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It also provides language strategy handouts offering routines and interaction ideas to encourage communication, joint attention, and early literacy skills for children with typical and delayed 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1\u003Cbr>13 Speech & Language Handouts for Parents\u003Cbr>• Developmental Norms (6 pages)\u003Cbr>• Language Strategies (7 pages)\u003Cbr>Jenna rayburn, MA, CCC-SLP |\n\n| Early Intervention\u003Cbr>Parent Handouts\u003Cbr>For Speech & language\u003Cbr>|\n| --- |\n| 13 Speech & Language Handouts for Parents\u003Cbr>• Developmental Norms (6 pages)\u003Cbr>• Language Strategies (7 pages)\u003Cbr>This download contains 13 parent handouts for early intervention. Although the handouts in this packet are developed for early intervention, I also use them with severely delayed preschool students.\u003Cbr>Developmental Norms Handouts\u003Cbr>• From Coos & Goos to Words (Speech Development Birth to 3)\u003Cbr>• Phonological Processes Chart (Lists different processes)\u003Cbr>• Before Words (10 skills prior to words)\u003Cbr>• Word Count (Word count norms up to age 3)\u003Cbr>• Early Language (General differences in expressive/receptive/pragmatic)\u003Cbr>• Early Literacy (Skills by age up to 4)\u003Cbr>Language Strategies\u003Cbr>• + 1 Routine\u003Cbr>• 3:1 Rule\u003Cbr>• Verbal Routines\u003Cbr>• Self-Talk\u003Cbr>• Withholding\u003Cbr>• Communication Temptations\u003Cbr>• Repetitive Books & Songs\u003Cbr>[www.TheSpeechRoomNews.com](www.TheSpeechRoomNews.com) |\n\nFrom Coos & Goos to Words  \nDuring baby’s first year expect:  \nq Phonation (cry, burp, sneeze)  \nq Coo & Goo (vowels, consonant-vowel (CV, VC))  \nq Exploration (squeals, growls, yells, raspberries)  \nq Canonical Babbling (reduplicated syllable such as “mama”, “baba”)  \nq Variegated Babbling (begins to use different CV (consonant-vowel) syllables)  \nP B M T D H W N  \nEarly Developing Sounds  \n12 Mos. 18 Mos.  \nq Produces first word  \nq Produces word approximations (“muh” for “milk”)  \nq Imitates animal sounds  \nq Hums to songs  \nq Omits most final consonants  \nq Imitates and produces 2-word combinations (mostly nouns & verbs)  \n24 Mos.  \nq Produces CVC structures with early sounds  \nq Echoes adult words & inflections  \nq Produces 2-word combinations  \nq Speech is 25 to 50% intelligible  \n36 Mos.  \nq Produces 2-3 word combinations  \nq Speech is 50 to 75% intelligible  \nq Starts to use some later sounds: K, L, F, S, Y in some words  \nBowen, C. (1998) . Developmental phonological disorders. A practical guide for families and teachers. Melbourne: ACER Press. Lanza, J. & Flahive, L . (2008) . Communication Milestones. Linguisystems. com  \n[www.TheSpeechRoomNews.com](www.TheSpeechRoomNews.com)[ ](www.TheSpeechRoomNews.com)© 2016, Speech Room News, LLC  \nPhonological Processes  \nAll children use phonological processes to simply their speech when learning to talk. These patterns make it easier to coordinate lips, teeth, and tongue to say words. Children typically grow out of many processes by age three.  \n| Final Consonant Deletion | Omission of the last sound in a word.\u003Cbr>cat à ca. |\n| --- | --- |\n| Cluster Reduction | Omission of one sound from a blend. stop à top |\n| Syllable Reduction | Omission of the weak syllable in a multisyllable\u003Cbr>word.\u003Cbr>elephant à efant |\n| Gliding | Liquid sounds (L, R) are changed to glides (W, Y) .\u003Cbr>red à wed |\n| Vocalization | When the ER or L sounds are replaced by a vowel\u003Cbr>water à watuh |\n| Fronting | Back sounds (K, G, NG) are made in the front (T,\u003Cbr>D) .\u003Cbr>bike à bite |\n| Deaffrication | Affricate sounds (like CH, J) are replaced by a fricative (like SH, S) .\u003Cbr>cheese à sheese |\n| Stopping | Fricative sounds (like S, F) or affricates (like CH, J) are replaced by a stop (like B, T) .\u003Cbr>zoo à doo |\n| Prevocalic Voicing | Voiceless consonants at the beginning of words are replaced by voiced consonants.\u003Cbr>pig à big |\n| Postvocalic Devoicing | Voiced consonants at the end of words are replaced by voiceless consonants.\u003Cbr>bed à bet |\n\n© 2015, Speech Room News, LLC [www.TheSpeechRoomNews.com](www.TheSpeechRoomNews.com)  \nBefore Words  \nYour pediatrician might ask you how many words your child is saying, but there are many other developmental milestones that precede first words.  \nReciprocal Play","cbCaisQpRnt1MFt6","https://ap.wps.com/l/cbCaisQpRnt1MFt6","pdf",1967928,15,"English","# Set 1: 13 Speech & Language Handouts for Parents\n## Developmental Norms\n## Language Strategies","[{\"question\":\"What developmental milestones are covered in the parent handouts?\",\"answer\":\"The handouts cover early vocalizations, cooing and babbling patterns, first word development, early two-word combinations, and speech intelligibility expectations across ages roughly from birth to around 3–4 years.\"},{\"question\":\"How do the handouts explain phonological processes?\",\"answer\":\"They describe phonological processes children use to simplify speech, including final consonant deletion, cluster and syllable reduction, gliding, vocalization, fronting, deaffrication, stopping, and voicing patterns.\"},{\"question\":\"What language strategies are provided for parents?\",\"answer\":\"The language strategies section includes practical supports such as structured routines, verbal routines, self-talk, and interaction ideas like communication temptations, repetitive books and songs, and withholding to promote engagement.\"}]","Early Intervention - Parent Handouts for Speech & Language - Set 1 | PDF",1790628036,38]