to answer you. What's our purpose? Why is this? Why am I doing this? Why am I doing this live right. Why am I here right now? Those are really difficult questions to answers and make and leaves you paralyzed. So always taking action is the best thing. Cruz as my why my kid doesn't play with other children, but he plays with us and the sister. Well, because like developmentally speaking, children learn to play with alone and then they learn to play with adults and then people that are slightly older and then their peers. Right. So if your child is delayed in terms of language and as a whole, then their social skills, their play skills will be delayed as well. And that's why. All right, how to get my. Doesn't like to wear clothes. He takes it off every time. Well, that doesn't matter if he's at home. Right. But I. I think really you should see. Get your child to see an OT occupational therapist. Maybe that's something going on with the sensory. I have a bunch of students who don't like long sleeves and they would take it off every time. And I myself, I hate it. I hate it long sleeves. I also still hate it. I always try not to. Not to wear long sleeves. And the reason why it gets itchy for me. Okay. And it's a sensory thing. So maybe you. What you can do is like, you can try to make like you need to find out where it is sensitive or where it makes it. It makes him uncomfortable. Find that place and start working there. Like use a bean bag, use a brush. Start like trying out if it's hypo or hypersensitive. These things I'm not, I'm not expert at. So I'm not going to go into detail here, but see occupational therapist about that. Okay. Danny says the stock levels you mentioned are all in the weight course. How to get unstuck. Right? Yeah. So for our a week course, we're only focusing on one thing only. Right. Which is from non verbal to verbal. That's all Right. The first step, even if he becomes A parrot, so be it. I don't care. We just get, get through in the eight weeks we get to the next level basically. And if it's a parent, then parent. If they can do it functionally, then hallelujah. Right? But that's what we're trying to do in a course. We're trying to solve one problem and, and with a singularity focus. And we're going to make it the best in the world. Okay. Moha says my eight five year daughter Paul speaks with pause in between words and sentences, even in rhymes to, without tones. Well, yeah, I'm thinking. So what you can do is to clap out the words in the sentences. You can go like for instance, if they have to say like I want to go to the toilet, like I can try that, see if it works. And without tone as well, then that's a problem. Right. And we need to see what kind of like up and downs she can do without any words. Like can she go ah, ah? Right. We can try that first. If it means that you cannot control like tone comes from here, right? And this is like deliberate. Lawrence. Man, I really can't remember my anatomy. But basically as the vocal folds going like going, going tighter and looser like a guitar string. So let's see if she can go up and down. If she can sing in the correct tone, then it's all about like what you're talking about is what we call prosody. P O R P sorry. P R O S O D Y. I have really bad spelling. But you know, like go check that out. Okay. Jimmy. I mean Jim, Sorry. We make eye contact. Professional. Okay. Not sure if that's a question or not. Okay. Looking forward to see you. Thanks man. Looking forward to see you too. Yeah, it's all about like if you can control your emotions and have it under, like that's, that's the best thing you can do for a kid, right? Is to be calm and like you know what to do next. Even if, if you don't know what you do next, at least you look like you do. Right? Yeah. I don't know about not sure if that's, that's the, that's the question or not. Right? Okay, thanks a lot as well. I don't know if it's ASD or not, man. To be honest, Jim, like I, I will never know if you ask me, right? What you just did was like you describe something and you asked me that people like use like half an hour to decide, right? It's impossible for me to know that's even not the right question to ask. Right. So I was talking, if you follow me, for quite some time now. That's not something you should ask me seriously. That's not. Is it ASD or not? I don't care really, because what we're trying to do is like, we're trying to teach. I don't usually do this because it's too much. It's too much. Too much work to. Wait, let me see if I can make a. I think it's too much. What's that called? There's too much theory. So usually I don't do this, but let me just find. I'll just share with you something I learned inside of grad school. And I thought, like, although the. The person who taught me isn't the most practical person, I think there's still some merit towards it. Okay, so let me just take out my whiteboard. If you can see this. Great. Let me try. Okay, it works. So this is what it is. So in language, you have content. And this is from 1980, something from like a French linguist, right? But yeah, form. And you'll use. Well, the. The lecturer who taught me this will be. Will be chuckling because like I told you this would be useful. Whatever. But anyways, so it's like this. It's like a Venn diagram. Have you seen a Venn diagram before? Do you know what's a Venn diagram? But anyways, so form, content, use. You can analyze any type of language with this type of format. So whether it's your child is on the spectrum or not, to me, I don't care. And the reason why is because. Oh, I can delete it like that. Okay. The reason why is because. Let's say your child. Hand pulls, right? And the form is what is using, like hand manipulation, right? He. Let's call it that. I don't know how to say it nicely. Manipulation manipulates your hand to do something, treating you like a tool, basically. Right? Content, right. The content has basically nothing. There's no content. Maybe it's for help. Right, Right. Actually, there is literally no content. Okay. Here nothing, pretty much. And then you have use. All right, so you have use, which is like the use, the language use of hand pulling is to open something, all right? Or to get access, basically. Get access to something. Right? So if you think about it that way, what's the. What's the use of this? Is that now you know, like, whether it's ASD or whatever, why it