Everything You Need To Know About Your Child's Speech | Riddhi Deorah | Krishnapriya

So today we have a very, very special life and I've hosted this because a lot of you have been asking me questions about speech, speech delay, how to encourage our kids to speak, how can we encourage them to speak quicker, how can we understand whether it's a speech delay or a speech defect? And today I have with me Krishna Priya. She's a speech audiologist, she's a speech pathologist and she's been working in this field for more than 10 years and she's helped several kids with speech delays. And I'm really excited to learn from her and hopefully if you have any issues, all those issues will be resolved after this life issues related to speech and speech delays. So I'm just going to see where Krishna Priya is and then I'm going to invite her. Hi Krishnapriya, how are you?

Hi Riddhi, how are you? Finally we've met you.

Yes, finally. I'm so sorry because I've been bouncing between Gurgaon and Halwar and then Covid happened. But I'm so happy that we are finally doing this and I'm very excited for this live because a lot of parents in my community have been actually asking me this question about speech and you know, speech delay in kids. Kids still not talking. Kids not talking clearly. So I have a list of questions for you and we'll also take questions from the audience. So let's start.

So am I audible?

Yes, you're absolutely audible and your video is also very clear. Also Krishnapriya, before we start, if you could just tell us a little about the nature of your work. What is it exactly that you do and then probably we can get to the questions.

Okay, so I am basically an audiologist and a speech language pathologist. It is a dual degree mean we handle both hear and hearing disorders, treat patients with hear and hear disorders starting from pediatric to geriatric population. That is basically, you know, we test the threshold of the patient and find if the pathology is, you know, which part of the ear and treat them. If it is surgical, we refer to the entire and if it is, you know, have to be fitted with the hearing aid and all that, we take over surgical then. And speech therapy is again, the population is from pediatric to geriatric. We have speech, we cover speech and language issues, fluency disorders, dysphagia and all that. So anything related to speech and language.

Right?

Yeah, I think that is easier to.

Understand because before that it was all the terms were so complicated. But yes, I understand what you do. So let's start. So the first question that I have for you is that, you know, like kids sometimes, some kids speak soon, some kids take a lot of time to speak. So is there like a standard threshold that, you know, a child should meet so that a parent understands whether it's a delay or it's a defect or whether the parent really needs to visit an expert or is it okay to just wait?

Correct. So generally parents should not compare their children with other kids. Rather they have to compare with the language milestones. So I'll give you a quick tip, like how to actually go to see for risk factors and when you should be alerted that the child is having a defect. So by one year, by around the child's first birthday, the child should be able to utter one word, one meaningful or non meaningful word. Something, you know, one word. They should utter at least, at least one. Some kids, they start speak speaking from 10 months, but don't compare all that. The reference is, you know, the child should speak by around one, one word, right? Yeah. On 12 months and by two years of age, keep this two in mind. So they should be at least able to, you know, combine two, two words that is like amma, give, ama, give ama, no amma go. All this, the two word combination. This is the least they have to do. And by three years they should, they have to string the words together and they can you.

Yeah, now I can. I lost you in between. But now you're back.

Okay, so where did I. And by three years, yeah, they should be able to string the words and make statements and form sentences and speak. Actually by three years they should be able to narrate stories and narrate incidences. You know, I went, mama, I saw this, I saw an aeroplane, my friend got hurt. And all this, they should be able to narrate by three years. But the basic is they should be able to at least combine three to four words and form a statement or a sentence.

Right?

But then, you know, like, there are a lot of parents who have this concern that kids are not doing it because, you know, sometimes kids don't do what you're saying, you know, like, so then what have the parents.

