Helping Your Toddler Listen and Obey – Improving Receptive Language Skills in Your Young Child

I have seen many parents and daycare teachers label toddlers as “difficult” or a behavior problem when the real problem is that the child doesn’t understand and process language as well as other children his age. Parents sometimes overestimate what their child who is not talking is able to understand. When I was talking about this with a good friend of mine who is a developmental interventionist, she offered an insightful comment. To paraphrase her, there are parents who would rather think of their child as “bad” rather than admit that he or she doesn’t understand much.

This is so unfortunate because a child must understand words before we expect him to talk and before we expect him to obey. A child who doesn’t understand much really can’t (and shouldn’t) say much either. To expect more is simply wrong. Many times toddlers don’t follow directions, and it’s not because they’re being disobedient, stubborn, or lazy. They don’t follow directions because they don’t understand what’s being said. They seem to ignore language because words don’t mean anything to them yet. Speech-language pathologists think of working on receptive language hand-in-hand with expressive language. When parents get on board with this approach, wonderful things happen. Before I give you ways to target this at home, let’s review the definition of receptive language, discuss the characteristics of children with receptive language problems, and then finally talk about ways to improve these skills.

What is receptive language?

Receptive language can also be referred to as language comprehension or auditory comprehension skills. This means how well your baby understands the language he hears. Examples of receptive language include how your toddler follows directions such as “Give me your cup,” or how he might walk toward the bathroom when you announce, “It’s time for bath.” These skills begin from birth when your baby early on begins to purposefully look at you and enjoy your attention and when he starts to notice environmental sounds such as the neighbor’s dog barking or a loud fire engine. It progresses when he begins to pay attention to what you’re talking about so that he looks around when you announce “Daddy’s home,” or watches as you point to a bird outside the window. He begins to understand early games such as “Peek-a-boo” well enough to cover his head himself and lights up when he pulls the blanket off and you yell, “Boo.” It includes being able to point to body parts when you ask, “Where’s your nose” and find pictures in books when you say, “Show me the dog.” Receptive language is closely tied to a baby’s cognitive, or thinking skills.

Until a child is age 3 or older, it is very difficult to separate receptive language and cognition. In fact, most of the skills listed on early developmental charts are actually similar for both domains. While it is true that some children may demonstrate cognitive strengths such as a good memory or exceptional visual skills, many times poor language comprehension skills are linked to underlying cognitive deficits. When assessing how your baby understands language at home, it is very important to be sure that your child is responding to the words you’re saying and not the nonverbal cues you might be giving. For example, when you’re asking your child, “Give me the block,” he may be responding to your outstretched hand as he gives it to you, or he may see the juice box you’re getting out of the refrigerator rather than understand, “Are you thirsty?”

What is a receptive language disorder?

A receptive language disorder is difficulty understanding language that results in differences in how and what a child understands when compared to other children his same age. Receptive language disorders can also be called auditory comprehension disorders. Another diagnosis which is closely related for young children is Central Auditory Processing Disorder (CAPD), which is difficulty in the ability to attend to, process, comprehend, retain, or integrate spoken language.  Kids who have receptive language disorders often don’t follow directions and not because they’re being “bad.” They don’t follow directions because they don’t understand what’s said to them. They also may seem to “tune out” because words don’t mean anything to them yet.

Early signs and symptoms of a receptive language problem:

  • Ignoring spoken language
  • Difficulty following verbal directions, especially if the command is new or you’re not using visual cues such as pointing or showing them what you want them to do
  • Repeating a question rather than answering it
  • Answering a question incorrectly (Such as shaking their heads “yes” when you ask them a question with 2 choices. Giving an off-target response such as saying “2” when you ask, “What’s your name?”)
  • Most of their speech is jargon or the same set of core words and phrases

Practical Ways to Work on Receptive Language at Home

During your daily routines at home, pay attention to HOW you’re talking to him. Toddlers with receptive language difficulties often need very specific and focused “teaching” (for lack of a better word) to begin to link words with objects, people, and events. If they were just going to “pick it up” in daily conversations, they would have already done it, and there wouldn’t be a problem.

Kids with difficulty understanding and processing language need adults who are there to “interpret” the world for them. They benefit from nurturing parents and teachers who can provide support to help them understand words and associate them with their environments. How can you do this for your child?

