Its is raining wonderful and glorious words at our house and I wanted to share some:
hullabaloo
delicious
wonderful
awesome
flamingo
beautiful
amazing
great
Correct use of I, you, me, etc.
his/her
His speech is blossoming. Sentences are running out of him faster than I can keep track. He now comes up to you and says, "I want to talk." He then will pick a random topic- snow, frocidols (crocodiles to you), the dog, the school bus, and talk about them.
He can now answer questions like- What do you do when it is cold? What is a bed for?
Showing posts with label Speech Therapy. Show all posts
Showing posts with label Speech Therapy. Show all posts
Tuesday, November 10, 2009
Wednesday, June 3, 2009
Transition Report
As we get ready for Little Bug's IEP evaluation and meeting, we have been getting his reports in order. I wanted to share with you his transition report for his current program.
Attendance history:
Little Bug receives education services from XXXX in the form of 2 60-minute one-on-one sessions (one at home and one at the center) per week and 3 90-minute developmental playgroup sessions per week. Little Bug has excellent attendance and has only missed playgroup and one-on-one education sessions due to illness and doctor’s appointments.
Little Bug also receives 1 60 minute occupational therapy session and one speech therapy session every week. Information regarding occupational and speech therapy services can be found in separate reports.
Student’s interests & strengths:
Little Bug is an extremely bright, endearing little boy who enjoys playgroup and playing with his therapists. Some of his favorite activities include playing with play dough, drawing with markers, stringing beads, completing puzzles, and playing in the sandbox or sensory table. Little Bug loves sea life, particularly sharks, and will happily point out any shark or ocean creature that is visible to him.
Little Bug is very social and will initiate play with adults. When he started our program, Little Bug primarily used signs (up to 60 signs were used without prompting) and single words to communicate. Currently, he uses 2-3 word utterances unprompted.
Little Bug also uses a point to request and comment. Lately, he has become extremely proficient at using a point paired with eye contact to comment.
Student’s areas of challenge & helpful instructional strategies:
Little Bug has moments where he is inflexible in his play. For example, wanting his trains to go only a certain direction on the tracks, getting frustrated when a shark is drawn on his paper without a fin or eye, or becoming upset if he gets the wrong color bowl at snack time. Little Bug has been working through these incidents with adult support encouraging him to “be flexible.” Little Bug also may become stuck on a highly preferred activity such as outdoor push cars & lawnmowers, trains, and other toy vehicles. He usually needs adult support to calmly transition to a new activity. Occasionally he needs to go take a break in a “calm down” area when these events happen. Little Bug has begun spontaneously choosing to go over to the “calm area” and look at a book when he becomes upset. He typically calms within a couple of minutes and makes a new activity choice.
Notes on IFSP goals & present levels/progress:
Little Bug will use a variety of two-word combinations to request, comment, and protest. To request, Little Bug will often use the sentence stem “want ____.” Lately, he will often self-correct himself and say, “I want ____ please.” We are now working on expanding Lennon’s expressive language to include more of a variety of commenting stems. For example, “I have ___,” “I see____,” and “It’s a ____.” Progress made.
Little Bug will use at least 5 descriptive (i.e. big, little, pretty, soft, etc.) words when he comments on an object or picture. Little Bug has independently used “big” and “little” when commenting about objects, as well as saying their respective colors if applicable, but has not expanded beyond that. He will imitate an adult who uses “pretty” or “soft.” Progress made.
Little Bug will correctly answer yes/no questions when asked. Little Bug answers “yes” and “no” to both preferred and non-preferred objects as well as answering to the identity of an object (i.e. is this a dog?) the majority of the time. Lately, Little Bug has been repeating the name of the object instead of answering “yes” or “no” to preference questions. Goal almost met!
Little Bug will receptively identify a) shapes b) colors c) actions in pictures d) attributes. Little Bug is able to identify circle, star, square, triangle, and triangle, as well as blue, green, red, yellow, orange, and purple. Little Bug has identified many actions in pictures including walking, jumping, crying, blowing, sleeping, and eating. For attributes, Little Bug is able to identify big and little independently. a) Goal met b) Goal met c) Goal met d) Progress made.
Little Bug will follow two- step directions a) with contextual cues b) without contextual cues. Currently, Little Bug needs contextual cues to successfully complete a two-step direction, although he has followed a few directions independently. Progress made.