You can bring it up to 18 months, I mean, wait up to 18 months for the first word. If they had not uttered their first word even by 18 or maximum 24 months, it's just, it's definitely a cause of concern. So they have to get evaluated where what we actually do in evaluation is we rule out the other, you know, associated problems. If they could have, probably have any Associated problems. We will rule out any sensory issues like hearing and vision. Then we would look out for causes. If the mother had any problems, you know, during pregnancy, while birth, while the child was born, or the child had any jaundice or had a delayed or cry or all that, we would deep into all, dig into all that. And then we would see if the child was kept in the incubator for a longer period and for what reasons. And we would look for signs and symptoms of any other associated problems like autism or cognitive issues and all that. If nothing is there, then we would, you know, advise the mother or give them tips, you know, stimulate the child. It would basically be lack of speech stimulation and over exposure to screen. This could be the main reason.

Okay.

You know, when the child.

Sometimes this also happens that, you know, parents say that my child is understanding. So they're sure that the child is listening. You know, the child is understanding. The child is also trying to explain what he wants. But they use sign language and they are not really talking to explain what they want. You know, they like, let's say they want you to go a certain way. They want to just show a finger, like go there or go there or let's go straight. And, you know, they'll not use words, but they'll use symbols or gestures or action to explain what they really want. So the parents are sure that there's no problem with the hearing because they're following what they're asked to do, but they're not speaking. So in that case, what should the parent do?

So we have to consider the age here. Meaning if the child is only 1.5, 1.6, around two years, it is generally part of their, you know, development because they might not know all the words to communicate. So they might use the gestures and all that to communicate. But if they are, you know, using that, only using that modality to communicate after a particular age, then we should probe into it why they're using. And for parents is we have to create situation for the child to speak. Basically, you know, what parents do is feed them on time, give them water even when the child does not ask for water. And all that create them a situation where they need to communicate. They have to give them a space for them to, you know, actually they have to come and communicate. They have to give them a space and teach. This is the way they have to model. Or they can use a sibling with them. I mean, if the child has a sibling or another child, you can show. See, he asked me for a cookie. See, this is how he asked and I gave it to him. But this is not the way. So you can model when he's using speech and he's not using gestures and I give him the cookie. Why don't you try and sibling as a better model than, you know, the adults and mothers and all.

Right, right, of course. And also I have this question like, you know, sometimes parents have two kids and one child spoke at the right milestone and everything perfectly well and the other child is not speaking, you know, the second child mostly. So in that case, again, you know, parents feel that there is a problem or why is my second child not speaking? The first child is speaking. So again the same.

Actually this complaint is actually going on wrongs for a while. I mean, off late reason. Actually, if you, if you see, if you look into it, there are studies who telling that the mother they don't have enough time for their child second as they devoted for their first. So that would be one of the factor. And second is the sibling compensating for the child mean for the brother or sister, you know, they compensate for the child brother or sister understanding for them, speaking for them. So they don't have pressure to communicate. So my brother is doing it for me, my sister is doing it for me. So they don't feel the need to communicate. That is there. And of course, even here, as I told you, 18 to 24 months and they still don't speak. It's definitely, you know, it is a concern to be addressed. Okay, so even if the onset is late, they, they will eventually compensate the second ones. Even if the onset is late and they have little, okay, they started speaking, they have intention to communicate. Right. But they will start speaking, didn't have any intention to communicate and they just, you know, involve themselves in isolated play and they don't mingle with others. And all this, those are signs something is wrong.

Right? Right.

And also there is this complaint about, you know, children are speaking, but you know, certain letters, you know, they have a problem with, like, you know, they'll call sir something else and F, they'll not be able to pronounce F properly. So the words are not clear and it's not the delivery, the diction. So it's difficult for others to understand. The parent can understand the child because, you know, the parent lives with the child. But sometimes, you know, new people, strangers, they cannot understand what the child is saying. So.

Yes.

So what do you recommend in that case?