1. Reduce the complexity of what you’re saying.

Break it down for a kid who is struggling to understand. Use mostly single words and short phrases when you’re talking to him. Sometimes this isn’t stated to parents clearly enough. The advice is simply talk to your child. This doesn’t always work with children with receptive language disorders. Since there’s a problem with your child learning to understand, you must simplify what you’re trying to teach since he’s not getting it the “regular” way.

Let me give you an example you can relate to. This is like sitting in a college calculus class and knowing how to add and subtract, but you have forgotten how to solve an algebraic equation. Or imagine being dropped off in Mexico when the only Spanish you know is how to count to 5 and a few food words like “taco,” and being expected to understand directions to the airport to book the next flight home. You’re in over your head. That’s how it is for a child with a language delay. He understands some of it, but not enough to get him through the day.

Use lots of single words. Use lots of short phrases. Avoid long explanations or questions. When you’re asking your kid with language delays if he wants a cookie, don’t launch into, “Do you want one of these yummy chocolate chip cookies that Mommy just bought at the grocery store?” Hold up the cookie and ask, “Want a cookie?” See the difference?

For multilingual families, pick one primary language and stick to it. If your child is struggling to learn language, doesn’t it make sense that he’s more likely to succeed if he’s learning just one? That doesn’t mean that you won’t get to teach him other languages later. Educators who recommend teaching your baby several languages at once are not considering the effects on a child with language processing issues. If your child is having difficulty learning to understand and use language, please let him master (that is, catch up to his age level) in one language before moving on.

2. Talk about what he’s paying attention to.

When you’re eating breakfast in the morning and he’s looking at his cereal and milk, use those words and talk about the meal. Don’t break into a dialogue about what happened at daycare yesterday or grandma’s visit next weekend. Keep it simple and in the here and now so it “makes sense.”

In order to know what he’s paying attention to, you’re going to need to be “with” him and engage him most of the day.? Insist that he participate and stay engaged with you to limit the time he “zones out” or “shuts down.”

3. Talk directly to him using words he can use.

Kids with language problems need parents who go out of their way to “teach” them the words they need to communicate. Don’t spend lots of your time talking to him with baby talk or using adult conversational styles. While we all break into, “Look at mama’s sweet, sweet little, bitty baby boy,” and spend lots of time talking to our spouses in their presence, don’t miss opportunities to talk using single words and simple sentence structures he can learn.

4. Give him clues (or “cues” in SLP terms) as to what you’re talking about.

Usually children with language comprehension delays rely heavily on visual cues since they don’t consistently understand or process words. Point to direct his attention. When practical, show him the object. If you’re using books, point directly to the picture, say its name, and then make a brief comment. Provide other visual cues including gestures such as leading him and moving objects within his line of vision to be sure he knows what you are talking about.

Because they need visual cues, kids with language delays may depend on your facial expressions to add meaning to your comments. Make your expressions match your words. If you’re upset and he’s about to be in trouble, don’t send mixed messages by continuing to smile as you warn him. He may misread your cues. (This goes for husbands too!)

Some kids need picture schedules to help them know what to expect next. Many preschools use these kinds of systems to provide additional support. Take digital pictures and put them in a small album or post them on the refrigerator to “show” him things he doesn’t understand in daily routines.

5. Repeat directions (again & again) when he doesn’t seem to understand.

Toddlers with language delays need extra repetitions of information to be able to process what’s been said. Resist the urge to think and say, “I’ve already told you once (or twice).” Repetition helps his little brain to learn.

6. Break commands into smaller chunks of information.

Until he’s following directions consistently, limit yourself to simple commands with one piece of information, “Go get your cup,” rather than “Take your cup to the sink.” Once he’s gotten the hang of familiar directions, then work on adding more parts. “Get your shoes and bring them to Mommy.”

7. Reword what he doesn’t understand.

When you’re getting that look (like “Huh?”) or if he’s tuning you out, try using other words. If you’re saying, “Our family is going to church now. We have to get ready to leave,” and he’s not looking, you might try calling his name and saying, “It’s time to go bye-bye.” Pause. “Come here.”

