326: Play-Based Therapy Fun

Show Notes:

In this episode of SLP Coffee Talk, Hallie Sherman chats with Bradi O’Rourke, owner of Braxy Speech Therapy, all about the magic of play-based, child-led therapy.

Bradi breaks down how ditching rigid, drill-heavy sessions and leaning into connection, creativity, and a little bit of mess can lead to more meaningful communication. She shares how meeting kids where they are, following their lead, and making therapy feel natural (and actually fun!) can create real progress that carries over beyond the session.

If you’re ready to loosen up your sessions and make therapy feel more engaging for both you and your students, this episode is for you.

Here's what we learned:

  • If it’s not functional in play, it’s probably not a functional goal.
  • Kids learn best when they feel safe, engaged, and in control of their environment.
  • You don’t need a perfect plan—your skills as an SLP will show up naturally in play.
  • Connection and engagement will always beat rigid structure and drills.
  • Educating parents is key—once they understand the “why,” they’re more likely to trust the process.
  • Progress doesn’t always look structured—but it is happening.

RESOURCES

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JOKE OF THE WEEK:

Q: What do you call a bear that lost its dentures?

A: A gummy bear.

Where We Can Connect: 

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TRANSCRIPT

00:00:00 Hallie: Hey there, SLP friends. It is Hallie here, popping in with the best news ever. My new book, Secondary SLP Roadmap, is officially available. If you've ever wished for a clear, practical guide for working with middle and high school students, this is it. It is packed with real stories, ready-to-use strategies, and tools you can use right away. Grab your copy now, check the link in the show notes or search Secondary SLP Roadmap on Amazon, and then of course, please do me a favor. When you are reading it, snap a picture and tag me on Instagram @speechtimefun. I love seeing where you're diving in. The speech room, the couch, waiting in a doctor's waiting room, all the places. All right, ready? Go grab your copy and let's make secondary speech feel doable and fun.

00:00:57 Hallie: Welcome to SLP Coffee Talk, the podcast designed exclusively for speech language pathologists who work with older students, grades 4 through 12. I am your host, Hallie Sherman, your SLP behind Speech Time Fun, the Speech Retreat Conference, and the SLP Elevate Membership. And I'm thrilled to bring you conversations, strategies, and insights that will give you the jolt of inspiration that you need. Whether you're tuning in during your morning commute, on a break in between sessions, or even during a well-deserved relaxation time. I am here for you each and every week. Let's do this, SLPs.

00:01:37 Hallie: Hey, hey, and welcome to another episode of SLP Coffee Talk. Do you want to do play-based therapy? Are you thinking about it? Do you wanna incorporate more of it? I know you're gonna love this conversation that I'm having here today with Bradi from Braxy Speech Therapy. Welcome to the show. 

00:01:56 Bradi: Thank you for having me. I'm so excited. And I love to talk about all the things play-based speech therapy, so this is a perfect topic for us today.

00:02:03 Hallie: I love that. Tell everyone listening a little bit more about you and what you are up to these days and your journey to getting here. 

00:02:10 Bradi: Yeah. So, I graduated in 2021, so I'm still recently fresh. I feel like into the field. As soon as I got my C's, I started my own private practice, Braxy Speech Therapy. I was living in Illinois. That's where I grew up at the time, around Plainfield–Naperville area. And I started that, I was going in home and I was doing school contracting. And then a couple of years later, I followed my dream to move to Nashville, Tennessee, which was very scary because I already had my business in Illinois. So I basically just did it again here, even though it changed quite a bit with my business model and things and had to kind of start from scratch.  But now I have a clinic here. I have a therapist that works with me; she's incredible. 

00:02:48 Hallie: I still do school contracting back in Illinois. But my clinic space, it's better than I ever imagined I would have—I have a sensory room, I have two treatment rooms, a kitchen area, an office, a waiting room. And I feel like our office is truly the definition of like child-led and play-based speech therapy. Like kids come in and it's like, what room are we going in today? We have no plan. Our clinic's a mess by the end of the day with toys everywhere. And that's how I love it. 

00:03:14 Hallie: Oh my goodness, I have so many questions on that. So first of all, going straight from grad school to starting a private practice. I mean, you hear so many people say like you should be in the field first, you can’t do that. Like, tell me a little bit more about that journey. 

