Home » Imitation Games for Toddlers with Apraxia

Imitation Games for Toddlers with Apraxia

October 27, 2022 / Laura
mom and boy
Today I want to talk about imitation games for toddlers with apraxia.

 

Learning how to imitate is how all of us learn everything…especially how to talk! 

 

We hear somebody say a word and then we say it.

 

Verbal imitation is almost always disrupted in very young children with apraxia. Some kids with apraxia will also have a hard time imitating nonverbally. If you’re working with a child who is not yet consistently trying to imitate words, you may have to back up and teach a child how to imitate nonverbally first.

 

Some apraxia experts disagree with this. Here’s why my opinion differs: When a young child, a toddler, is not imitating any words or sounds, we have to be sure that he understands how to imitate in the first place! Some of our little guys with suspected apraxia do not imitate much at all, even gestures or playing with toys. When this happens, we need to address it by starting at the earliest levels of imitation so that we can walk through the step-by-step, sequential process of learning to imitate, which is an important first step in learning to talk.

 

Some SLPs feel that nonverbal imitation isn’t necessarily connected to verbal imitation, and I agree somewhat because we all have seen children who can imitate everything except words. If that’s the case, then you’ve done your due diligence and eliminated “cannot imitate” as one of the reasons a child isn’t talking.

 

The other reason I believe we should spend time working on the imitation piece with toddlers who have markers for apraxia is because imitation skills are required for the therapy techniques we’ll use to treat apraxia. That’s mostly what happens in speech therapy: the SLP models or cues and the child imitates. Until a child can imitate, or at least try to imitate, the therapy process is s…l…o…w. Working on a child’s core deficit of not understanding how to imitate is time well spent in the beginning phase of therapy.

 

When a child is already pretty verbal, these imitation games will provide additional motor practice and keep a child’s little system “primed” for talking. These kinds of copycat games will help a child learn to imitate more efficiently and more automatically. Beyond that, they’re a whole lot of fun for parents and kids! One of the principles that the research about treating apraxia has taught us is that frequent short bursts of practice are more effective than longer sessions, so using these games throughout the day is a wonderful way for parents to meet that requirement. And they can truly be game-changing.

 

For most kids, even when they’re already talking, we want to begin these little imitation games with nonverbal movements that a child can already do so that he experiences success right away. Usually, I start with something like clapping. Once a child claps with me, I model it again several times so that he can imitate this easy movement for a few times in a row before moving on to another easy motor movement a child can imitate next like waving his arms in the air.

 

If imitating is a brand-new skill for a child or for children who are not developmentally ready to participate in a faster-paced imitation game, then introduce the concept of copying you by imbedding the imitation within another activity. Start with a song like “If You’re Happy and You Know It, Clap Your Hands.” After he’s clapping his hands consistently with you, add a new motion, perhaps “stomp your feet.” When he’s doing that one, add a new motor movement like holding up his arms, kicking, karate chopping, giving high-five, blowing kisses—you name it! Be creative! When a child is reluctant to imitate, I try bigger, more outrageous actions like very enthusiastically shaking my head, or pumping my fist in the air, or jumping up and down, or turning in a circle, or I might just throw myself down on the floor. I don’t know what would be fun for you or your child, but these are some ideas to get you started.

 

Eventually, you’ll sneak in a play sound or simple word as the next turn. For example, you could sing, “If you’re happy and you know it, scream!” If a child can say a few words already, try one of those words. For example, if he says, “Dada,” or even makes a consistent default sound like “duh,” use that. If he likes animal sounds like “moo,” or exclamatory words like “Uh-oh,” add that. If those things are too hard for a child and he’s not attempting an imitation, try coughing or panting or any other easy mouth movement.

 

Over time, drop the song and just begin your imitation game. In sessions, I use clapping as the segue for this activity. After a child has done something—anything that would call for a mini-celebration, like following a request—clap for a child and encourage him to clap too. Once he’s clapped, perform another body movement for him to imitate.

 

That’s how we work on imitation games for toddlers with apraxia. You can use these strategies in sessions and better yet, teach them to parents! That’s how we make a real difference with imitation games for toddlers with apraxia.

 

If you need more treatment ideas for toddlers and preschoolers with apraxia, please check out my therapy manuals The Apraxia Workbooks 1 & 2. Get evidence-based strategies that WORK and make a real difference in a child’s progress!

 

Posted in

Laura

Get My Free eBook

A Parent's Guide to Understanding Speech Language Development

free e-book
Role(Required)

Get real-time clinical coaching and Q&A for professionals and parents who want practical answers, clearer next steps, and direct access to Laura’s expertise.