8. Give him frequent opportunities to demonstrate that he understands.

Consistently ask him, “Show me the ____, ” and “Where’s the _______.” If he’s not pointing yet, encourage him to look around to find what you’ve asked him to locate. Other activities you can include in your daily routines:

  • Have him point to pictures in books. Focus on names of objects & actions. “Where’s the dog?” and “Show me who is sleeping.”
  • Once he’s mastered basics names for objects and common actions, up the ante. Teach object use/function with words such as, “Which one is for riding? Which one goes on your feet? Which one do you use to drink? Which one says moo?” ?Help him identify parts of an object rather than the whole picture – “Find the door of the house, the wheel of the car, the dog’s foot, etc..”
  • Retrieve objects on requests. Have him get items or put away specific toys on request, “Get your ball,” or “Bring me your puzzle.”
  • Have her perform familiar tasks related to daily routines. Toddlers can get diapers or wipes before changing time, throw things in the trash, put their own cups in the sink, take off their own shoes and socks, close a door, wipe off a high chair tray, pet the dog, and help you clean up toys by placing them in a basket. Involving them regularly in these kinds of activities increases their opportunities to follow directions (and help you out!)
  • During playtime give short directions and help him perform the action. For example, “Put ball in,” and then help him do it.
  • When you’re playing with puzzles, hold up a piece and label it with a single word as he completes the puzzle. When he is finished, have him retrieve the puzzle pieces one at a time by asking, “Give me the ________.”
  • When dressing, tell her to put her arm in the sleeve or leg in her pants. Hold up a sock and shoe and ask her to, “Get the sock.”
  • When he’s seated near a toy, hold out your hand and say, “Give me the _____.”
  • Place several items related to your play in front of her and ask, “Where’s the ______.”
  • In the bathtub or during diaper changes, ask him to point to body parts, and help him follow through.
  • During play time ask her to give her baby doll a drink or put her baby down to sleep.

9. To build compliance with everyday tasks, try telling him to do things that he’s already about to do.

For example, if he’s headed for a ball, say, “Get the ball.” If he’s reaching for a book, say, “Read your book.” Now you know he’s not doing this because you asked him, but using this method gives toddlers a way to “get in the habit” of doing what Mommy says.

10. Insist that he follow directions by providing physical assistance as necessary.

Once you’ve given him a verbal direction and repeated it one time (maybe twice if he wasn’t listening), get up and help (make) him do it. Repeat the direction so he can link the activity with the words.

When he’s not responding, move closer to him, get down on his level, and touch him to redirect his attention.

Some children respond to claping or finger snappin more readily than a word to get his attention. Beware! Don’t overuse this technique, or he may start to tune this out, but because it’s annoying rather than because he doesn’t understand.

Try to make some directions fun too, such as “Come here so I can tickle/hold/kiss you.” Teach fun standards like, “Gimme 5,” so that everything isn’t about “obeying.”

11. Pause frequently when you are talking to him to give him time to process what you’ve said.

This is hard for chatty parents, me included! Give him enough time to think during your conversations. You may have to purposefully (but silently) count to 5 before moving on to your next point, or before you repeat yourself to be sure he’s had time to respond.

12. Lastly, but probably the most important, be very consistent with realistic behavioral expectations.

Children with difficulty understanding language need the same rules day-in and day-out that are easy to remember and follow. They need to be able to count on learning and knowing their routines.

If your child’s ability to understand language is much lower than his chronological age, you’re going to need to keep that in mind when determining behavioral standards and even disciplinary methods. For example, time out is recommended for children who are 2 and older. If your child is 26 months old, but his comprehension is at the 16 month level, time out is not an appropriate choice for him.

Some parents disagree with this and think that this is how you “teach” them, but believe me, you’re fighting an uphill battle. This is like trying to teach a 3 year old to tie shoes or jump a full-size hurdle. He’s just not ready yet. Use the same discretion when determining what is and isn’t appropriate behavior based on his comprehension level, and you’ll be a much more fair parent.



I’m so pleased to announce my new DVD series to target receptive language in toddlers and young preschoolers. If you’d like to SEE these strategies in action, check out the DVDs Teach Me To Listen and Obey 1 and 2. Here’s the link for more information –

Popularity: 10% [?]