Little Bug will interact with peers by a) initiating social interactions with peers in a variety of ways (throws a ball to another child, asks for a turn with a toy) b) maintaining a social interaction (waits for the other child to throw the ball back, waits while the other child takes a turn and then asks for another turn).
Little Bug will give peers a high five or give them an item with a verbal reminder from an adult. Little Bug consistently holds hands with familiar peers with a verbal direction from an adult. He rolls a ball back and forth or plays chase with a peer with adult physical and verbal support. Little Bug independently maintained an interaction of holding hands with one of his peers during a game of “Red Light, Green Light” and is beginning to independently seek out a peer to hold his or her hand during this game. Little Bug also maintained rolling a ball up and down the slide to a peer for multiple turns with minimal adult support. Little Bug has begun identifying familiar peers by their names. Progress made.
Little Bug will remain calm when told that it is time to be all done with a preferred activity and transition to a new activity with a verbal reminder. In one-on-one, Little Bug does a nice job of ending a preferred activity and choosing a new activity when given a warning. Occasionally, Little Bug needs help choosing the next activity and needs an adult to give him a choice, but is mostly independent in this task. In a playgroup setting, he is now doing a nice job of ending play with push toys & ride on toys during outside time, but continues to struggle with ending play with highly preferred toys like trains and vehicles during indoor play. Little Bug is given a warning that an activity will be ending and sometimes a timer is used to make it clear when it is time to be all done. If he becomes upset, he is given a chance to “take a break” or sit in a “calm down” area until he is ready to make a new activity choice. Progress Made.
Little Bug will identify objects by a) function (what the object is used for) b) feature (identifiable characteristics) c) class (i.e. animals, food, etc.). Little Bug has identified the following items by function: fork, spoon, bed, book, car, toothbrush, and chair. Feature: wheels, tail, laces, wings, and house. Little Bug has sorted the following items by class: animals, food, vehicles, shapes, colors, and people. a) Goal met b) Goal met c) Goal met!
Little Bug will demonstrate a concept of one (i.e. when the teacher holds out a handful of crackers and says “Take one,” Little Bug takes only one cracker). Little Bug does a fantastic job of taking only one item when asked to do so. He has demonstrated this skill with fish crackers, pegs, balls, and markers. He demonstrates this skill in a group setting as well. Goal met!
Little Bug will engage in turn taking exchanges a) first with adults and b) then with peers by requesting a turn, taking his turn, & giving the item back to the other person when they request a turn. a) When taking turns with adults, Little Bug has become better about waiting his turn. He sometimes needs an adult to say, “wait” and help him count (usually to 5) while the adult takes his turn. Little Bug can play a simpler version of Cariboo or Barnyard Bingo with up to 3 adults. b) With most items and simple games like Cariboo or Tic Tac Tony, Little Bug can take short turns with peers with adult support. Adult support may include verbally reminding Little Bug to give the item to his peer, verbally reminding him to “wait”, or helping him count while he waits. Little Bug struggles some with sharing highly preferred items like vehicles or sea life, but has made a lot of progress! For example, Little Bug will calmly play with trains alongside other children that are playing with trains. With an adult near him, he will play with his trains with few to no attempts to grab the trains other children are playing with. Progress made.
Little Bug will independently participate in group activities, such as snack time and circle time, by: a) sitting and attending for 5-10 minutes b)imitating adults actions with & without objects c) following routine directions. a) Little Bug sits and attends to snack times without an adult sitting behind him, but needs verbal reminders to stay seated on average three times during a 10-15 minute snack time. Little Bug and joins and participates in routine group games like parachute time & “Red Light, Green Light”. Little Bug attends to circle time without a parent sitting nearby. He sometimes needs adult support to join the beginning of circle and a teaching assistant sits a few feet away during circle time. Very recently, Little Bug has had difficulty with inflexibility during circle including crying or laying down on the floor when he gets the wrong color of circle prop or when a song is selected that he doesn’t want. If the rest of the group continues with the song, Little Bug is usually able to self calm and participate in circle time. Goal Nearly Met. b) Little Bug imitates a wide variety of routine actions at snack time and actions with and without objects in preferred circle time songs. Goal Met. c) Little Bug follows familiar directions within the context of group routines like snack, circle, and parachute time. Goal Met.