00:03:31 Bradi: Yeah. So I was working for a private practice actually during my internship and then I got hired with them. And it's hard to be full time in private practice. It's hard to fill your schedule during the day when kids are in school. So I was only able to get to part time with her and then I would work for school part time as well.  She ended up contracting me into a school and I negotiated a really high rate. And I was like, “Oh my gosh, the opportunities here are big for what we could be making. And contracting was really nice and all of that.” So then the next year came around and I was like, “Let's keep it going.” And she was like, “Oh no, you're gonna go back to your normal rate.” And I was like, “Well, that doesn't make sense. Why would I make $20 more last year and then go down?” 

00:04:11 Bradi: So, then I had my C's by that point. And I was like, let's just see if I can contract myself. And I went to a different district so I wouldn't be stepping on any toes and I got a contract for myself, so worked for her part-time. She ended up letting me go ‘cause it was a conflict of interest.  It was actually the best thing that could have happened. I was heartbroken,  but it pushed me forward and I don't think I would be where I was if that didn't happen. I think it was the jump that I needed and I was like, all right, I guess we're just doing this full-time.  Here we go. And it just kinda spiraled.  

00:04:44 Hallie: I love that. And then, you said you took what you learned in Illinois and did it again… not many years later. So, what things did you take with you and what things did you not?  

00:04:59 Bradi: Yeah, I had no community here, when I moved here. So that was really hard, like starting from scratch versus in Illinois. I grew up there, same house my whole life. My mom is an SLP in the school, so she has a huge network of people. I grew up babysitting for a lot of people, so I feel like I had a community really quick in Illinois. And then here it was like, “Whoa, there's a lot more clinics here. There's just– I don't know anyone.” Also the traffic was insane. So I started off doing in-home and I was like, “I can't see anyone ‘cause I'm just sitting in traffic.” Also insurance reimbursement rates, I had no idea how much they vary state to state.  Illinois to Tennessee was almost half like a pay cut. So I had to adjust things there and now I don't take insurance in Tennessee anymore. So, a lot of just different business structure things and opening a clinic space, which I never had in Illinois. So that's been really fun, but it's been a good learning experience.

00:05:53 Hallie: Love that. And were you always, like, into the play-based therapy? Was that something that you kind of gravitated more towards over the years?

00:06:02 Brady: Yes, I would say I've always liked the idea of it. And my mom's a speech therapist. And so, I feel like I've learned a lot from watching her, even when I was younger. I've always loved working with kids, and I would just, like, kind of watch how she interacted with kids and kind of do that. And my mom is a very fun, bubbly personality, and kids are just drawn to her. So, I was like, “Wait, I want to be like that.”

00:06:20 Brady: And so, I would kind of emulate that, and she's very fun and very creative and, you know, can think of things at the drop of a hat and just go with the flow and figure it out, which I think kids love. But I also had the wrong impression of play-based therapy. I thought if I had a game out and kids were smiling and having fun, that meant I was doing play-based therapy. And I was like, “Of course, like, yeah, we're playing a game. That's play-based. Kids like coming to speech.”

00:06:45 Brady: And then I took Anna Dee SLP's course on—and there was another SLP too. I'm blanking on her name right now, but it was two of them together, Kiersten—they did it together—and it was a play-based speech therapy course. And I was like, “Whoa, I'm, like, halfway there, but there's a lot more to this.” And that kind of was a big game changer for me.

00:07:03 Hallie: So, what is the difference, like, versus playing a game versus what it really is?

00:07:08 Brady: Yeah, I think the biggest thing, how I kind of try to explain it to people, if you go in with an agenda and you're trying to get the child to do what you're planning to do, then it's not child-led and it's not play-based. Play-based looks different for every child, especially when you're working with, like, autistic children or children with special interests. It might not be playing how you would anticipate to play with a toy, but we're following their lead, right? That's, like, child-led.

00:07:34 Brady: We're following the child's lead, and play looks different for everyone. So, if we're telling them how to play, that's following a direction—that's not play. So that's kind of what I try to keep in mind. And I think it's a challenge for us as SLPs. It's much easier, honestly, to go in our bin, pull out our cards that go along with the goal, and make it happen. And there's so many resources, and I have a clinic full of them, and I hardly use a lot of them anymore.

00:08:00 Brady: I do—I think there's a time and a place for everything. I still do structured things. I still do drill work, but majority of what I do is very play-based. And so, I let the child go in, they pick a toy off my shelf, or they pick a game in my closet. And then it's my job as the adult and the professional to be like, how do I incorporate your goals into this? It's not your job as the child to step into my world and conform to what I want you to do.

00:08:25 Hallie: I love that. And you just said—wait—right into my next question is, how do you incorporate those goals? Like, what about sometimes, like, that game just does not go with that goal? Like, how do you do that?