Post a Response

Logged in as Administrator. Logout ?
Posted in


Sign Up for your
Free Book



Subscribe to the Podcast in iTunes

Browse Products

Featured Product

Recent Posts

Teach Me To Talk Testimonials

Happy Therapists, Teachers, Parents & Children

"Hello Miss Laura,

First, I would like to thank you for all you do for us moms who are lacking support in the autism community, and thank you for providing tons of information and resources to help our bright children. I myself benefited so much from watching your videos and reading your daily emails. I cannot stress enough how much all this information helped my toddler. Of course, getting an autism diagnosis for your child is extremely scary (she was diagnosed at 2 years old) and I was depressed and did not know what autism was, how it affected children, and how to teach children struggling with this condition. However, your videos helped me to find light in my child and now I am your biggest fan! I rewatch your videos over and over again to make sure I didn't miss anything that can help my daughter. I even purchase two books- Autism workbook and Teach me to Play. My toddler was completely non-verbal, she didn't know how to imitate, no eye contact, no pointing.. you name it she didn't have any skills and I didn't know how to teach her! And that is until I discover ed You- my toddlers (Fairy: smiling_face_with_3_hearts:)!

Now she is little sweet 2.5 years old and she says "mama" (I cried when she said that magic word), she waves bye bye or hi, she points, she gives "high 5", her joint attention is great and overall she is doing so much better! And that's all because I have been doing everything you described in your books and videos! I. My mind I always play "repetition, repetition and repetition", teaching her everything through play that she so much enjoys!!! I can write forever explaining how much I taught her through yr videos and books! And the most amazing thing is that her speech therapist is a big fan of yours as well so it worked out perfectly since we understand each other and work based on your teachings! The therapist even owns the same books I own ...I am so grateful that my toddler has such an amazing therapist; especially the one that understands autism and is ready for a real challenge! God bless you for all you do and I cannot wait for my toddler blossom.. you gave me hope and lit the light inside me. And I'm determined to work with my girl :)"

"Dear Laura Mize and Team,

Thank you so much for all your hard work and publishing books! Our 17-month-old toddler suddenly exploded into speaking and imitating everybody's gestures and sounds, just a week or two after we 'completed' all activities that are listed under 11 pre-linguistic skills! Your method really works!"

Grateful customer.

"Hi Laura!

I absolutely LOVE all of your workbooks, especially your Autism Workbook. Starting with Social Games has been a game changer for many of my littles with ASD and their families. It's been the best way for them to finally connect and sustain shared attention and engagement, leading to longer social interactions, through play!"

Jodie, Dev, Therapist

"Hi Ms. Laura,

Thank you so much for the videos you have posted on your youtube channel. They are so direct, informative, and helpful. Thank you for being a resource for me to become a better therapist."


"Hi Laura - I just wanted to say I received my copies of the Apraxia workbooks yesterday and I LOVED workbook 1 (not ready for 2). I'm on chapter 8 and going through the questions carefully so I'm prepared to help my son. I knew it was a great book when you acknowledged the fact that sometimes therapists and doctors don't bring a positive and supportive vibe when diagnosing. I remember being terrified at the mention of apraxia and ASD by both because they had these very concerned looks and made it seem like it was a death sentence. I know now (in LARGE PART, THANKS TO YOU AND YOUR VIDEOS) that it doesn't have to be!! I see a future for him now. You SINGLE-HANDEDLY, through your books and videos have empowered me to help my son after the doctors and therapists have gone home. You've given me strategies, play ideas, plans on how to keep moving forward. I don't always do things right, but I know I'm on the right track and I love that I can reference, and re-reference your books to help me keep going. As I was reading the book, I was so proud of myself because I've used strategies from your previous books and it felt good because I could check off a lot of the skills that you discuss. So, thank you for all your previous books as well!!"

"Gosh, I love all of your emails/podcast/website, just everything!! I work in early intervention as a behavior analyst and am learning so much from you!"

Thank you!




I love your work! I am a professor of early childhood special education and a speech language pathologist! I have worked to help children learn to communicate and I know how valuable the information you share is for both early interventionists and pediatric speech language pathologists!

Thank you for systematically organizing and explaining essential steps for young children to learn and develop. You are having a great impact on our profession, the ECE profession and families!"



"Thank you.

If this is Laura herself reading this email let me take this opportunity to thank you from the bottom of my heart for all that you have put forth for us professionals. I own every manual (except the autism manual) and have watched every course on DVD. I have listened to countless podcasts. All of what I’ve come to be as an Early Intervention speech therapist was absolutely to your credit. With your resources at my side I have never needed to scramble for answers and strategies and above all the clear language I use when communicating with parents. My fun, animated affect and key phrases I use have been learned through watching your example. So….thank you! May you be blessed."