Attendance history:
Little Bug receives education services from XXXX in the form of 2 60-minute one-on-one sessions (one at home and one at the center) per week and 3 90-minute developmental playgroup sessions per week. Little Bug has excellent attendance and has only missed playgroup and one-on-one education sessions due to illness and doctor’s appointments.
Little Bug also receives 1 60 minute occupational therapy session and one speech therapy session every week. Information regarding occupational and speech therapy services can be found in separate reports.
Student’s interests & strengths:
Little Bug is an extremely bright, endearing little boy who enjoys playgroup and playing with his therapists. Some of his favorite activities include playing with play dough, drawing with markers, stringing beads, completing puzzles, and playing in the sandbox or sensory table. Little Bug loves sea life, particularly sharks, and will happily point out any shark or ocean creature that is visible to him.
Little Bug is very social and will initiate play with adults. When he started our program, Little Bug primarily used signs (up to 60 signs were used without prompting) and single words to communicate. Currently, he uses 2-3 word utterances unprompted.
Little Bug also uses a point to request and comment. Lately, he has become extremely proficient at using a point paired with eye contact to comment.
Student’s areas of challenge & helpful instructional strategies:
Little Bug has moments where he is inflexible in his play. For example, wanting his trains to go only a certain direction on the tracks, getting frustrated when a shark is drawn on his paper without a fin or eye, or becoming upset if he gets the wrong color bowl at snack time. Little Bug has been working through these incidents with adult support encouraging him to “be flexible.” Little Bug also may become stuck on a highly preferred activity such as outdoor push cars & lawnmowers, trains, and other toy vehicles. He usually needs adult support to calmly transition to a new activity. Occasionally he needs to go take a break in a “calm down” area when these events happen. Little Bug has begun spontaneously choosing to go over to the “calm area” and look at a book when he becomes upset. He typically calms within a couple of minutes and makes a new activity choice.
Notes on IFSP goals & present levels/progress:
Little Bug will use a variety of two-word combinations to request, comment, and protest. To request, Little Bug will often use the sentence stem “want ____.” Lately, he will often self-correct himself and say, “I want ____ please.” We are now working on expanding Lennon’s expressive language to include more of a variety of commenting stems. For example, “I have ___,” “I see____,” and “It’s a ____.” Progress made.
Little Bug will use at least 5 descriptive (i.e. big, little, pretty, soft, etc.) words when he comments on an object or picture. Little Bug has independently used “big” and “little” when commenting about objects, as well as saying their respective colors if applicable, but has not expanded beyond that. He will imitate an adult who uses “pretty” or “soft.” Progress made.
Little Bug will correctly answer yes/no questions when asked. Little Bug answers “yes” and “no” to both preferred and non-preferred objects as well as answering to the identity of an object (i.e. is this a dog?) the majority of the time. Lately, Little Bug has been repeating the name of the object instead of answering “yes” or “no” to preference questions. Goal almost met!
Little Bug will receptively identify a) shapes b) colors c) actions in pictures d) attributes. Little Bug is able to identify circle, star, square, triangle, and triangle, as well as blue, green, red, yellow, orange, and purple. Little Bug has identified many actions in pictures including walking, jumping, crying, blowing, sleeping, and eating. For attributes, Little Bug is able to identify big and little independently. a) Goal met b) Goal met c) Goal met d) Progress made.
Little Bug will follow two- step directions a) with contextual cues b) without contextual cues. Currently, Little Bug needs contextual cues to successfully complete a two-step direction, although he has followed a few directions independently. Progress made.
Little Bug will interact with peers by a) initiating social interactions with peers in a variety of ways (throws a ball to another child, asks for a turn with a toy) b) maintaining a social interaction (waits for the other child to throw the ball back, waits while the other child takes a turn and then asks for another turn).
Little Bug will give peers a high five or give them an item with a verbal reminder from an adult. Little Bug consistently holds hands with familiar peers with a verbal direction from an adult. He rolls a ball back and forth or plays chase with a peer with adult physical and verbal support. Little Bug independently maintained an interaction of holding hands with one of his peers during a game of “Red Light, Green Light” and is beginning to independently seek out a peer to hold his or her hand during this game. Little Bug also maintained rolling a ball up and down the slide to a peer for multiple turns with minimal adult support. Little Bug has begun identifying familiar peers by their names. Progress made.
