Building Verbal Imitation Skills in Toddlers: A Speech Therapy Manual for Late Talkers
In this 180-page therapy manual Laura Mize, pediatric speech-language pathologist explains the hierarchy of verbal imitation skills she teaches to therapists throughout the country. This simple, straight-forward approach is easy for both parents and therapists to understand and implement during familiar play-based activities and daily routines. Laura’s method delivers a framework for knowing where to begin work with a late-talking child, provides ideas for what to try when a young child’s progress stalls, and can serve as your new approach when your standard methods don’t seem to be adequate for a particular child’s issues.
$58.00
Description
Why Some Toddlers Don’t Imitate Words
Many late-talking toddlers don’t yet know how to imitate. When we say, “Say ball,” and get a blank stare, it’s not defiance – it’s a missing foundational skill.
Imitation develops in stages. And for many children with developmental delays, those early stages were never fully mastered.
Before words come:
- Imitating actions
- Imitating gestures
- Imitating sounds
- Imitating mouth movements
This manual shows you exactly how to build those missing steps.
Imitation is the core skill that many late talkers, regardless of their official diagnosis, haven’t yet mastered. Building Verbal Imitation Skills in Toddlers is a must-read tool for parents and speech therapists.
Excerpt from the book:
Imitation emerges very, very early in typical development and often occurs without direct teaching. Many times parents are teaching a baby through imitation without being consciously aware of the process. An infant’s earliest social and communicative interactions consist of looking at his mother and instinctively copying her facial expressions and vocalizations. The mother hears her sweet baby’s coos and repeats those sounds. The child responds by moving his arms and legs and vocalizing even more. During these back and forth gazes and early ‘conversations,’ an infant, only a few months old, begins a life-long process of imitating another person.
In the second six months of life, this process evolves as a baby begins to imitate her parent’s actions with objects. A parent shows a child how to stack blocks or operate the new Busy Box. Actions begin to look more like communication when a child copies a parent’s movements in early social games like Patty Cake and Peek-a-boo.
Contrary to what we may have been taught, teaching imitation first begins with teaching a child to imitate actions, not words, during play. For many of the children we see, this serves a dual benefit of helping them learn how to play.
The Verbal Imitation Hierarchy Explained
In this 180-page therapy manual, Laura Mize, pediatric speech-language pathologist, explains the eight-level hierarchy of verbal imitation skills she teaches therapists across the country.
You’ll learn:
- Where to begin with a late-talking toddler
- What to do when progress stalls
- How to move from actions → sounds → words
- How to teach parents to carry over skills at home
What You’ll Learn Inside the Book
Each of the eight levels includes:
- A detailed explanation of the skill
- Clear prerequisite skills (so you don’t skip steps)
- Step-by-step “how to” teaching instructions
- Ready-to-use example charts
- Therapy materials and toy suggestions
- Daily routine implementation ideas
- Troubleshooting tips when progress stalls
- A one-page quick reference chart
Play-Based Therapy for Verbal Imitation
Laura provides specific examples for teaching imitation using:
- Bubbles
- Farm animals
- Baby dolls
- Potato Head
- Cars and trucks
And daily routines including:
- Meals and snacks
- Bath time
- Dressing and diaper changes
- Book reading
- Kitchen play
Many toddlers with developmental delays lack the fundamental skills necessary to begin to imitate single words, yet that’s just what we expect them to do when we write IFSP or IEP outcomes such as,
“Logan will use a variety of words to communicate his wants and needs to his parents and caregivers.”
As SLPs who work in early intervention and preschool programs, teaching verbal imitation is where our treatment plans usually begin. We jump right into treatment by ‘following a child’s lead’ during sessions and narrating play with single words in hopes of jumpstarting expressive language. We advise parents to model functional vocabulary words during daily routines so that the child will begin to repeat those words. If it were really that easy, would that kid be on your caseload in the first place?
As a parent, you may be surprised or confused when your toddler doesn’t respond as you coax them to try to say words.
Helping very young children with developmental delays learn to talk, and specifically learn to imitate words, requires that we revisit how imitation develops.
Even then many late talking toddlers aren’t yet ready to begin to imitate single words. The child may need to learn several ‘in-between’ steps before he’s ready to begin to imitate single words. Learning how to imitate mouth movements, early vocalizations like fake coughing and sneezing, play sounds like blowing raspberries and animal sounds, and easy exclamatory words such as “Wow!” should dominate our early sessions with late talking toddlers.
Many times parents and therapists don’t see success with late talking toddlers because we’re not working on the right things. Changing our approach to target imitation in its earliest and easiest forms is the place to begin.
