Stuttering Is Not A Flaw: Supporting Verbal Diversity

Stuttering is a natural and meaningful way that some brains and bodies communicate. The conversation around stuttering has been complex, tricky, and confusing. The previous approach focused more on the listener experience versus the speaker’s (one who is stuttering) experience. Techniques may have included fixing or reducing the stutter. There is no “cure” to stuttering, but there are steps to help support and guide. My work and approach is aimed in a neurodiversity-affirming framework. I view stuttering not as a flaw to eliminate,but as a difference to understand and support. My goal is to honor each individual’s voice right where it is and offer tools/techniques that expand choice, nurture self-trust, build autonomy and confidence, and reduce struggle. Understanding and accepting that stuttering is a disorder of speech fluency, not intelligence is paramount. Those who stutter have just as much potential to achieve as anyone else. Stuttering is no one’s “fault” and there are several known biological and neurological links to stuttering.

The Multifactorial Dynamic Pathways Theory of stuttering reminds us that stuttering does not stem from a single cause or deficit. There are several factors including: temperament, sensory processing, emotional regulation, neurological differences, and environmental context. These can shift which helps explain why stuttering can vary across settings. This theory helps us to understand that stuttering is a complex and adaptive communication difference.

Wholesome Tyke’s approach to therapy is rooted in looking at the whole person (strengths, sensitivities, relationships, environment) providing support pathways that reduce the struggle while also providing space for communication that feels safe and authentic. Whether you’re here to find out more about early guidance, school-age support, or other ways of support, I am here with compassion and evidence-based practice to help you and your child on the journey.

Big Thinking for Little Learners! Setting your child up for academic success.

Why Decontextualized language is powerful and why it can predict academic success?

In short, decontextualized language is talking about things you cannot see our touch at present. Think talk topics that include past events, future events, ideas, and stories. This language is more complex compared to contextualized language. Examples of contextualized language could include “ put on your coat” or “give me the red car”.

The complexity of decontextualized language comes from the abstract thoughts, complex vocabulary, and syntax. It also requires work on the mind to form a mental representation. Building this skill is important for preschool and elementary age kiddos because it builds vocabulary, supports reading comprehension, builds narrative skills, and story-telling. Kids are who hear and use more decontextualized language tend to experience literacy easier and perform better in academics.

Ways to support decontextualized language for your kiddo:

-Ask open-ended questions such as “ What was your favorite part of the day?” Or “What do you think might happen if we plant these seeds?”

-Asking “why” “what” and “how” questions when reading books “What happened at the beginning of the story?” or “Why do you think that character feels sad?”

-Act out stories with prompts or puppets

-Have kids “read” familiar books in their own words

-Lean into pretend play. Let go and watch your kids utilize their imagination!

-Model “thinking aloud” to your kiddo. Examples: “I wonder why the leaves change color?”or “ I’m wondering what would happen if we mix these two colors?” “I’m thinking the tower may fall down if we add another block.” He might be feeling sad because he misses his mom.”

When adults make their thinking visible, kiddos learn that language is a tool for understanding the world around them.

-Megie

Wholesome Tyke

Let it Snow and Let’s Talk!

Let It Snow and Let's Talk!

I am a therapist who loves being outside! I truly believe we need to be outside more than we are (for most of us). Outside and being in nature provides such a rich sensory experience as well as a calming and regulating experience to our nervous system. Since we got SNOW in NWA over the weekend, I thought it would be fun to provide some ways to boost language and learning.

First, let me explain a bit why being outside can provide such good benefit to our kiddos needing a language boost. Nature provides a predictable sensory input, meaning fewer sudden noises than indoor spaces, and an open space reduces physical crowding. A regulated nervous system means better capacity for learning. When kids are outside they naturally want to move. Run, walk, jump, climb are ways in which the vestibular and proprioceptive system receive information which support body awareness, emotional regulation, and attention. This all provides lovely ways for the body to "organize itself" which gives availability for the brain to focus on communication.

The best way to interact with your tyke is to follow their lead. Children (and everyone for that matter) learn best when they feel they have autonomy and agency. Model instead of prompt. Talk about what you are noticing around you. Add gestures and signs with words, and pause and wait. Sometimes we may feel like we need to talk continuously. There can be great power in pausing and allowing silence to take space.

Some great activities snow play time could include:

-Scooping snow (targeting requesting and turn-taking)

-rolling a snowball (targeting verbs: roll, go, big, stop)

-Throwing snow (targeting imitation, action words: throw, my turn, your turn)

-Stirring snow in a ball and watching it melt (targeting early concepts: snow, melt, water, all gone)

**If your kiddo isn't talking much yet, its okay to talk for them! Acknowledge ALL communication attempts and keep it fun and light. It can be easy to get stuck on verbal output (talking) but progress can come in many forms. More gestures, vocalizing, more pointing, etc...

Stay responsive, positive, and have fun!

With love,

Megie

-Wholesome Tyke

The Value of Self-Pay Services for Speech-Language Therapy

As a provider that offers self-pay services, I can focus on individualized care rather than focusing on volume. My practice is rooted in providing high-quality, individualized care for every child. I believe in being honest and intentional—if I determine that I am not the best fit for a family, I make it a priority to help guide them toward a provider who can serve their child well. Supporting families extends beyond therapy sessions, and community collaboration plays a meaningful role in my work. Another reason why I value self-pay is the flexibility I have to avoid the pressure to keep or discharge clients for billing reasons as well as avoid forced productivity quotas. This allows me to practice as a clinician— not as a billing provider. I want to create a model to provide services without restrictions that interfere with progress. Many families use private pay temporarily, combine self-pay with school-based services, or choose it as an early intervention initially.

I do offer superbills, if this is available to the family. A superbill is a detailed receipt provided by a healthcare provider that allows families to request reimbursement from their insurance company for services they paid for out of pocket. The family is responsible for submitting the superbill directly to their insurance company as an out-of-network claim. This is a good way for me to support families who are seeking partial reimbursement.

Insurance can be an essential resource for many families, helping make therapy more accessible and affordable—especially when long-term or complex care is needed. I fully understand that private pay is not feasible for every family, and insurance-based services may be the best fit for some. Every family’s situation is unique, and there is no one-size-fits-all approach to accessing speech therapy.

I hope this provides a little bit of transparency in my approach and model of care and what Wholesome Tyke is about.

If you’re still reading this, thanks for being here. Please reach out if interested in connecting with services or just to say hi!

—Megie

Wholesome Tyke

New Year, New Hopes

Thank you for being here!

** I will preface this content by saying that I am not a professional at grammar and spelling. There is a common misconception that SLPs must be really good at these skills, and personally, I am not, so if you come across a grammar or spelling error, I apologize. I will do my best to proofread. :)

Thank you for being here, and please reach out and share your thoughts. My intention with my blog post is to provide information, viewpoints, and develop a community.

New Year, New Hopes—

Belonging, access, and affirming support are what all individuals need and have a human right to. This year, my hope is to learn, grow, and become a “do better” SLP. I am far from perfect, but a definite strength of mine is curiosity and compassion. Here are a few ways I am committing to growth as an SLP. First, understanding that all forms of communication are valid. We are human beings, and diversity is a beautiful thing. Second, focusing on strength-based care. We live in a culture of “fixing.” While some things definitely need to be fixed, for others, it is more about support. This ties in well with the idea that there is no exact recipe for “normal” and approaching care from a lens of support and understanding, with a framework over programs and a flexible and curious mindset. I also believe we need to hold ourselves and society accountable to be compassionate and willing to learn. Instead of placing all the “work” on the individual receiving services, our community can learn about differences and ways we can support one another.