Recent Posts

My Big Announcement…

Speech Therapy Toy Picks for 2024 for Toddlers and Preschoolers with Language Delays

Stage 8 Toy List for Early Roles and Pretending with Peers from Stages of Play for Toddlers and Preschoolers with Language Delays

Stage 7 Toy List for New Jobs and New Events from Stages of Play for Toddlers and Preschoolers with Language Delays

Stage 6 Toy List for Expanding Play Routines

Teach Me To Talk Testimonials

Happy Therapists, Teachers, Parents & Children

READ ALL TESTIMONIALS

"Laura, I am a long time follower.  You have mentored me from a distance for many years.  I've watched many of your courses and purchased 5-6 of your books.  I just wanted to take a moment as a sister in Christ to say- --- Thank you!!  I'm in my 33rd year as an SLP and still love it! I work in the public schools and have grown my skills along the way with your help.  Thank you thank you thank you and,  Many blessings to you and your daughter!!!"

Camille, SLP

"Laura,
Three years ago, my then 2year old (adopted) was only saying two words - momma and boat. We had been doing speech therapy for 6 months, and he loved to play, but he was entirely uninterested in talking. A dear friend who is a SLP recommended I look you up online. Since then, I've read your emails, listened to hours of your podcasts, ordered two of your therapy manuals, and watched many of your videos.

My now 5year old tells elaborate stories now, and if you didn't know his background, you would never guess. And thanks to the hours that I have spent with your guidance, when our next son, now a 2.5yr old, didn't talk (after a craniotomy), I had tools to get started with him. His speech has just taken off in the last month or so.

Thank you so much for all that you do to help parents facilitate speech therapy with their kiddos. And thank you for your gentle, confident living of your faith.
God's blessings."

Rachel (mom to 3 boys in a now very noisy house!)

"Hi Laura!

I became an SLP in 2004 and you were my first SLP crush! I was so fortunate to have a supportive school district that allowed me to purchase your videos and the Teach Me to Talk handbook. Not only was the handbook a life saver (I literally called it my Bible lol), but the videos, oh how the videos changed my life, and the lives of the families I worked with! I remember telling my families that they'd love you, not only because you spoke directly to families, jargon free, but also because of your southern dialect. You speak directly and clearly, but never rushed and never over anyone's head, something I highly value. I told families that I could listen to you read the phone book and it would capture my attention. You see, I'm from Ohio where we don't get a whole lot of diversity and cool dialects, so listening to you talk about my favorite topics was a breath of fresh air. So many of us think talking over people's heads makes us more credible or whatever, but now that I've been around over 20 years, I can say you had it right all along. Southern speech included 😊"

Heather Welling, M.A., CCC-SLP, Early Intervention in Summit County, OH

"I found the modality checklists to be invaluable. I had something in hand that I can use right off the printer."

Elizabeth, SLP

"LOVED this program! It was jam-packed with a ton of information that will take time to incorporate into therapy sessions. (Not only is the child learning new skills, so am I as a therapist!) I've known about strength-based therapy and have done it, but not to the extent and to the organization offered in this training. I am looking forward to seeing how my therapy changes and how my little ones progress by using this program."

Leah, SLP

"This program was extremely beneficial for use in my practice. All of the information, handouts and techniques that were presented were amazing. Easy to follow along. I liked that it was broken up into different videos/sections."

Michele, SLP

"Thank you for including real-life stories and anecdotes from your own practice. Very helpful."

Ellen, SLP

"I loved the clear strengths guidance, and the reminder not to push too hard in therapy!"

Elizabeth, SLP

"The course was very helpful and practical. I will certainly apply this approach to children on my caseload. I kept thinking about children that already "graduated" from EI and wish I had this knowledge when I still had them on my caseload. (Although I did put a lot of other Teach Me to Talk information into practice!)"

Heidi, SLP

"I appreciated learning the 7 C's of Communication, which seemed to include, (restated/reorganized/ summarized) information from '11 Skills Toddlers Master Before Words Emerge', which I have successfully used for years now (Thank you so much!!!!). I appreciated the additional information included to better assist toddlers with ASD since that population, unfortunately, continues to rise. I also appreciated the focus on regulating children and the need to keep them regulated, since dysregulation and sensory impairment in toddlers is also rising. These are areas I did not study in grad school. I appreciate the worksheets we can provide for parents to identify strengths and how to use these strengths more effectively in treatment. Thank you again, for your essential contribution to our field. p.s. You and Macy are precious!! God bless you both!"