"I just wanted to thank you so much for your incredible help! You are so kind and lovely and every time I implement something you've taught in your manuals or videos it is always a success, I cannot thank you enough. I really appreciate how specific you are in giving us examples of wording to use and how to use a toy in therapy with your videos, it is exactly what I need to properly help my little students. I also really appreciate your list of books of list of toys. I have seen my little students make significant progress thanks to you. I'm looking forward to watching more of your videos, taking more of your CEU's, and reading more of your materials. From the bottom of my heart: thank you so much again!!"


"Dear Laura,

What an inspiration!

Thank you for helping me be a better Developmental Therapist. I often listen to your podcasts which help me help families.

Your enthusiasm, professionalism and
the sheer volume of information is so great.

You are part of my team.

I just wanted you to know I appreciate you."


"Dear Laura,

Thank you for your generosity in sharing so much knowledge in such a clear and enthusiastic way.

As a retired audiologist with a fabulous and language delayed grandson, I used your podcasts and outstanding publication, The Autism Workbook, to inspire and guide me over the past year.

It works!! He went from barely verbal, no gestures, didn't respond to his name etc etc to a verbal, social, curious, ready to imitate anything, fill in the blanks on familiar "set" speech, generate his own totally appropriate and mostly understandable sentences...not just short phrases anymore... full little paragraphs...about imaginary things, what he did during the day, what he wants. True communication!

You make a powerful difference in this world! ❤"

With gratitude,

"Laura Mize, you are a Godsend. I don’t know how one human can have so many helpful things to say in a beautifully organized way, so often. Always amazes me when another super helpful email comes from you, and for free. With free YouTube videos and cheap CEUs. THANK YOU!!!"

Sheila, Canada

"I purchased the book on autism and have watched the #400s series podcasts. Laura Mize has been more effective in teaching autistic tendencies, than many professors, shadowing professions, and the 100s of books, articles and classes or videos, or live workshop speakers, have been at teaching effective practices for a child with ASD. Some of the many lessons she has taught, which I will now use, to be a more effective Interventionist, include but are not limited to: red flags, typical behaviors, self-stimulating behaviors, not taking away toys, rather showing child to play with toy appropriately. She gives examples of child's actions, "inappropriate," explains the reason for: why the child is engaging in these behaviors and how they can be replaced with more appropriate, effective fuctional and age-appropriate skills."

"I’m sure Laura gets these messages all the time, but I thought I’d share. I stumbled across Laura‘s "Autism or Speech Delay?" YouTube video when I really needed it. This video finally listed and explained some of the red flags my son was showing for autism. I share the link anytime a parent is questioning in my FB autism group. This mother I don’t even know said Laura's video changed her life. I know exactly how she feels because It changed families too. Thank you to everyone at Teach Me To Talk."


"Good Morning Laura,
I received your book (The Autism Workbook) yesterday and it is absolutely amazing! As I evaluate young children (0-3) for developmental delays and write plans for them with their parents, there are a ton of ideas that are ready to use. Others that reinforce what I have been doing, and saying, all along. Thank you so, so much for writing this incredible book and pulling everything together in one place!"


"Thank you very much for sharing your knowledge, experience, and guidance.
I’m a parent who bought the autism workbook and it’s the only clear resource I found to make a change in my son. I’m really thankful to Ms. Laura for helping out people like us all over the world."

"Laura Mize, all I have to say is that ALL YOUR STRATEGIES WORK."

ANNE, YouTube viewer

"We have 7 SLPs in our preschool (public) program for special needs children (ages 3-5) and we use your courses, books, and techniques every day! :-) We have seen our preschoolers make such great gains!"


"I just received Teach Me to Play With You, and it is ALREADY WORKING! WOW!

Girl…my son is 3 years old, and he NEVER asks for something using words. We were playing “Get Your Belly” (from Teach Me to Play WITH You), and after several times, he laughed and screamed "BEWIEEE!!!"  It was a hoot. And I can't believe he said it! I have played with him like this before, but this time I took your advice and acted CRAZY!! I will act like a total lunatic if it will get him to talk to me!  Now I can give him "the look" from across the room, and he will say it. That manual is so amazingly practical, and it is a GODSEND right now! Thank you SO MUCH!”