00:08:37 Brady: I think it very much depends on the goals and the things that you're working on, which, as you know, is so broad in our field. And so, it's hard, and I think it takes a lot of practice. Like, I don't think if you're going to try play-based therapy, you're not just going to be like, “Boom, that went flawlessly.” I think if we start with just, like, speech therapy, for example, I have an app on my phone, and it's called Word Vault. And so, I like to try to pull that up.

00:09:01 Brady: And sometimes that will help me kind of give ideas before the session, like, “Okay, I know we're working on the L sound. Okay, what kind of words start with L?” But honestly, a lot of the times when we're playing the game, their errors will just come up naturally. Like, if they're playing Candy Land and they're like—I'm like, “What games should we play today?” And they're like, “Candy Wand.” I'm like, “Oh, let's practice that L sound again—like, where should your tongue be? Candy wand? Candy land?” And it just comes up naturally.

00:09:26 Brady: And then, as we're playing, I might be like, “What game is—what is this called again? Oh yeah.” And then I might, you know, add the drill in, like, “Okay, say that for me five times.” And then we pick a card. And a lot of times, like, things with numbers, things with colors, that brings up a lot of really natural targets. And something that I kind of realized when I was writing goals is if—this was more so in the schools, which was hard.

00:09:49 Brady: But then when I got to private practice, I could kind of shape my goals a little bit more. But I was like, if I can't target a goal in a functional play-based activity, it's probably not a functional goal that I should maybe be working on. Maybe I need to rethink the goal that I wrote, which is a little bit harder in the schools, I think, because a lot of times you don't write your own goals, and you just get them on the IEP, and they're very academic. So again, there's a time and a place for everything.

00:10:13 Hallie: So that's when you can amend the goals. But, you know—

00:10:14 Brady: Yes.

00:10:15 Hallie: Well, another story for a whole other day.

00:10:16 Brady: Yes.

00:10:18 Hallie: You're not married to what is there written by someone else if it's not appropriate. But I love that. If you can't do it in a functional setting, it's not functional. I love that. Like, that's such a great mindset when thinking of goals. Like, I always think about, like, the following directions goals, and it's like, well, you know, if you're just pointing to X's and O's, like, on the shelf, when are you ever doing that in your life? Like—

00:10:40 Brady: Totally, yeah. Let's make it functional. I think crafts are a great way to do that. Also, like cooking—like, let's make something. Let's make Chex Mix. Let's make pizzas on little English muffins. Let's, you know—crafts are good. Also, like, just playing with, like, the little people in, like, the farm—like, everyone has the farm. If they're younger, there's so many things you can do with following directions with that, like, “Oh, let's put it in the bed. Oh, let's put it on top.” Then you're working on positional concepts too. And there's again, you have to get creative, but the more you do it, like now I don't think I could ever go back. It just comes naturally to me now, but it did take me a while. So, I think you have to give yourself some grace and be like, it's gonna be a little tricky at first. 

00:11:23 Hallie: And it probably takes faster in preparing for these sessions- 

00:11:27 Bradi: ‘Cause I don't know the last time I prepped for a session, truly. And the kids are so motivated. Like I don't ever have to do like, “Okay, we're gonna work and then we're gonna take a break.” There's no breaks in my session. Like I had a kid ask me one time like, “So, when do we do the work?” And I was like, “This is it, buddy. We're almost done with speech. You have five minutes left. That's it.” They had no idea they were even working on things, which was really cool.

00:11:52 Hallie: That's awesome. What age would you recommend this type of therapy for? Or is there any recommendation of age? 

00:11:58 Bradi: I think it can really be any age. I think we tend to think of it more so with the younger students and elementary. But I think you can really incorporate it into any age. And even if it's maybe not play-based like in those middle school years, I think maybe just thinking about their interests is really important because I think of myself even in college, like when I was taking my neuro and anatomy classes, like I just am not, it's cool. Like I see the interest, but my brain just doesn't work that way. And I just knew I wasn't going to go into the medical setting. So, I just didn't absorb that information as much as I did some of my like child development classes and language acquisition and things like that. 

00:12:35 Bradi: So, I think that makes a lot of sense when we think about it for ourselves. But then also our kids are like that. If it's not meaningful to them, they're really just going through the motions. And our kids are such hard workers, like they will do it. But if we want it to really stick with them, I think using their interests, following their lead is really the best way to go. And it's meaningful to them. And then it stays with them. So, I think really any age.