Again, we have to consider age here. So kids, you know, gently, some kids, right, from one year or Two years. They have a very, very good clarity, very good intelligibility in their speech. But some kids, they don't find it easier to pronounce certain words. So it is perfectly, you know, it's okay for the kids to substitute certain sounds and speak and all that. It's called baby talk. It is not a cause of concern. So if they persist, if they continue to use same type of speech errors after six or seven years, it is a disorder. It is a speech, you know, disorder there. So we the till, you know, even speech sounds have milestones, just like we have first word and babbling and all that. Even certain sounds has to be acquired at certain, certain age in the child. So frontal sounds, like, you know, sounds which we pronounce with the lips and frontal sounds should be acquired early. So like that the child will acquire sound according to the age. If they don't acquire all these by five to six years and they still persist on the speech errors, then we have to address the issue. But normally having, you know, that clarity defect is baby. You're having a ball. You're having a yellow ball. The ball is big. So you're telling ball in three statements. So what you insist is the ball. So even though the child does not respond immediately, the child would input is gone. So when the child has to say boy, that would come, that would flash in his mind and he would start using it just that. You have to repeatedly, you know, keep speaking. Give them, give them enough input language to language. Then they would use those, you know, pick up words they want and then use it at the right time. So when the child is very young, you can introduce, you know, non speech sounds like, you know, the cow goes mom, the sheep goes ba. And all this excites the child. You know, the way you interact. The child also matters using the inflections. We call it madhuris, you know, just like the ball. Oh, it's a ball. This is the inflection which, with facial, you know, exaggeration and the tone and the gestures, you know, this is basically a technique for your child. You know, listen to you, attend to you, right? Like that we not speak, you know, the whole day. It's not, it's not like academics. You need not take a concept and teach the child. Just very natural, teach the things around the child, like teach them table, teach them fan, teach them light. Those are the things, you know, they see. Teach them tamla, teach them spoon, fork, teach them samba, teach vada, all these. They use this. So when they have enough vocabulary, they. They Would develop that inquisitiveness to, you know, learn the other words. They ask mama what? Mama this, mama this. They'll ask. So when they ask, they automatically they learn all those things. So basic thing need is to increase their intention to communicate. So accept them with non speech sounds. Then speak to them about what they're doing. Speak about what you're doing. See what is mama doing? Mama's cooking. Having a, you know, having potatoes and cutting into small. It's a big potato now. It's small. It's brown in color. So it's very spicy. It's very sweet. So you keep speaking, you keep speaking even though you don't respond immediately. They are, you know, they pick words inside daily they speak and they, they look. They basically have to connect the sound and the image there. They get the connection and they, they learn the acquire the language.

Right?

So basically I'll just summarize quickly what you've spoken about. So one is speak a lot, then emphasize on a few words and repeat it. A multiple or a functional and less of academic words so that, you know, their interest and their curiosity to learn more is increases basically. So intention, intention to know and learn increases. So that's really nice. So I think this is very important that we speak. And now that you've mentioned it now, and now that I think about, you know, when Veer was small, I think I used to do a lot of this. You know, like I used to keep talking to him even when I was bathing, giving him a shower or you know, giving him a massage. I used to tell him that, you know, I'm giving you a massage.

Separately to teach language. It is just, I mean it's a very natural learning. It's a natural process. Just that nowadays kids are exposed to a lot of screen time, too much of visual stimulation. They found find the screen more interesting than the normal surrounding. That's why they don't, you know, only the colors they saw on the phone, the sounds they heard, you know, it's coming in their mind and they don't attend to the environment. That's where they lack natural learning. That's why we have to, you know, sit and teach them like academics. It's not like that. You have to make the natural environment very interesting for them. Allow them to, you know, pretend, play, role play, you know, use the things you need not buy, you know, toys for them to stimulate all this. Just, you know, ask them to sort the vegetables, pluck the curry leaves, fill the bottles. And so many activities are there. Invest in so Many toys do, you know, get the attention and all that. Even tar sticking is a very nice act. Water play is an activity. Putting toys and asking to pick up with, you know, some strainer. Even a strainer is enough to pick it up. We do not buy advanced toys and just the quality time. The mother, you know, just like assistant, the mother should have the child along with her and involve them in all the activities she does.

Right.

Okay, so we have. Now we'll take some questions from the audience. So we have this question. If my child is autistic, how do I manage the speech issues?