"I wanted to send you a quick email to say thank you. I started watching your videos/podcasts about 4 months ago. My son has gone from losing words he previously used, only having about 7 words at his 2 year check up in August (assessed at a blended 10 month language level) -- to now having so many words, increased social engagement, following commands, spontaneously requesting things, and naming letters & numbers (not in order) as well as colors. We had our monthly meeting with our SLP through the state infants & toddlers program and it felt like we were just bragging the whole time, but I knew in the back of my head it was because I have been using strategies you taught me.

We still have so much work to do with our sweet boy, but I know in my heart he would not have succeeded without the education you provided. I will continue to read your emails & watch videos as we go along this journey and face challenges, but credit is due to you, Laura.

Thank you so much, endlessly."


"I just want to tell how fortunate I feel to have found your website and you!! I became a special instructor in EI almost a year ago and I started with hardly any applicable training. I felt so lost and confused as how to help the kids I work with learn how to use words and play. Honestly, I didn't even understand the importance of play, although I always played with my kids. But, once I started to watch your podcasts and get some of your manuals I felt a weight had been lifted off my shoulders and that I could finally teach these kids and their families something of value from a real therapist and based on research!. Thank you so much for seeing the need to help other EI service providers and providing a forum to share your knowledge and years of valuable experience. I'm sure you get a lot of these emails every week if not every day, but I wanted to make I could add to those notes of gratitude!! THANK YOU again!!"


"Just wanted to say a HUGE thank you for these emails and your books, I have them all and they have seriously saved and improved my sessions with my kiddos. Huge thank you."


"I was very frustrated with how speech therapy was going for my child. I would take him and drop him off and not hear much of anything from his therapist and teachers other than, "He had a good (or a bad!) day." Your materials were invaluable for us because I learned how to work with him on his speech. I learned how to teach him to talk and play. I learned how to pay attention to his cues and work with him to teach him to communicate. Without it, I have no doubt he still wouldn’t talk."


"Hi! I just wanted to say (from an SLT perspective) how incredibly useful I am finding absolutely all of your articles, blogs and resources - I only discovered your site last month and have just received all your books which I feel I am learning more than on my entire university training course!! But also the way in which you give specific, realistic, fun, encouraging ideas for working with parents is really just fantastic, I only wish I have your site sooner! Thanks so much from the UK! Kind regards."


"I just wanted to reach out to say thank you for making things a little easier to manage for me this year. I made the transition from school SLP to private therapist about a year ago. While the change was welcome, it was a lot, and I was just getting my footing in the clinic when I began teletherapy full time. Your website has been a huge lifeline in helping me work with late talkers and coach their parents in an accessible but effective way, even remotely. I look forward to getting your emails each week. I am floored by the amount of valuable, free information that your website provides, and I’m looking forward to investing in your workbooks soon. A sincere thank you for all you do!"


"You are an inspiration! I am truly grateful for the way you put into words and writing how to do what we do as SLPs. At this time in my 13 years of practicing, I find your encouragement keeps me going. As a single mom, I find it a stretch to buy materials these days and I am so thankful for the freebies you so generously share that help me teach my families. I don’t have much time to put together lists or quick references for parents!! Much gratitude!!"


"I just really appreciate your courses! I have two new clinicians that I’m working with and have recommended these courses to both of them. I’ve watched quite a few and have learned so much about serving this population. To be honest, before I started implementing your strategies I was a little frustrated with the lack of progress. My skills with engaging these little ones have improved so much! Thank you so much for making these CEUs so valuable!" C, SLP

Laura thank you so much. Btw, you have transformed my therapy- I have become such a competent and strong therapist after watching probably like 350 of your videos and podcasts over the past few years. And I am a seasoned therapist with almost 25 years experience. (Yes prob 350 episodes ha!) But there was still a lot I learned from you. I have such a thorough understanding of birth to 3 development and how to properly incorporate appropriate therapeutic goals, techniques and strategies now, thanks to you. Kelly

But I just keep watching and learning because we can always learn something new! 
Thanks for all you do! 

Hi Laura,I want to thank you so much for the resources you provide, my daughter has delayed speech and though she qualifies for CDS. Honestly the most progress she has made in her speech/language development has been after I implemented your 5 top strategies for delayed talkers! She is now almost 2.5 and her vocabulary is well over 75 (I haven’t counted recently, could be over 100) words when at 2 she barely had four words. Honestly the last few months have been a transformation for her.