00:12:58 Hallie: I love that. Have you ever had any parents, you know, question your methods, like, “Why aren't you sitting at the table or why aren't you doing drilling? I thought this was speech therapy or something like that.”

00:13:09 Bradi: Absolutely. That's been a big challenge, especially when I first started, because I feel like you do have to kind of gain some confidence with it. And now I very straight front out of the gate, let families know, especially my families that are in a lot of like ABA or structured therapies. I tell them upfront, like, “Hey, I have a very child led play based approach. It's going to look very different than what you're used to.” But I have family sitting in on most of my sessions. So, the entire time I'm like educating them and telling them exactly what we're doing and why I'm doing it.

00:13:42 Bradi: And so then they really start to see that there is like a method behind everything I'm choosing. Like I didn't just pick that word because it's a word that came up. Like I picked it because it was a good target. I didn't choose this other word because there's a vowel in there that's going to throw off our target. So, there's so much going on in my mind in one play session, which is probably why we're all so exhausted when we get home because we're thinking of so many things. 

00:14:04 Bradi: But I think educating families is the best way to go about that and pointing things out in the moment, which again is a little bit harder in the schools. But I think in private practice, yeah, I've definitely had families like, “Oh, but do you think we could have them do something a little more structured?” And again, time and a place for that, especially if they're getting ready to go to kindergarten, then we do start to incorporate some of that a little bit more. But I think just educating parents is the best way to go about that. And you know what? Sometimes it's not a good fit. And I accept that. If you want a more structured approach, then there's a lot of therapists out there that have that approach too.

00:14:37 Hallie: Interesting. So, you would instead of you changing your approach, you'd recommend them changing the therapist?

00:14:43 Bradi: I have tried changing my approach and honestly, it feels very unnatural. And I find that we just don't really get very far. And I've tried incorporating it again, if we can work towards like structured, but I try to educate families a lot and like, I can have them sit at the table and do this matching activity and then they do it and that's great. But how does that get us towards functional communication of being able to say, “I don't feel good, I'm hungry.” That's what I try to kind of educate on. That's great that we can check that off the list and they can do that. Amazing, and the matching is an important skill. But if you're coming here because you want help with communication, which is usually what families are looking for, then that doesn't really get us that, if that makes sense. 

00:15:27 Hallie: I love that. That's it. When you come across as so confident like that, the parents have got to get more on board. Like, “Okay, fine. You're going to, like, you know, break up with me like that.” Like, “Okay, fine.” 

00:15:40 Bradi: Yeah. Yeah.

00:15:41 Hallie: You mentioned earlier about, at the end of the day, there's just toys everywhere and this and that. Like, can you describe about, like, you know, help SLPs understand that it's okay for, you know, the kids to go from one toy to next and leaving the messes okay. Help these type A SLPs understand that messes are good. 

00:16:02 Bradi: Yes. I have a lot of thoughts with that. So, another big thing too is I don't usually have kids clean up in my sessions a lot. Again, in the school it was different because you're very back to back and you have to transition to the next one. One, I like it because then I can spray it on all my toys and I know exactly what we played with. It makes cleanup very easy and sanitizing in between.

00:16:22 Bradi: I also think, again, time and a place, some kids we do start working on cleaning up and all of that and the routines. And so then we do start implementing that. And I find it goes pretty smoothly as it would if we would have started it from the beginning. And I tell parents too, because I have a lot of parents that come in that are very type A like, “Oh, we need to put that away first.”  And I'm like, “You know what? We could sit here and we could spend our time cleaning up or we can really make the most of our time and really focus on language and create language opportunities.”

00:16:52 Bradi: I personally would rather have more opportunities for language and I'll just clean up at the end. Like that doesn't bother me. And they oftentimes see that. I also think that when you're playing with just one toy, you're very limited in how you can play. I see kids become very creative when we have three different random toys out and then we can start kind of mixing them together, especially our children with autism. Sometimes their play looks a little bit more rigid. 

00:17:16 Bradi: So I think encouraging them to mix toys is a really…important part of play.  And if we take one toy out, put it away immediately, we never get the opportunity to do that.  So I think that there's a lot of value in that.  And yeah, I just think the bigger mess, the better.  