Speech issue. Basically, they would have defect in, you know, attention. So first the child should get the attention. They should have sitting tolerance. They would not be able to sit in a place. So we generally recommend occupational therapy where they have a lot of activities for the child to make them sit. They have a lot of sensory activities. So they have sensory integration activities for the child to sit in a place. So from there, only if the child sits, they would be able to attend to speech and all the other activities. So then we start incorporating speech. Speech therapy and other. We try to incorporate other, you know, things to the child. We teach language to the child. Basically, the child has to sit and have some attention.

Okay. So first, you know, for attention, we'll have to do some sensory activities with the child. And once that is there, then we can.

They are the main and autistic. Okay, okay.

Okay.

And the next question that we have is, my baby is 20 months old and she still can't speak. She only. She's only using hand gestures. What can I do?

Speak. Just like I just as I told, introduce her to, you know, lot of language. Give them thousands of words, but don't expect, you know, the child to respond immediately. Just you. I spoke to her for two days, but she hasn't responded. No, keep speaking. Keep speaking for at least one. One month. And if you don't see even five words, even if the child has not uttered five words or even showed understanding of five words or 10 words in that one month, then we should probe into the cause why the child.

Okay.

That we have. Have we stimulated the child properly.

Right.

Then we should expect.

Right.

Okay. And then we have a question. My baby is 3.5 years old and he couldn't speak properly. So that everybody understands. Like, I think he's speaking, but not very clearly, and people cannot understand what he's saying. So what can be done? Yes.

Still five to six years, they could. It is okay for the child to have some speech errors. But still they have certain sounds. They have to attain at certain age. After six years, if they persist on the same speech error errors in the. In their speech. We have to look into it.

Right.

And then I think Suji is asking again.

Proper feedback. They have to make the child look into the articulators when they speak and don't. And I insist on the mom not, you know, not with all the activities she does.

Right.

Okay, so we have. Now we'll take some questions from the audience. So we have this question. If my child is autistic, how do I manage the speech issues?

Speech issues. Basically they would have defect in, you know, attention. So first the child should get the attention. They should have sitting tolerance. They would not be able to sit in a place. So they. We generally recommend occupational therapy where they have a lot of activities for the child to make them sit. If they have a lot of sensory activities. So they have sensory integration activities for the child to sit in a place. So from there, only if the child sits, they would be able to attend to speech and all the other activities. So then we start incorporating speech therapy and other. We try to incorporate other, you know, things to the child, teach language to the child. Basically, the child has to sit and have some attention.

Okay. So first, you know, for attention, we'll have to do some sensory activities with the child. And once that is there, then we can.

Occupational therapist. They are the main. And autistic. Okay.

Okay. And the next question that we have is, my baby is 20 months old and she still can't speak. She only. She's only using hand gestures. What can I do?

Speak just like I just as I told, introduce her to, you know, lot of language, give them thousands of words. But don't expect, you know, the child to respond immediately. Just you. I spoke to her for two days, but she hasn't responded. No, keep speaking. Keep speaking for at least one. One month. And if you don't see even five words, even if the child has not uttered five words or even showed understanding of five words or 10 words in that one month, then we should probe into the cause why the child.

Okay.

That we have. Have we stimulated the child properly.

Right.

Then we should expect.

Right.

Okay. And then we have a question. My baby is 3.5 years old and he couldn't speak properly. So that everybody understands that I think he's speaking, but not very clearly and people cannot understand, understand what he's saying. So what can be done? Yes.

Still five to six years they could. It is okay for the child to have Some speech errors, but still they have certain sounds. They have to attain at certain age. After six years, if they persist on the same speech errors, errors in the, in their speech, we have to look into it, right?

And then I think Suji is asking again.

Proper feedback. They have to make the child look into the articulators when they speak and don't. And I insist on the mom not, you know, not giving too much of importance to clarity. Right. Just the language would do just that. They have to give them a proper, you know, they should not keep correcting the speech right now because you know, they might lose interest in speak. They would say what when my mother. Each and every word I speak so better. So this is not the age to correct. So just like give them proper feedback, ask them to look into articulators, show them how it is done and don't. If it persists after five or six years or seven years, then we would. I'm sure it will go away. But if it still persists then we should look into.