Because young children learn best during play, Laura provides specific examples for using this approach with the following five common toys toddlers love bubbles, farm animals, baby dolls, Potato Heads, and cars and trucks.
Additionally, Laura lists specific recommendations for using this approach at home for several daily routines including meals/snacks, bath time, dressing/diaper changes, reading books, and playing in the kitchen.
If you’re a speech-language pathologist or developmental therapist looking for ideas to teach parents to use to incorporate language learning, then this is the resource for you! All charts and activity pages can be copied to share with parents as ‘homework’ for between sessions.
This resource is INVALUABLE for therapists who work in programs embracing a ‘no toy bag’ or consultative approach. Not only will you receive many, many practical ideas, but you’ll have plenty of written ‘how-to’ directions to share with parents in an easy-to-understand format.
Who This Book Is For
This manual is ideal for:
- Speech-language pathologists working in early intervention
- Developmental therapists
- Parents of late-talking toddlers
- SLPs working in consultative or “no toy bag” programs
- Graduate students learning early childhood intervention
Frequently Asked Questions About Verbal Imitation Skills in Toddlers
What are verbal imitation skills in toddlers?
Verbal imitation skills are a child’s ability to copy sounds, words, and vocalizations they hear from another person. Before toddlers can use words independently, they must first learn how to imitate actions, gestures, mouth movements, environmental sounds, and simple exclamatory words. For many late-talking toddlers, these foundational imitation skills are missing or underdeveloped. Teaching verbal imitation step-by-step helps children move from actions and sounds to meaningful spoken words.
Why won’t my toddler repeat words when I ask them to?
When a toddler does not repeat words, it is usually not stubbornness or lack of effort. Many late talkers simply have not yet developed the prerequisite imitation skills needed to copy speech. Children often need to learn how to imitate actions, gestures, facial movements, and simple sounds before they are ready to imitate single words. This book explains how to identify which foundational skills are missing and how to teach them in the correct order.
Should speech therapy start with words or with imitation?
For many toddlers with speech delays, therapy should begin with imitation of actions and sounds — not words. Research and clinical experience show that children often need several “in-between” steps before they can successfully imitate single words. Building imitation from actions → gestures → mouth movements → vocal play → exclamatory words creates a strong foundation for expressive language development.
Is this book appropriate for parents or only speech therapists?
Building Verbal Imitation Skills in Toddlers was written for both parents and professionals. Speech-language pathologists use it as a framework for treatment planning, while parents appreciate the clear, practical explanations and step-by-step teaching strategies they can use during everyday routines and play. All charts and activity ideas can be copied and shared for home practice.
How is this different from other speech therapy books for late talkers?
Many speech therapy approaches jump directly to modeling vocabulary words. This manual focuses on the underlying developmental sequence that must be in place before words emerge. The eight-level hierarchy ensures that therapists and parents are targeting the right skills at the right time, preventing months of stalled progress and frustration.
How long does it take to see progress with verbal imitation therapy?
Progress depends on the child’s current skill level and consistency of practice. When therapy targets the correct developmental level and foundational skills are strengthened first, many children begin showing measurable improvement more quickly. The manual includes troubleshooting strategies for when progress seems slow or stalled.
Additional information
| Weight | 2.0 lbs |
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5 reviews for Building Verbal Imitation Skills in Toddlers: A Speech Therapy Manual for Late Talkers
Teach Me To Talk Testimonials
Happy Therapists, Teachers, Parents & Children
"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
Jennifer, SLP, California –
“Thank you so much for the new therapy manual Building Verbal Imitation in Toddlers! I love the handouts and think they will be so helpful to the families of clients in our birth to 3 programs. ” Jennifer, SLP, California
Pat, Early Intervention SLP –
“Hi Laura – I just love your new book. Thank you, thank you for this valuable resource for parents and professionals!!” Pat, Early Intervention SLP
Angi, SLP, Alabama –
“Laura, love the new book!! I’ve read about a fourth of it and I am already implementing some of the great ideas you provided. Thank you!” Angi, SLP, Alabama
Danielle, SLP, CA –
“I received your book yesterday… I have been learning SOOO much! I wish I had known this coming out of grad school???” Danielle, SLP, CA
Molly, SLP –
“I like the eight levels chart for parents. They can see how one level builds to another and the progress made before there are WORDS. I also like to show that you can’t SKIP levels/ skills. Lots of ideas and suggestions but clear and concise. ” Molly, SLP, comment from teachmetotalk.com’s Facebook page