Therapy - Tup-Tup
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Due to the fact that therapy with the participation of a dog is used as a method to support other forms of therapy, I see great opportunities to support speech therapy in this way.

The possibility of using the presence of a dog during speech therapy classes brings a number of solutions that help in therapy and complements it. The presence of a dog during classes can be a pretext for the child to exercise, dog-friend will motivate to work and reward for the effort. It can also be helpful in establishing contact with a shy, withdrawn child, introverted, or help calm the child with hyperactivity.

Here are suggestions for exercises that support speech development, in which the dog will be the theme and help for the child.


  • Smacking on the dog
  • Imitating the dog’s howling (dragging vowels [a], [u])
  • Mimicking the dog’s tongue movements while drinking water, collecting food from the palm of your hand
  • Imitation of chewing movements
  • Mimicking the sound of a dog
  • Licking after eating
  • Pulling the tongue out like a dog does when drinking
  • Trying to whistle on a dog
  • Showing what the dog is doing and imitating heard sounds while listening to the story told by the therapist, for example:

“It was a beautiful morning. The dog opened his eyes wide, stretched and yawned (the child yawns ). He scratched behind his ear and decided to check what was happening in the yard. He ran to the beater and sniffed at him (the child sucks in the air ). He checked if other dogs had left any messages for him. He found nothing. He ran over and sniffed the old trash can, maybe something sniffs (the child sniffs his nose several times ). He looked around. “Oh, my friends!” – he ran to them and barked happily (the child mimics barking ). “Hau-hauhau” – the dogs answered. And together they decided to check what is happening behind the house. Suddenly a huge dog jumped out of the thicket and growled loudly (the child mimics the growling ), started to attack. Dogs with screeching (the child imitates squeaking ) have gone to escape. But the huge dog was getting closer. They decided to split up and each dog moved in a different direction. The dog stopped surprised and returned to his backyard. The dogs also returned to the yard. They were a little tired and panting with tongues hung out ( child nozzle with tongue sticking out ). They laid on the grass in the shade on the side of the bench and howled (the child imitates howling ) at the very mention of meeting the giant. They took a moment to rest and decided to return to their homes. They gave each other a kiss to say goodbye ( baby cmoka ) and licking (the child mimics the licking of the dog) at the thought of bowls full of goodies, they headed towards the houses. ” [1]


  • Imitating dog pooping
  • Blowing on water in a dog’s bowl
  • Blowing on dog’s light toys (eg balls) or delicacies that roll on the bench or on the floor – towards the dog

If your dog does not mind blowing on him from a short distance:

  • Heating and cooling the dog and blowing on his fur
  • Blowing on the fur of a dog so that it forms an “asterisk”


  • Waking up the desire to make verbal contact with the dog under the influence of stimuli delivered during the meeting with him, spontaneous articulation
  • Listening to commands given to a dog by a therapist, issuing commands
  • Learning and using the names of therapists and dogs
  • Performing commands such as: show where is …, show where the dog has …
  • Recognizing, naming and indicating parts of the dog’s body


The therapist reads J. Winiarska’s poem “Ogon” :

The little nose examines exactly,

what the owner will eat;

ears are still in chat

even in the heat, in the middle of summer;

there are claws – for scratching,

four paws – for running,

and the tail. Here helpless

philosophy become incidental

it’s too small to wag,

he does not deflect with him either …

And it’s a mistake to want more –

He is there to have him!

Then he asks you to remember which parts of the dog’s body are listed in the poem. Next, the therapist shows specific parts of the dog’s body and asks the child to name them.

  • Recognizing, naming and pointing parts of one’s body, comparing parts of a dog’s body and a child’s type: “the dog has an eye here, and I am here” – orientation in the scheme of the dog’s own body and body
  • Recognizing and naming activities performed by a dog (goes, sits, lies, drinks, runs, jumps, licks, etc.)
  • Naming items belonging to a dog
  • Naming foods eaten by a dog
  • Naming dog features that define: coat color, eyes, nose, length and hardness of coat
  • Perception and indication of differences between two (or more) dogs related to the color of the coat, eyes, nose, length and hardness of the coat, size of the dog
  • Verbal attempts to describe differences and similarities between dogs
  • Recognizing and determining the position of items belonging to the dog with respect to the dog;
  • Classifying items belonging to a dog according to color, size, length, and gravity;
  • Classifying items by belonging – a brush for combing a dog, a child’s hair brush, etc.
  • Comparing items belonging to a dog – a large ball – a small ball, a long leash, a short leash, etc.
  • Counting dog’s paws, claws, ears, patches, toys, etc.
  • Drawing according to the instructions contained in the rhyming poem


  1. Kuhn- Cichocka:

Long line, short line

I’m going to paint a dog right away.

Ears, nose still, mesh two circles

And the muzzle is ready.

Four shapely strong feet,

And on the back, funny patches.

But something sad dog’s face

And a tear dripping on my face …

How should I enjoy, how?

When my tail is missing.

It is known to everyone that the dog is happy with its tail!

  • Listening and singing dog-themed songs
  • Arranging the picture with its name – the signed drawing of the dog is cut so that each letter with part of the picture is separate.The child assembles a drawing, learning words and associating them with a specific picture
  • Reading business cards with the names of dogs, assigning them to a suitable dog
  • Selecting signatures for items belonging to the dog
  • Thechild walks with the dog on a leash by beating the slalom with drawings or subtitles with practiced notes arranged on the floor, he calls the images he passes or reads the names
  • Exercises in reading texts – short poems about dogs, short stories, longer stories

The above-mentioned exercises are exemplary exercises, of course there is the possibility of modifying and adapting them to the individual needs and abilities of the child covered by the therapy. There are even more suggestions for the exercises and more are created every now and then. The participation of the psychotherapist in speech therapy classes can create a new quality in working with the child – be it able-bodied or disabled, in group and individual therapy.