This case study was written by Fern Andraos, and while every child is unique and special, the story arc is not. When kids come into play-based, relationship-based, holistic speech therapy, they transform. It always feels like magic (even though we know it’s not). I hope you’ll enjoy this story of growth, change and success! 

And if the first part of Jake’s story resonates with you, reach out to info@speechkids.com to help your kiddo!

xo G

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Jake was a happy, bright, friendly little guy who had a lot to say.

Except that he had recently become very quiet and had started getting in trouble at school because no one could understand what he was talking about: his speech was almost completely unintelligible.  

At 4 years old, Jake could play baseball, tackle his little brother, create amazing artwork, write most of the letters of his name.

What he could not do was clearly express himself.

This was frustrating for both Jake and his parents, especially because Jake knew what he wanted to say and he had the vocabulary to say it. It’s just that the sounds were getting mixed up. 

His /k/ sounded like a /t/; his /g/ sounded like a /d/; his /s/ sometimes sounded like a /t/ as well; “sh” was /s/, “ch” was /ts/, “r” was /w/ and “l” was /j/. 

With that many substitutions, his words sounded like gibberish.  

Those who knew Jake could usually make out what he was trying to say, but it took a lot of effort from everyone. At school, kids would walk away from Jake because they couldn’t didn’t have the patience or the skill to decipher Jake’s substitutions. Jake was getting more and more upset at being isolated.

Jake was shy when I walked into Jake’s house to meet him for the first time. Rightfully so! Here was a stranger coming to listen to him talk!  Rather than immediately focus on him, I spent that first session (or 2), focusing on getting to know Mom, Dad and Jake’s nanny…..pouring my attention into his support group.  This allowed me to do two very important things: 

1. Give his caretakers the time to express their worries, concerns and goals for therapy, and 2. Give Jake time to get to know me and learn that I was a trusted adult without having to directly interact with me.  

By the 3rd session, Jake was comfortable showing me his toys and bringing me his favorite books.  We spent time brushing and petting his dog, talking about his friends and looking at his favorite toys. 

And if you’re reading this thinking, “Oh, that sounds like casual play”, then know this: all that time, I was collecting a sound repertoire.  I was noting which sounds Jake could say clearly and which sounds he struggled with: no small task!

Once I had Jake’s sound repertoire AND once he trusted me, I was able to begin exploring those sounds with Jake.  Jake learned some sounds quickly by me just showing him what his mouth needed to do to make that sound.  Other times, he needed lots of work and repetition.  

The hardest sound for Jake – the elusive /k/ – took months.  We started with hearing the difference between a /t/ vs. a /k/ with our ears.  Once I was sure Jake could HEAR the difference, we began learning how to SAY the difference.  We watched our mouths in the mirror, we practiced fake coughing and tried /k/ with other sounds that were made in the back of our mouths to help Jake’s tongue get in the right position. I made a word list for Jake that was personalized for him and what HIS mouth could do, and we practiced them over and over while playing a fun game or pretending with cars.  Eventually, when I knew he could say the words on his own, I gave the list to his mom, dad and nanny to practice with him.  

One day, Jake asked for a “CAR” to play with. The next day, he told his mom he wanted “ICE CREAM” for dessert (saying “cream” with the /k/ sound).  

Even though kids work hard to progress in therapy; and even though I know that my interventions and training work, whenever a client starts to USE the skills they’ve learned in therapy, it feels like magic. The thrill never gets old.

Jake finished up in speech therapy shortly after he began using that last trouble sound in his “regular conversations”.  These days, Jake is a happy, healthy 5th grader who is considered a strong leader and advocate for himself and others.

Yes. Read that last paragraph again: not only can Jake now say all of his sounds, but he has transformed into a LEADER and ADVOCATE for himself and others. 

The changes that happen in speech therapy don’t just influence a child’s talking, they influence a child’s whole demeanor; the whole way that they present themselves in the world. It always feels like magic.

TL;DR: Speech therapy can help kids learn to say sounds, but it also teaches them self-confidence and leadership. Jake’s case is a great example of this.

xo G