"I am one of those therapists who you pointed out works on the wrong things. ARH!! What a slap in the face, but in a good way, because it was a much needed wake up call. I've hated my job lately and now I know why. Thank you for the clarity."

Susan, SLP

"Dear Ms. Laura and sweet Macy, I just purchased the new course and wanted to say THANK YOU! I would have definitely expected such cutting-edge information to come from you!  I am part of several message boards for parents of autistic children, and we parents are just so tired of being told by professionals what our children can't or will never do.  And really, what is the point of doing that? How does that help at all? Except to make the parent miserable and feel like there is no point in trying to help their child?...The tone of the course is great (such positivity), and Macy is such a delight! She is such a wonderful addition to Teach me to Talk." 

Ann, SLP

“I loved the handouts to share with parents to help them understand how utilizing their child's strengths and interests is the best way to facilitate their child's communication abilities.” 

Colleen, SLP

“The most beneficial part of the program is the strengths survey, as well as the treatment toys and activities that correspond to each strength. There was no part of the program that I did not feel was beneficial.” 

Natalie, SLP

"I LOVED the energy of this course! I also appreciated the research facts I learned I can spit out to other professionals and parents. The best part was how characteristics of ASD were divided into strengths and therapy activities... so if I have a visually inspecting kid, I know I can go into my pdf and find out what activities I should target based on that characteristic... this really did improve how I think about therapy." 

Kelsey, SLP

"I feel so much more at ease now having a huuuuuge packet of therapy ideas and a framework for organizing my therapy and having an actual PLAN instead of just "following the child's lead" while trying to figure out how to work in the goals. The way the content was explained was easy to follow and the handouts are excellent." 

A, SLP

“I found identifying a child's strength helped me to consolidate my previous knowledge and experience. I feel I have a clear method to identify a child's strength and to build their strengths into sessions plans to help achieve their set goals.” 

Christine, SLP

"Wow, this course was by far my favorite course I have taken in a long time! I have been lately feeling "stuck" with a few of my autistic toddler clients, and this course provided clear and helpful tools and strategies to best support our clients while also being affirming. I loved all of the ideas that were provided as well as the Strengths Survey – I can't wait to implement all of these wonderful things!"

Isabel, SLP

“The most beneficial part of the course was the handouts to share with parents and ALL the therapy ideas!! I've always felt that we focus on the 10% a kiddo can't do instead of the 90% Can Do. I have always tried to do this in my therapy sessions. Now I have evidenced material for support!!!!!”

Suzanne, SLP

“Liked systematic handouts to use to help with assessment and diagnostic therapy. Enjoyed hearing examples of each strength domain. Great review and great handouts to be able to share with families. The course was well organized and the content is much needed as an EI therapist.”

Terri, SLP

“This was a fresh new philosophy and a comprehensive approach with a new concept for successfully working with children with Autism. Before this ,the very structured, compliance teaching model which has been utilized by many therapists using comply-reward, noncompliance -punish or a with-hold philosophy. Children with Autism became prompt-.dependent with this method. These Children couldn't initiate language or make a plan to move on their own. They had to wait to be prompted to act or to respond and never spoke spontaneously on their own. I and many of my SLP colleagues have always believed in play therapy and giving the child choices to play works best. It is very important that Parents should hear about this strategy! Thank you Laura and Macy for doing the evidence-based research and putting this new concept into words!!”

Teresa, SLP

“This was a wonderful, easy to understand course with lots of great materials. Exactly what the fabulous Laura Mize is known for!” 

F, SLP

"I am an autism mom, and I bought your books and listened to several podcast episodes over the last few years. I believe your teach me to talk and autism workbook were one of the number one tools in giving me to guidance to help my son. Thank you!"

Brittni

"I just want to thank you for the invaluable information you’ve given me in helping my grandson to talk (which I have passed on to his parents). We’ve ve learned patience, appropriate expectations, and fun and effective strategies that we had found no where else. He is exploding with conversation! Sometimes I struggle to interpret his articulation, but all I have to do is say, “Show me”, and he’s excited to do so. He and I both want so badly to communicate with each other, and your strategies have made it so much easier and non-threatening. Once again, I thank you from the bottom of my heart."

Stacey

"My little guy is taking off like a rocket!! We’ve been working through your Autism Workbook for a few months and he has had an explosion of skills develop. YOU are AMAZING! THANK YOU!" Laura Q, Mom

"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."

Dianne