00:17:33 Hallie: You're not stopping that kid from getting up and grabbing something new. you know, like we have to finish like being OK with not finishing Candyland or being OK with  like playing with the little people for only five minutes. Like-

00:17:47 Bradi: Yeah. And I find too, cause parents often get worried like, you the first couple sessions they come in and they just, and it's overwhelming. Like I have a lot of fun toys and they come in and it's like a kid in a candy store. They're like, there's so much I want to play with everything.  And so the first few sessions, it is very quick. Like their attention is maybe like a minute, a thing, because they just want to see it all.  And I let parents know like, Hey, after a couple of sessions, it will naturally kind of reduce. They'll find what they like. They'll know exactly where it is.  They'll gravitate towards that. 

00:18:15 Bradi: And you can see their attention span start to kind of increase.  And also I think the biggest thing that this helps with is like, I'm not fighting battles in my sessions. I don't spend my time in those power struggles.  I'm just like, yep, let's go to the next one. Okay. And to me, again, it's, if that's what's motivating them and that's what they're interested in,  they're going to be motivated to communicate and participate  versus if I'm holding them to something that they're really not wanting to do and their brain is just thinking about the next toy that they want to play with. We're really not getting much done. 

00:18:48 Hallie: Love that. Do you ever incorporate the parents to show them how to do this approach with their own kids so they can do it at home? 

00:18:55 Bradi: Definitely. Yeah. Most of my parents sit in on my sessions and I've had other therapists say like, “oh, well, when I do that, the kids just always go to the parents for help. They never come to me.” I'm like, well, “that's great because actually that's their primary communication partner.” So in that moment, I kind of just coach the families of like, “try this when you do it,” “Hey, maybe just take a pause and see if they will  look in your direction,” before just opening it for them. “Hey, let's model and use the sign  and do that.” Or, “hey, let's change how we're asking questions and maybe give a statement.” 

00:19:25 Bradi: I give  lots of tips and then they can go home and do that.  And then I just see progress  so much,  advance so much quicker when they're also doing things at home. And they, I think it's helpful for them to see me do it. And then they have the opportunity to practice. And I kind of think of myself in grad school, like we loved the positive feedback. I was always like, OK, what what could I improve on? What could I do better? What did I do well?  And so I try to give that to parents a lot like that was amazing.  I love like that. The modeling was great. Like our kids need that feedback that our parents do, too. 

00:19:56 Hallie: I love that  like being just you really are just going with that child's flow. Like you're not trying to change anything. Adapt  your adapting instead of like really, truly just trying to like run the show and  is child led therapy. 

00:20:13 Bradi: Yeah, I think another thing too that I've noticed is I think SLPs are talking about more is like the sensory aspect and children being regulated.  It's very hard for a lot of our kids and honestly us as adults to stay regulated when you're just stuck in one spot for a long period of time. Like a lot of my kids need to get up and  run down the hallway and come back.  

00:20:32 Bradi: And to me, that's not them escaping the activity or escaping the behavior. Because again, they're so motivated by what we're doing. They just need to move their bodies. And so I am like, I need to move my body and then they run out  or I'll say like, follow me and they'll say, follow me or chase me. And  then they come back and we keep going. And so I think allowing that movement and them to regulate themselves is a really key piece that comes up very naturally when you do child led and play based therapy. 

00:21:00 Hallie: Love that. What advice would you give to someone who wants to incorporate this more and is feeling just stuck and not knowing where to start or how to  just shift their approaches. 

00:21:15 Bradi: Yeah,  the course that I took was incredible. They both very fun to watch. I wasn't sitting there like, is this over yet. They literally got on the floor, recorded themselves doing a mock, many mock therapy sessions  with toys and showed you how you would target different goals with different toys. So I think that was very helpful. And I think there might be a little bit of, I don't want to say planning, like thoughtfulness that goes into it. Like before your session, think about what your child likes, what they're probably going to gravitate towards and think about,  okay, how can I incorporate that into the session?  And honestly, I think we don't give ourselves enough credit. We're naturally using language and  incorporating these things more than we even realize. So I think we need to like kind of reflect on.

00:21:59 Bradi: Much language am I modelling? What kind of things am I doing to make this like a language rich environment? And it's not always a super drill. I think too, I have to remind myself, especially when I was in the schools, I would get in ruts with, am I just quizzing or am I actually providing therapy? Like I would get great data, but I'm like, did I actually teach them anything today? Or did I just quiz them? Because in grad school, they told us like, don't drill the deficit. And then that has stuck with me.

00:22:25 Bradi: Like if they don't understand WH questions and we're just every day asking them 10 what questions. We can't expect them to progress with just because we keep asking them more times.  We have to stop and like, you know, do the teaching aspect and the therapy aspect. So, I think giving yourself permission to put the data down for a minute and just play and incorporate those language skills into your natural environment, your data is going to reflect that in a couple sessions when you're doing all of that teaching and therapy. I think that was a big thing for me, too, and I was so stuck on the data.

