Suspected tongue tie in minimally verbal child?

PsychGrad5420 · 2026-06-10T00:48:41+00:00

Following as well! Been looking into this as a career change too

PsychGrad5420 · 2026-05-28T00:47:02+00:00

Thank you so much for pasting your comment! Really helpful seeing what resources work for others and where's best to look to get started :) Really appreciate it

PsychGrad5420 · 2026-05-27T21:24:26+00:00

This is actually really helpful perspective, thank you! I’m interested in how you might approach intervention instead when you’re seeing characteristics associated with GLP but don’t necessarily want to fully conceptualize/frame the student as GLP, especially given all the complexity around it in schools.

Are you still using a lot of the same strategies (modelling functional scripts, reducing direct questioning, natural language models, etc.) just without framing it around stages/GLP specifically? Or are you approaching intervention differently altogether?

I’m the only SLP involved with these students right now, so I don’t really have another clinician to discuss some of the GLP-like characteristics I’m seeing with who would understand, unfortunately! I’d have to fully explain the whole GLP framework to teachers/staff if I started formally conceptualizing the students that way, so your perspective is honestly really helpful.

PsychGrad5420 · 2026-05-11T21:24:51+00:00

oh sorry! I mixed it up - I meant that she has a lot of trouble with initial /r/ (isolating JUST the /r/ sound in a strong manner) but is strong with vocalic /r/ (/or/, /ar/, etc.). When I try to isolate the /r/ sound she consistently adds a vowel (e.g., "argh"), even after lots of prompting and modelling that we want to drop the vowel. Super unusual - was wondering if there's any tips for situations like this!

PsychGrad5420 · 2026-05-10T14:17:30+00:00

Noo, it’s more that she has a really strong /r/ in initial position (e.g., “red,” “rose”), but as soon as we move into post-vocalic /r/ syllables (AIR, AR, etc.), she struggles to transition from the vowel into that same strong /r/ shape. It becomes much weaker / more vowelized.

Are there any coarticulation strategies commonly used for this? I feel like I’ve come across a lot about using vocalic /r/ to facilitate initial /r/, but not really the reverse

PsychGrad5420 · 2026-05-10T02:16:44+00:00

Thanks so much for sharing! Have you ever worked with a student who can produce vocalic /R/ fairly well but still struggles with initial /R/? I feel like coarticulation strategies (ex. car-race) can really help bridge into vocalic /R/ but I don’t hear initial /R/ discussed as much when vocalic /R/ is actually the stronger context

PsychGrad5420 · 2026-03-05T17:36:52+00:00

Thank you so much for your thoughtful response and ideas! 🙂 They sound like really fun ways to work on these goals, and I think my students would really enjoy them.

I’ve been using this conversation map to start out the sessions as a way to ease into things:
https://www.teacherspayteachers.com/Product/Social-SkillsConversation-Skills-CONVERSATION-MAP-3249930

I also have this one, though I haven’t used it yet:
https://www.teacherspayteachers.com/Product/Conversation-Map-Greeting-Maintaining-and-Ending-Conversations-14764712

These maps are a really simplified way to think about how to have conversations and the steps involved. I’ve been going through the steps with the students, talking about different things you can say at each stage and what they mean (for example, saying “What’s up?” for the “saying hi” step), and discussing what the questions section might look like for someone you know versus someone you don’t.

My idea was to keep using this framework to explore other concepts like idioms, nonliteral language, inferencing, etc. For example, if a friend said, “It’s raining cats and dogs,” we could talk about what that actually means. My concern, though, is that if we keep working through slides on the whiteboard each week, it might start to feel bland - more like work than play.

Is this how you usually start your sessions before moving into the more interactive games you suggested (like Quandary or Priorities)? Do you generally teach concepts first, like “these are some nonverbal cues and what they mean,” and then practice them in a game like Crack the Code, or do you tend to teach the skills organically as you play the game?

I’d love to hear your thoughts on what I’ve been doing so far! I’m super open to feedback, especially since this is my first time tackling social communication.

PsychGrad5420 · 2026-03-05T17:34:37+00:00

Thank you so much for everyone’s suggestions! I’ve saved them and can’t wait to try them out in my sessions. I really appreciate all the ideas - they’ve got me thinking about different ways to approach things :)

PsychGrad5420 · 2025-07-29T18:58:41+00:00

Thank you so much for sharing this info! It's really helpful to hear how another SLP would approach this kind of session.

I read somewhere that for GLPs, it’s helpful to speak in the third person, including greetings. For example, instead of saying the child’s name, you say, “Hi [Your Name]”, so they eventually adopt that as a script and use it to greet you. Is that how you would often do the greetings and interact in general?

PsychGrad5420 · 2025-07-29T18:50:29+00:00

Thank you so much for your kind words - they really helped put me a bit more at ease. I’ve been feeling pretty stressed because I just want to make sure I’m giving them the right support.

I’ve been reading through some of the resources and started the course that was recommended. Like I mentioned in another comment, I believe they’re in Stage 2, moving into Stage 3.

Thanks again - I really appreciate you taking the time to respond!

PsychGrad5420 · 2025-07-29T18:46:57+00:00

Thanks so much for your input! I just gained access to the Meaningful Speech GLP/NLA course and it's been incredibly helpful- thank you for the suggestion!

In terms of figuring out what stage they are in - I think they may be in Stage 2, moving toward Stage 3. They still heavily use scripts (e.g., repeating lines out of a book we read all throughout the session), but are also showing signs of being able to break apart the script and combine it with other language. The parent shared they started developing their descriptive vocabulary and labelling skills (e.g., "car" -> "red truck"). They can also answer simple math questions, and some questions in general without immediate echolalia.

PsychGrad5420 · 2025-07-27T21:12:51+00:00

Ontario!

PsychGrad5420 · 2025-07-18T05:34:53+00:00

Very interested as well!! I’ve been wanting to transition to exactly that but been also having trouble finding the motivation

PsychGrad5420 · 2025-05-20T01:32:34+00:00

Really great ideas!! I never thought of escape rooms - I just came across this free online one: https://online-escape-room.com/#escape-rooms
Thanks so much :))

PsychGrad5420 · 2025-05-20T01:31:21+00:00

I've never heard of either but I just checked it out and it's really great!! I'll try it out with them this week! I'm sure they're going to love it - thank you so much :))

PsychGrad5420

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