Little Bug will remain calm when told that it is time to be all done with a preferred activity and transition to a new activity with a verbal reminder. In one-on-one, Little Bug does a nice job of ending a preferred activity and choosing a new activity when given a warning. Occasionally, Little Bug needs help choosing the next activity and needs an adult to give him a choice, but is mostly independent in this task. In a playgroup setting, he is now doing a nice job of ending play with push toys & ride on toys during outside time, but continues to struggle with ending play with highly preferred toys like trains and vehicles during indoor play. Little Bug is given a warning that an activity will be ending and sometimes a timer is used to make it clear when it is time to be all done. If he becomes upset, he is given a chance to “take a break” or sit in a “calm down” area until he is ready to make a new activity choice. Progress Made.
Little Bug will identify objects by a) function (what the object is used for) b) feature (identifiable characteristics) c) class (i.e. animals, food, etc.). Little Bug has identified the following items by function: fork, spoon, bed, book, car, toothbrush, and chair. Feature: wheels, tail, laces, wings, and house. Little Bug has sorted the following items by class: animals, food, vehicles, shapes, colors, and people. a) Goal met b) Goal met c) Goal met!
Little Bug will demonstrate a concept of one (i.e. when the teacher holds out a handful of crackers and says “Take one,” Little Bug takes only one cracker). Little Bug does a fantastic job of taking only one item when asked to do so. He has demonstrated this skill with fish crackers, pegs, balls, and markers. He demonstrates this skill in a group setting as well. Goal met!
Little Bug will engage in turn taking exchanges a) first with adults and b) then with peers by requesting a turn, taking his turn, & giving the item back to the other person when they request a turn. a) When taking turns with adults, Little Bug has become better about waiting his turn. He sometimes needs an adult to say, “wait” and help him count (usually to 5) while the adult takes his turn. Little Bug can play a simpler version of Cariboo or Barnyard Bingo with up to 3 adults. b) With most items and simple games like Cariboo or Tic Tac Tony, Little Bug can take short turns with peers with adult support. Adult support may include verbally reminding Little Bug to give the item to his peer, verbally reminding him to “wait”, or helping him count while he waits. Little Bug struggles some with sharing highly preferred items like vehicles or sea life, but has made a lot of progress! For example, Little Bug will calmly play with trains alongside other children that are playing with trains. With an adult near him, he will play with his trains with few to no attempts to grab the trains other children are playing with. Progress made.
Little Bug will independently participate in group activities, such as snack time and circle time, by: a) sitting and attending for 5-10 minutes b)imitating adults actions with & without objects c) following routine directions. a) Little Bug sits and attends to snack times without an adult sitting behind him, but needs verbal reminders to stay seated on average three times during a 10-15 minute snack time. Little Bug and joins and participates in routine group games like parachute time & “Red Light, Green Light”. Little Bug attends to circle time without a parent sitting nearby. He sometimes needs adult support to join the beginning of circle and a teaching assistant sits a few feet away during circle time. Very recently, Little Bug has had difficulty with inflexibility during circle including crying or laying down on the floor when he gets the wrong color of circle prop or when a song is selected that he doesn’t want. If the rest of the group continues with the song, Little Bug is usually able to self calm and participate in circle time. Goal Nearly Met. b) Little Bug imitates a wide variety of routine actions at snack time and actions with and without objects in preferred circle time songs. Goal Met. c) Little Bug follows familiar directions within the context of group routines like snack, circle, and parachute time. Goal Met.
Friday, January 16, 2009
Speech Evaluation Results
We met his new therapist yesterday for speech and we really liked her. Little Bug, as expected, was pretty upset by the evaluation- before, during, and after it. He had a couple of minor meltdowns and we had to take a couple of walks during the evaluation. On a side note, it was nice for one of his therapists to finally see this behavior in person and not just by video or in anecdotal tales.
The last time he was tested, he received a 64 in receptive speech, which rated a severe delay as the "normal" range is 85 to 115. In expressive speech, he rated a 74, a significant moderate delay. This time, his expressive speech had not changed. His receptive speech has gone up to a 71, which is amazing! As a child ages, the curve grows with the expectations raising. He made up ground! His over all score was a 72- a significant moderate delay.
It was the best bad news we have received. I imagine that one day, hearing significant moderate delay will stop hurting... eventually. Its not that we don't accept him- we love every moment with him (even when it is hard beyond belief) and everything about him. Its just as a parent, you want to give your child every opportunity. Sometimes, these situations make it hard to see what opportunities are there. He's not a victim of anything- that's not how we see him. Its hard to hear other people say that because of who he is, he is limited. We know that can't be true and will accept nothing less. Little Bug will reach his fullest potential- whatever that is.