00:23:00 Hallie: I love that. I was about to ask about how you doing data while you're busy playing and rolling on the floor with the students. So, that really truly answered that question that and I love that. And I, that's one of the those hills I will, you know, stand on is you may need a connection over data collection, and we need to teach and not just. And I always say, like, how would you feel if, like, your grad supervisor was just sitting there like scoring the entire, you were so nervous and anxious. You didn't do anything. You were just waiting.

00:23:30 Bradi: But you're just expected to get better, but with no feedback. Yeah.

00:23:34 Hallie: Exactly. Exactly. Any last bit of advice that we haven't covered yet that you feel that SLP's listening should know about play-based therapy?

00:23:43 Bradi: I think the biggest thing is it's intimidating at first, especially when you're not used to it and we kind of get stuck in our ways and you know, you get a kid with this specific goal and you know exactly how you're going to target it with exactly what materials.  And I think you have to be okay with feeling uncomfortable for a little bit and view it kind of as like a challenge. Like, okay, how can I do this today? Let's see how it goes. And like, you're not going to have perfect sessions and that's okay.

00:24: 08 Bradi: And sometimes you're targeting things more than even what your goals are, but like, it's all very valuable.  And again, it's all coming up very naturally. So, like, obviously it's important to that child then.  And I think just giving yourself some grace and being okay that it's gonna feel uncomfortable for a while and just giving yourself some time to kind of adjust. But then you're gonna look back and be like, why did I ever do it any other way? Like my sessions are going smoother. I have way less behaviors. I'm not doing in these power struggles. My kids are making more progress than they ever have. Like I think people are afraid of that. Like, oh, if we're just playing. 

00:24:44 Bradi: I've also had a lot of people in the schools tell me when I was in the schools, they would be like, Well, so it's just like a free for all. And I'm like, actually, you would think that, right? But it's actually– and the kid's kind of maybe feel like that. The kids feel like they're very much in control.  But I actually have a lot of control over the session, and you figure out how to kind of get them to kind of do what you want in the session and to get these targets in a creative way. But it's not a free for all. It's all very intentional, but it takes some practice. 

00:25:12 Hallie: And I love it. You're building that naturalistic language, which will help with carryover and all the things. So, and I love it that it really isn't free for all. They think they're in control, but you're not, like, as long as you still have a plan and you know what you're working on. 

00:25:27 Hallie: I love it. It's like, almost like, taking a storybook and you're asking different types of questions. You can take any book and do it. You take any toy, any game, and adapt it to meet the needs of those students. I love that. Where can everyone learn more about you and everything you have to offer?

00:25:44 Bradi: Yes, my website is braxyspeechtherapy.com. My Instagram, I'm pretty active on there. It's braxy_speech_therapy. And that's pretty much where I'm most active. 

00:25:55 Hallie: Love it. So, I always end my episodes with a joke since jokes build rapport. I'm very language based. So, what do you call a bear that lost its dentures?

00:26:06 Bradi: I have no idea. 

00:26:07 Hallie: A gummy bear.  

00:26:09 Bradi: Oh! That big. I love that! And I love gummy bears.  

00:26:13 Hallie: As I'm like, staring at my… I'm in my daughter's. You guys are listening. I'm in my daughter's room and I'm staring at her like, bear's in here. So funny. 

00:26:20 Bradi: Did you have that written down or did you just pull that out? [crosstalk]. Oh, but look, but it was in your environment– [crosstalk] and look at that. It came up naturally. 

00:26:30 Hallie: It came up naturally. If you got a plan, you could steal it.

00:26:33 Bradi: You had a plan, but it also came up naturally. We love that. 

00:26:36 Hallie: I love it. Thank you so much, Bradi, for being on the show and sharing your passion and expertise with us. And until next week, everyone, stay out of trouble.  

00:26:47 Bradi: Thank you for having me.

00:26:53 Hallie: Thanks so much for tuning in to another episode of SLP Coffee Talk. It means the world to me that you're tuning in each and every week and getting the jolt of inspiration you need. You can find all of the links and information mentioned in this episode at my website, speechtimefun.com. Don't forget to follow the show so you don't miss any future episodes.  And while you're there, it would mean the world to me if you would take a few seconds and leave me an honest review. See you next week with another episode full of fun and inspiration from one SLP to another. Have fun, guys.

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