After a lot of late night research, we were relieved to find literature describing our child’s experience called SM.  We sought advice from professional psychologists and devised a plan to help our child.  We met with the preschool director and our daughter's teachers and together discussed the first steps.  They included ways to alleviate the pressure for Maya to speak as well as ways to divert her preschool friends' conversations from “Maya doesn’t talk” to “Maya does talk and will when she is ready.”  Over the course of the year, we regularly checked in with the teachers to discuss her progress and next steps.  Our top priority was always to make sure she had the opportunity, but felt no pressure, to speak.  The process of supporting her speech in the classroom began with group songs

and movements. When Maya felt more comfortable with nonverbal forms of expression, the teachers moved to asking simple “yes/no” questions.  Gauging her readiness along the way, the teachers eased into close-ended choices like “Which cupcake flavor would you like?” and gradually transitioned into increasingly more open-ended prompts.  It was a long and difficult journey with much heartache, but the dedicated and patient teachers worked with our family to help our little one through it.

    

That first year ended with a very special moment between Maya and one of her preschool teachers.  Sitting on her teacher's lap, looking at her "Show & Tell" family poster that had been left unshared on the wall all year but was now removed and sorted in the "Home" pile, Maya began to speak.  She pointed and described all the photos of her and her sister playing dress up, going on camping & biking adventures, hugging & kissing, and making silly animal faces at the zoo.  It was the first time they shared a conversation together.  Teary eyed, her teacher and I held our breath and listened to her sweet voice.  It was a beautiful moment that let us know that Maya was going to be just fine.