I don't think that I can accurately capture why this hard without sounding like I am demeaning him or not appreciating the accomplishments he has made- and he has made tons! It is simply emotionally hard. I imagine many parents struggle with this feeling- of loss, of guilt, of second guessing. Often times, when I feel hurt- like by the results- I instantly feel guilty about feeling hurt. I have to defend and rationalize my feelings to myself rather than simply being. It is a dizzying maze and hard to explain. I'm sure you know what I am feeling.
The last time he was tested, he received a 64 in receptive speech, which rated a severe delay as the "normal" range is 85 to 115. In expressive speech, he rated a 74, a significant moderate delay. This time, his expressive speech had not changed. His receptive speech has gone up to a 71, which is amazing! As a child ages, the curve grows with the expectations raising. He made up ground! His over all score was a 72- a significant moderate delay.
It was the best bad news we have received. I imagine that one day, hearing significant moderate delay will stop hurting... eventually. Its not that we don't accept him- we love every moment with him (even when it is hard beyond belief) and everything about him. Its just as a parent, you want to give your child every opportunity. Sometimes, these situations make it hard to see what opportunities are there. He's not a victim of anything- that's not how we see him. Its hard to hear other people say that because of who he is, he is limited. We know that can't be true and will accept nothing less. Little Bug will reach his fullest potential- whatever that is.
I don't think that I can accurately capture why this hard without sounding like I am demeaning him or not appreciating the accomplishments he has made- and he has made tons! It is simply emotionally hard. I imagine many parents struggle with this feeling- of loss, of guilt, of second guessing. Often times, when I feel hurt- like by the results- I instantly feel guilty about feeling hurt. I have to defend and rationalize my feelings to myself rather than simply being. It is a dizzying maze and hard to explain. I'm sure you know what I am feeling.
Thursday, January 15, 2009
Just when you think you have it figured out...
...it all changes. Last night, we had teriyaki and tempura for dinner. This usually means that Little Bug eats two balls of rice, a couple pieces of chicken, and a broccoli tempura. Not last night- he took it upon himself to try each vegetable- he touched the sweet potato, took several bites of the green pepper, and licked the onion! It was amazing. Anyway who knows Little Bug knows that his veggies are tomatoes, potatoes, and corn and he generally survives on chicken strips because he has become so restrictive in what he is eating. We were absolutely shocked.
Our night of newness continued by witnessing Little Bug relating with a movie in a personal way. We watched Horton Hears A Who, and he took it upon himself to rename the characters- Nick was Horton- the lovable but easily distract able elephant who had to stand up to his jungle community for his friends, I was the cranky and strict kangaroo- who needs to learn to have faith and to relax, and Ama was the mayor- who's mission is to stand up for what he knows is right. Nick and I couldn't help but laugh because when it came to the root lesson or mission the character had, Little Bug was right.
Today, meets his speech therapist and has another evaluation on his speech. I am anxious for two reasons. First, I am anxious to find out how far he has come in the past four months. Its kind of a measure of the work we have done, you know? Secondly, these evaluations make him bonkers afterwards. He generally becomes unhinged and like a wild animal- no talking, lots of grunting, and very nervous. Its really primal and I don't completely understand the reaction. It often leaves me wondering if we really know all that much about ASD and the brain in general. At times, the evaluations remind me of a mechanic that is whacking at an engine with a wrench, praying to hit the right part.
Our night of newness continued by witnessing Little Bug relating with a movie in a personal way. We watched Horton Hears A Who, and he took it upon himself to rename the characters- Nick was Horton- the lovable but easily distract able elephant who had to stand up to his jungle community for his friends, I was the cranky and strict kangaroo- who needs to learn to have faith and to relax, and Ama was the mayor- who's mission is to stand up for what he knows is right. Nick and I couldn't help but laugh because when it came to the root lesson or mission the character had, Little Bug was right.