Right, Right.

And then we have. My daughter is three years old but she's still not making sentences. I think because you spoke about a three year old being able to speak in sentences. So a question, this is a question from Shalini. She's saying that she's three but she's not speaking in sentences. But she is speaking.

As far as the child has started to speak. It depends on when the child has started to speak. They have to, you know, we have to extend the sentences for the child. If the child is telling red apple, it's a big red apple. I'm giving all the examples in English. You have to say it's a big red apple. It's a sweet red big apple. So you have to extend the sentence. So the child, you know, understands, attaches meaning to the sentence and she will also start, you know, stringing the word. We have to introduce a lot of adjectives to the child so that they increase length of the sentence. Adjectives like cold milk, hot water, all these are, you know, additives to. So it, it helps in, you know, increasing the sentence.

Right?

Am I audible?

Yes. Yes you are absolutely.

They have to introduce adjectives and action words which actually help in increasing the sentence level. Adjectives is describing words and action words.

Right?

Stirring, cooking, jumping, standing, all this. All this helps constraints words together and make big sentences.

Right.

And we have this question from Lalitha. She's saying an autistic child but she has good memory and also good attention skill span and has started babbling some Sounds, what should be the next step for her?

What's the age of the child?

The age is not mentioned, but she's saying that good memory, good attention span and is also babbling some sounds. So Lalitha, if you are still here, you can mention the age of the child, but I'm assuming should be in the age bracket. Three to six, I think. And three to six, I think.

Three.

Yeah, I think.

Yeah.

I'm not sure. The age is not mentioned.

Okay.

So what can be the next.

Step.

As far as language is concerned? It's just, it's how you introduce language to any other child. We have basic steps in introducing language. Basically the child has to recognize its own name, then it has to follow instructions. They have to identify objects, then they have to name the objects. Then they have to combine two, you know, two words and form two words. This is the same protocol even if the child is autistic. How what kind of approach we have done for the child is different because if it is a normal speech delayed child, it is very easy to get the attention, just a normal playway. But for autistics it is a multi sensory approach. It is purely therapeutic.

Right, right.

So I really like the sequence that you mentioned. So first the child should recognize his or her name and then should identify objects. Right, that's the next. Identify objects.

Sorry, Follow instructions.

Follow instructions, Identify objects and then try to name the objects and then combine two words and then more than two words.

Family members.

Right, right.

So that's a nice sequence and a nice checklist actually. And let's see, we have. Okay. And Suchi is also asking like you mentioned, like for attention. They need to do. Do some sensory activities. So if you could recommend a few sensory activities that she could try with her kid, like autistic child, like you mentioned, know that they'll have to do some sensory activities to first get their attention.

Yeah. Okay. They could, you know, fill up bottles, they could par and stick. They could stick, you know, bindis on a line to get the attention. They have to walk on a straight line, you know, draw line on the surface. And they have to ask, you can make different tracks. You can make a curly track or straight track. Ask them to follow. There's so many other. It is mostly the job of the occupational therapist. They would have even better ideas.

Okay.

Okay.

And we have one question, that from what month can we start speech therapy for our kids? Like if you feel that there is a delay or there is a need for speech therapy, what is a good age to start?

As early as Possible, I would say if the child is not even babbling by six to ten months, definitely you can come and get it evaluated from a speech. It's not harmful to get an evaluation. Right. It's not an invasive technique. It's just a casual interview session and observation from the child. We get. So if you find the child is normal and doesn't show any signs or symptoms of any other associated disorder, we would just recommend some nice home training techniques for the child mother, you know, to follow at home for the child to pick up languages. But if you find early intervention is the best anything because you know we the first three to four years, it's very critical for the child to learn anything. You leave those first years and first four years and then come at five years and six years. It is, you know that speed is not there and definitely there's a big lag for the child. Right. So we missed those years and the child also misses everything in today's situation. This is the major problem I faced all these 13 years of the practice. They come very late. We noticed this when he was one and a half years. But we waited. But why did we wait? Why did you wait? You shouldn't have waited. You should have got a proper, properly evaluated and properly, you know, if they had child that got therapy very early, they would have been in school and they would have been in par with their peers. They would not have a reading issue, they would not have any other issues. So that's what I would say. Why? Why? Because they don't find it an emergency problem for them to attend.