works across all diagnosis is because the problem is that the use Is correct. Let me change this into a. This is correct, right? There's no content. Therefore, when you teach gestures that have meaning, more meaning in it, right? That's something we need to teach. And hand manipulation is the wrong form for this use. The right form for opening access is talking or gesturing, right? So let's go back here. So I cannot see your comments right now because I'm inside of this stupid whiteboard. So let's say. Let me just delete these. Oh, no. How hard this would be. But anyways, all right, so let's say we want to teach the right use, which is to get access, right? To get access to something. Okay, Then what we got to do now is to teach the form of using a tap. Tap gesture, let's say tapping, right? And the content is that he's referring to you, right? And waiting for you to help. That's the content. The tap is to get your attention, right? Referring to you, getting your attention. So all these are all correct because we all use it in a social context, right? So later on we want to change this after he understands all this, like the content is correct, the use is correct. The next step is to upgrade. Upgrade this into talking, which is saying mama, right? And now that he understands when you say mama is referring to you or getting attention, and he. And he will learn to get access to something, he will use this one, actually he will use mama more than just hand pulling, because this is easier, actually, right? So let's say, and this is, by the way, this is like week four or five inside of the eight week. Obviously I say this is super easy, but it's actually not that easy, right? So let's say he wants you to, you want to teach the child that use is to open something. And this is what we talk a lot, right? The form is used to open gesture, right? And the content of it is, is. Is the, is the meaning of open, right? That's that. That's like that. The use is to get you to open. Get you to open. The content is to open. Like the, the literal meaning of open. And the form is through a gesture, right? So later on you can upgrade that into a word, into a sound, whatever, right? So if you understand this, the diagnosis doesn't matter because what you're trying to treat here is to teach the correct form and to, to serve the use that they already have the purpose. And then why we do a lot of gestures is because we want to teach the correct content. And I don't even teach this inside of the, of the Whatever of the AB course. Because I'll tell you later. You just need to trust me, you know? And the reason why I tell you now is so that you. You get what I'm trying to say. Okay, so let me just stop doing that. See if anyone has any questions. Yeah, no questions at the moment. Let me know if you have any questions. Right. Pediatrics say my sonic is not autistic, but speech delay. No time. When he wants something, I don't give it to him. What should I do, man? Y. Is that how you call yourself? I mean, how do you pronounce your name? Sorry, Yong, I guess. So, like. Yeah, search on. On YouTube. All right. Search on YouTube. Watch it. Okay, if. If you want to start a conversation with me about the eight week course that's in the. Like, just type talk, right? If you type pm me talk to start a conversation with me, right? And if you can't afford it, you know, join a micro course. If you can't afford the micro course as well, watch all the free videos and ask me questions in these lives. Okay, thanks. Me just started. He got sunburned. When he got sunburned. Oh, no wonder. Did this inform his OT about it already? No wonder, right? That has been like a trauma. He's a little bit traumatized by the. By the clothes, like touching his skin. How about you put on like lotion on him every time from now on? Let's see how it goes. More than anything the hospital families want. Okay? Wow, that's. That's really nice of you to say this question. My son is 5. Speaks in his own language now. Okay, so is that a question? Sorry, man. Can you elaborate a little bit more? So someone's asking you explain more about the course. The eight weeks. Okay, so the eight week course is basically like this, right? You join and there's a group of parents inside already. And we have parents coming in every four weeks. And basically what we do is that you watch each week, you're given one task and you do that task and you tell us inside of the group how it goes, whether in a video format or written out. But best is that it's a video format so I can review it, right? And after, like, if you're done, you've done it correctly, I will tell you, maybe you can skip ahead or you can stay in this week to do it longer, right? Or you can like instantly go to the next step, right? And the goal for the eight weeks is to go from one week to second to third, adding slowly and surely to like you becoming A good therapist for a child. And then at the end of eight weeks, your child will start to speak in one words instead of like being preverbal or non verbal, whichever word you like to say. Okay, so, yeah, so, so, so I, I hope I've explained it nicely to you. And if you want to apply for that, you can PM my. Your private message. My, my, my, my Facebook profile talk. And a chat bot will start talking to you. And sorry, because like usually when I do this, there's loads of people coming in. So that's why we use a chat box. If you answer the questions, a real person will get to you. Okay. Yeah, it's. Well, I have no idea if he's using it for the right context or not. I have no idea. I really don't know. Only you would know. Can he still be a client? He's five already. Is it too late? I don't think so. I really don't think so. The thing is like, you need to tell me more about how much he. Does he imitate your words? Does that. Is he still like pulling your hand or whatever? Is he able to say words? You've heard it before, right? Let me know those things. Any tips on how to get a 2.5 year old move on? I'm just saying the end of the word to more syllables. Yeah, if you would, you know, like be so nice you guys to search on YouTube. I've talked about this before, right? If your child cannot just say like two syllables, put up two fingers, right? If they say like just a keyboard, okay, Keyboard, like that. And they say bored or whatever. So you go up to them like this and you take their hand and you go, key