Today, meets his speech therapist and has another evaluation on his speech. I am anxious for two reasons. First, I am anxious to find out how far he has come in the past four months. Its kind of a measure of the work we have done, you know? Secondly, these evaluations make him bonkers afterwards. He generally becomes unhinged and like a wild animal- no talking, lots of grunting, and very nervous. Its really primal and I don't completely understand the reaction. It often leaves me wondering if we really know all that much about ASD and the brain in general. At times, the evaluations remind me of a mechanic that is whacking at an engine with a wrench, praying to hit the right part.
Wednesday, September 24, 2008
One step forward, Two steps back
So the wonderful speech therapist our FRC found is not covered by our insurance and we simply cannot afford to pay for it out of pocket. It breaks my heart that Little Bug's learning is based on how much we make.
Someone suggested that we look into Disability for Little Bug to cover the cost of therapy. We did their online survey and we make too much money. Talk about a rock and a hard place. I imagine this is the theme for a lot of families dealing with Autism.
We received his goals for Play Therapy and they are quite lofty. It makes my heart race to think how we are going to help him accomplish this. He is a brilliant kid and I know that he can do it.
Someone suggested that we look into Disability for Little Bug to cover the cost of therapy. We did their online survey and we make too much money. Talk about a rock and a hard place. I imagine this is the theme for a lot of families dealing with Autism.
We received his goals for Play Therapy and they are quite lofty. It makes my heart race to think how we are going to help him accomplish this. He is a brilliant kid and I know that he can do it.
Tuesday, September 23, 2008
Falling into Place
We have got great news!!!! Our amazing FRC found us a speech therapist in Federal Way who has an immediate opening for Little Bug on her roster. She uses the PROMPT method of teaching- which is basically a serious of rapid prompts to get a child to complete a specific task- speech, dressing, self soothing, etc. Our FRC is referring us and *hopefully* we should hear something soon.
Yesterday we meet Little Bug's Autism Education teacher and got the schedule for that- she will be doing a home visit on Mondays and Little Bug will be doing in center on Wednesdays. The point of this is to get Little Bug to be able to take skills from the center and apply them at home. I am not sure what this entails exactly or what we will be working on.
We should be getting his goals for playgroup shortly. I know one thing he will need to work on is receptive language- i.e. understanding what is being said to him. I have to say, this is a bit overwhelming because we are doing the best we can. I know that they will give us lots of tips and tricks.
On the upside, while days are becoming more and more packed with therapies, Little Bug will be getting the help he needs. This is really exciting and I am hoping that we will see a lot of progress. The only piece left is Occupational Therapy.
To keep track of his progress, I thought I would document what he can say and sign at this point in time. This will let us check in and see how he is progressing.
Spoken Words:
Ma
Da
Bubble
Do- dog
La- water
Bo- boat
diddy- kitty
Des- Pleiades- MA's dog
No
Go
Yup!
Sign:
My Turn
Together
More
Eat
Drink
Go
Sleep
Bath
Potty
Cat
Dog
Cow
Horse
Duck
Bird
Fish
Milk
Apple
Cereal
Boat
Water
Mom
Dad
Please
Thanks
Help
Ball
Baby
Caterpillar
Sign
Time
Shoes
Socks
Diaper
Car
Train
Yesterday we meet Little Bug's Autism Education teacher and got the schedule for that- she will be doing a home visit on Mondays and Little Bug will be doing in center on Wednesdays. The point of this is to get Little Bug to be able to take skills from the center and apply them at home. I am not sure what this entails exactly or what we will be working on.
We should be getting his goals for playgroup shortly. I know one thing he will need to work on is receptive language- i.e. understanding what is being said to him. I have to say, this is a bit overwhelming because we are doing the best we can. I know that they will give us lots of tips and tricks.
On the upside, while days are becoming more and more packed with therapies, Little Bug will be getting the help he needs. This is really exciting and I am hoping that we will see a lot of progress. The only piece left is Occupational Therapy.
To keep track of his progress, I thought I would document what he can say and sign at this point in time. This will let us check in and see how he is progressing.
Spoken Words:
Ma
Da
Bubble
Do- dog
La- water
Bo- boat
diddy- kitty
Des- Pleiades- MA's dog
No
Go
Yup!
Sign:
My Turn
Together
More
Eat
Drink
Go
Sleep
Bath
Potty
Cat
Dog
Cow
Horse
Duck
Bird
Fish
Milk
Apple
Cereal
Boat
Water
Mom
Dad
Please
Thanks
Help
Ball
Baby
Caterpillar
Sign
Time
Shoes
Socks
Diaper
Car
Train
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