Sometimes more than emergency problem, parents also feel scared, you know, for an evaluation they feel that, you know, what if?

There is a what if?

Yeah, I think more than the emergency, I think every parent really wants the child to speak.

But if there is nobody here, we have to understand nobody is going to tell Wantedly the child is having a problem. Only we find something is wrong. You would definitely say it is wrong. And if it is, if the child is perfectly normal, we would advise them it's a nice home training technique and you know, allow the mother to interact with the child. Why they should get if the child there really has a problem and why they sit if it is any other problem, any other, you know, deformity, we would attend. Speech is also like that. The childhoods struggle at school because with present scenario in the syllabus the children have to read by three years. I mean lkg they are reading two books. My child is reading two books. They have phonic reading for three years and four years that pressure will fall on them if they're not intervened early. Right. So why leave that and have that lag in the child?

Right, right.

So early intervention helps and there is no harm in actually taking an evaluation.

Anything, anything, any problem, not only speech, any medical issues, mother have. Mothers have the instincts something is wrong and they go right. We have to trust on those instincts and get them for an early intervention evaluation. It's our child, we have to, you know, really attend. Being scared is not the problem, not the solution. Not the solution.

Right.

So we have to attend to the problem and get it evaluated. That's what I would say. I strongly believe in early intervention.

Right, right.

And then we have this question from Manisha. She's saying that my son is 8, but still some of his words are not clear. Will he need a speech therapy or will it become clear as he grows? He is not able to say words like Pakoda. Like, you know, she's given an example of a word that he is not being able to pronounce, like words like pakoda.

You know, I told you after seven years, you know, the last sound is R. We give them some time, you know, to get that sound six to seven years after that. Pakoda is not a very difficult sound to produce. So those type of sounds, if he's not able to produce, then definitely we have to see what kind of speech errors he's got and correct it as early as possible before it becomes a practice for the child. Because early if it is treated, it won't be difficult for him to even correct himself.

Right? Right.

Yeah. Because otherwise they keep practicing the wrong.

Style, the nature of speech. So they, you know, naturally they won't be able to correct. They become the way of speech.

Right?

That's true. And then we have a question. And the question is, if a child is premature, do the parameters change? Do they still remain the same like the speech parameter parameters, like the age appropriate milestones that you mentioned that you know, one word when they are one and two words when they, like you know, combining two words when they are.

Two, the child is premature. I told, you know, 18 to 24 months, I've given that six months gap. So 18 is the starting point. And even by 24 months, even if the child is premature and doesn't utter a word, it is definitely something we have done.

Right.

And I think this is similar to what you've answered, but I'm just reading the question. So she's saying that my son is 2 years, 3 months old and does not speak at all. And even. And the only thing that he wants to say sometimes is mama and Papa. So yeah, I think he's crossed the.

Papa meaningfully. We have to look into it. Is it meaningful or non meaningful? Some kids use one word for all the, all the objects and all the things.

Okay.

Everything. Is it like that? Or is. Is the child addressing mama and papa? Oh, we have to. And we have to see his understanding level also, apart from his expression, how well he understands. Is it only the expression part which is, you know, disturbed, or is it the. Even the understanding part of the comprehension?

Right, right.

And then we have this question. And she's saying that my daughter is five years old. She pronounces the letters C and K, S, T. So instead of ca, she's saying to. And she's five.

Okay, okay, okay. So she's five years. Okay, we can. She can take words. No, she can take cursounds. In isolation. Isolation means only not with the sounds, not with the as words, C. In isolation, she has to teach you how draw and teach the child where exactly her articulator should touch the palate. So, and give them feedback and tell them this is how it's pronounced.

