Little Words

Say & Play T, D and N sounds (tongue tip)

Top, Dog and Nose

Initial /t/, /d/, and /n/ words selected by an SLP or caregiver

4 meaningful actionspath4 communication levelsSpeech optional

How this routine works

Dog wants to reach the door. Help with each part of the little path. The child changes the scene through four connected actions. These are the authored prompts and models, so an adult can preview the language before play.

  1. Play action 1Put the flag at the top.
    Buddy models: Top. Flag on top.
    The flag pops onto the top of the pole.
  2. Play action 2Who will follow the path?
    Buddy models: Dog can go.
    Dog starts along the path.
  3. Play action 3Dog stops to sniff.
    Buddy models: Nose. Dog uses his nose.
    Dog sniffs out the right trail.
  4. Play action 4The path ends here.
    Buddy models: Open the door.
    The door opens and Dog runs home.

Why this interaction fits the communication goal

Primary target: Initial /t/, /d/, and /n/ words selected by an SLP or caregiver

Ways to participate: Help Dog through the obstacle path by tapping. Speech is optional.

  • The scene carries the meaning. The child acts directly on the objects instead of answering flashcards over a background.
  • Models can stay short or expand. Examples include:
    • sound attempt
    • word approximation
    • target word
    • short phrase
  • Speech is never a gate. Tapping, dragging, gesture, AAC, approximations, and spoken language can all be meaningful participation.
  • The payoff belongs to the action. Each choice changes the scene, and the routine ends with the result of what the child has been doing.

This resource supports education and guided practice. It is not an assessment, diagnosis, treatment plan, or substitute for individualized care from a qualified speech-language pathologist. Little Words Editorial authors and checks the interaction, language, and access behavior. Read our editorial standards.

Does a child have to speak?

No. Speech can be invited and modeled, but it is never required or scored.

How should an adult choose a model?

Use a model that fits the child’s current communication goal. When a child is receiving speech therapy, follow the target words, cues, and practice guidance from the child’s SLP.