bored. Good. Now you try again. Key bored. Good boy. And one more time. Keyboard. Good. So you do this over and over again. Don't do it many times in one go. Like, do this in different ways in different settings, in different environments. And then if you do this more than many times, then they will start to know. Like if you put up fingers to visualize how many syllables there are, it's easier to follow, right? So for example, if I say in Japanese for like good night is. I learned this many years ago. So oya sumi nasai. Right? So that's a lot of stuff to remember. But if I say oh, Yasu Minasai 6. Right. It's easier to think and visualize. And obviously this is a six syllable word. If I just do two, it's much easier. All right. Yeah. The response is super quick. Yeah, super quick. So let me Know if you have any questions about that. All right? Now my son can say more. Say any word. I cannot communicate your word. I have no idea what that means. I really don't know what that means. I think the problem is you need to think about. You think about what the words are for. Is it for getting stuff from you or is it for self entertainment purposes? Right. If it's to get stuff from you, think about what more stuff you can make him want from you, right? Whether it's like food, toys, drinks, whatever, then you will be teaching more words. Right. And if it's for self entertainment purposes, I think the best way for you right now is to teach him to play more with you. All right? Yeah. Barbara, I remember you from Sweden. That's great. Sonam. He is one of those screen boys with tantrums being challenging. But yes, he imitates handles and also called Mom. Can you help? Right, Excellent. This is actually quite good. I love it because what I was talking about like the con, the content form and use. His form is excellent, right? His content is lacking. His use is. His use is that it's very limited. It's only for requesting and stuff. So this is actually quite easy to teach. I had a seven year old who was like kind of like this who came in and he's kind of like not really. Seven, right? Yeah, seven. It's been like Covid, baby. He didn't. He stopped therapy at 3 and therefore it got stuck at this level. So we got to do that, right? So it's okay with his speech? Not clear yet. We don't do that first. We got to do the language stuff first. Right. So we can talk about this later. All right, so wow, it's been nearly been an hour. I'm gonna go out and watch a movie. I'm gonna watch Black Panther, you know, the new Wakanda one. I don't know if it's gonna be any good, but you know, let me know and yeah, let me know some last questions. I'll probably be here for like another few minutes and I'll go. Let me see. Okay, so any more questions? Just let me know. If you. If you're interested in an eight week program, do click the link in the description and it will start like a page to tell you like just to press a button and it goes to the Facebook chat. The reason why we use it is because Facebook Chat the bottom, the chatbot stuff is easier to use and everyone has messenger and. And later on we might have like, I don't know, it's just easier to use for me. And it's a, it's a bot, it's a chat bot. Answer the questions there. A real human will get to you. And after, after, you know, like if you have any questions, just put it there. Either me or someone from my team will answer your questions and make sure that you're a good fit. Because the last thing we want is that you join it. And then it's not something that is worthy. It's worth our time, you know. Just joined how to follow 8 week course My child. Nonverbal Join the course. Gestures. Oh, that's perfect. Just exactly what I wanted. How do you join is like just pm private message. My, my. My profile with the word talk like this, right? And someone will get to you. So. And then the, the link to do it. The link to do it is here. The link to do it is here. Right? So that's another link that if you click and I open the website, the website has a button and if you press, press the button, the chatbot starts. Okay. Very long winded. Yeah. So like it's his problem. Like for you, Sonam, like the problem is that he can do very long language forms, right. But he doesn't have any content because he doesn't understand what the words are about. So we have to go from the very beginning again, right? We have to start from the very beginning and teach him like through gestures and through like playing what. What the words mean. Exactly. So that later on when he has like single words that he knows the meaning of, we can start combining them and making sentences. Right. Which is going to take a long time giving that he's like already five and he's smart and stuff and he understands stuff quicker. It's just that braving through the tantrums in the beginning will be a little bit difficult. Right. I'm not, I'm not going to sugarcoat it. It's just going to be like that because he's just been so like if a child is already five and then he's like, he's already. How to say he's already used to having this. Some sort of thing. Like he's just used to how life is like that. It's just gonna. You're just gonna have a little more tantrums than usual. Right. Sometimes you understand something that doesn't know. Doesn't. Why is that? Well, it's just because it's. His language is just inconsistent. Right. I guess that's. That's the reason why. Okay, so that's it for tonight. Guys, I've been online for quite some time. I should be getting back to creating some lessons for the eight week program. And it's, it's very dynamic. I change stuff all the time. I make sure that, you know, if it's too hard, I slow down. If it's too, it was too easy, I speed up. And people inside the course are going at different levels at different so on. But. And I just want to be on top of it all the time. And that's why I'm not like posting as much emails. Like, I'm not sending as many emails as I should. And you know, like, I really like sending emails. So if you haven't been on our email list yet, you should, you should be on our email list. Okay? Go to agents of Speech.com and sign up there. Okay, so that's it, guys. And I'll look forward to talking to you guys again. All right? Probably on Monday is usually what I do, but I skipped on on like this Monday, so I wanted to go on when I have time. But thanks so much for hopping on on such short notice, okay?