Okay.

And ask the child, give them a, you know, record her way of pronouncing. She has to say K and ask the child to say ka and say see, this is ka. This is not. So the, the child should be able to find the difference between that the, you know, how it's wrongly produced. So what she's. She has to know that what she's doing is wrong. How she's produced is what using is wrong. That's not right. So she basically has to understand that is wrong.

Right.

She has to identify how it has to be produced. Then she has to know that it is wrong. Only if it is wrong, she'll make an attempt to correct it. Right. So I would say don't insist too much right now. Still she's five years, right? Eventually, very gradually and very slowly, let them child teach. Let the mother teach the child.

Okay. And then we have this question. Can you suggest and recommend a few ways to teach letters RFNs, like, I think the child is having problems.

Teach them the placement of the articulators. That is a basic thing you have to do. Give them feedback, give them visual feedback, show, ask them to stand in front of the mirror how you. You place your tongue, how the child is placing the tongue. So there's a difference. Then second is give them auditory feedback. Record and play it back to the child. So they basically have to discriminate between the wrongly produced sound and the correctly produce something so that the basic step they have to do.

Okay. And I think this is not related to speech, but it's more like a behavior. And her question is that, you know, my daughters are of age like she has twin daughters, they're six. They feel very shy to interact with others and it becomes difficult for. I think this is more about them being shy because at home she says they're perfect when it comes to talking. So I think it's more like a behavior than a speech. So I'll skip this. And then we have. My son is 15 months old. He still says only two to three words. Is that okay? Also, people around me are suggesting to give him screen time as he'll pick up language from cartoons if it's necessary. And I'm not sure if this is right.

No. We can use screen time for, you know, action songs, something interactive where, you know, you don't play the mobile and go away. But, you know, till two years, I would not recommend screen time. Two years. If you're sitting and, you know, using the modality to teach certain things along with the mother, not just playing and going off along. The mother should, you know, do the actions, clap your hands, lift your hands, doing along with the rhymes and asking a child to do is, you know, it's productive. But, you know, just playing and going off is not something which benefits the child. And it's not advisable this early to introduce screen.

Right, right.

So after two. And to use screen for mostly action.

Songs and interact interactive something along with the parent.

Right.

I think beef have taken most. Some. Some questions which are not related to speech. I'm skipping. Yes. So I think I've done mostly all the questions that were relevant for speed speech delay. And thank you so much for your time. This was wonderful. You answered everything so patiently. And I love your smile. You've been smiling throughout and it's really nice to see somebody smiling. And this is one. There's one last question that I have for you. And this is something that I always have for everybody that I go live with. One tip. For all the viewers who will be watching this live after I save it and who are watching this live right now with us. Just one tip.

One tip is I strongly believe in early intervention. If you think your child is not in the right track, please, please go for an evaluation. Be it speech or any other issues, please attend to your child and don't be scared. Whatever it is you have to know what your child is undergoing. Right? So don't hesitate to take your child and get evaluated. It's very, you know, having that in your, you know, behind your thoughts and not being and feeling guilty about, you know, attending to the child. Just go and get evaluated. They, you know, don't get scared to get evaluated. Just know what's happening with each other.

Right.

And anything for any progress, right?

Thank you so much Krishna Priya. It was wonderful having you here. Yes. I always love people who are doing anything special for kids. And you've been doing it for so long. So long.

I learned so much from you social medias. I've been trying to post whatever content I could. So I'll be regularly posting my content also on my page. So I have posted a lot of, you know, information on speech development and all the how you know, all the important things on speech. Right. Visit my page also.

That's exactly what I was just coming to right now. I'm going to save this like and I'm going to also tag Krishna Priya. Please follow her page. If you have issues, please go for an evaluation. And like she recommended early intervention really helps. And there is no harm in getting a feedback or an opinion. Just for your clarity and peace of mind. And I feel that will always be really good for you and the child both. So thank you so much Krishna Priya for your time. It was wonderful having you here. Thank you so much.

Thank you. You.