I Have Something to Say
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A Practical Step Choose one real decision in a routine and make its options accessible. Notice whether your response actually follows the child’s selection. Is this a chance to influence the activity, or an obstacle we created before allowing it to continue? People Can Hear Me in Different Ways I can show an interest, point, use a picture, or make a sound. My adults can notice the message I am showing. They can help me understand real choices. My choice can change what happens next. The adults follow the child’s pointing and offer a real choice. The train becomes available after the child indicates it. Notice how the adult’s response gives the message a practical effect without requiring speech, a particular gesture, or eye contact. 5. Shared Play, Books, and Interest A shared activity can be a conversation even without spoken turns. The adult’s task is to notice what interests the child and make room for an exchange without taking over. Join before adding Watch how the child uses an object or explores an activity. Join in a compatible way if invited, perhaps rolling another car nearby or noticing the same sound. Avoid immediately correcting play into the version you planned. 1. 2. 3. 4. 8
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A Family Example A child used a consistent sound for a favorite person. The adult responded to the message and said the name naturally. When there was uncertainty about whom the child meant, familiar pictures helped clarify without repeated demands to pronounce it. A Practical Step If speech is an agreed goal, ask the clinician for one everyday activity, one suitable target, and clear guidance about effort and stopping. Are we helping the child communicate more successfully, or counting sounds while overlooking the message? 11. Understanding Words in Daily Life Understanding should not be judged only by spoken answers. A child may show meaning through action or choice, while a missed response can reflect access, uncertainty, fatigue, or a wish not to participate. Make the message concrete Use clear language tied to the situation, such as “Put the cup on the table,” when that is the intended action. Avoid several instructions packed into one sentence. Add a familiar gesture or picture when useful. Say the message, then allow time before changing it. Rapidly repeating it with different wording can add processing demands. If it remains unclear, show or simplify the relevant part instead of increasing volume. Distinguish understanding from compliance A child can understand a request and still not want to do it. Check for refusal, discomfort, or competing interest. Conversely, compl
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A Brief Practice Record Record only enough information to guide a decision. Ordinary family life does not need continuous scoring. Activity and opportunity Date, situation, duration, and a real reason to communicate. Access Was the usual system available and usable? Message and method The child’s actual contribution, without changing their meaning. Assistance Spontaneous, after a model, after another prompt, or another clear description. Outcome What the partner did and whether the message was understood. Decision Keep, change, stop, or ask for advice—and why. Weekly Review Compare similar contexts where possible. Include the child’s experience and adult responsibilities, not only totals. Purpose What practical improvement were we trying to support? Examples T wo or three observations with their context. Access and effort What helped or hindered participation? Child’s view Preferences, refusals, enjoyment, or feedback that should guide us. Adult change One action to keep, one to adjust, or one to stop. Follow-up Who acts next, what advice is needed, and when we review. How I Communicate: Partner Profile Prepare and share with appropriate consent. Speak directly with the child and use the profile to support, rather than replace, their own messages. 28
I Have Something to Say is a practical parent guide for supporting communication and speech development while ensuring that every child has an effective and respectful way to communicate.
The book covers communication before speech, shared attention, child-led play, imitation without pressure, AAC, gestures, pictures, sounds, words, phrases, understanding language, sensory regulation, and communication at home and school. It also includes a structured 12-week home program, goal-setting tools, tracking forms, a vocabulary bank, social stories, and referral checklists.
This guide does not promise speech or replace individualized professional assessment.
Digital PDF edition. Written by Moses Ovadia.