FAQ: Behavioral Changes and Self-Talk

Parents sometimes notice changes in their child's behaviour after starting CognitiveBotics — most commonly, the child repeating words from the games out loud. This article walks through the common observations, what's typical, and when to flag something to your therapist.

"After using the app, my child repeats words from the games — is that OK?"

Yes, this is typical and a good sign. When a child learns a new word, they almost always repeat it — often in the same tone they heard it. Repeating to themselves (sometimes called self-talk or echolalia in clinical literature) is the brain rehearsing and consolidating the new word.

The next step is helping the child use the word in different real-life situations, with help from family members or other children. The more contexts the child hears and uses a word in, the better they generalise it. Practical ways to do this:

• Reuse the word at the dinner table. If today's LO covered "running", point out running on TV, in the park, in a story.
• Set up small interactions. Ask a sibling or a cousin to use the word in conversation with the child.
• Use the word when you describe the day. "We went outside. We were running. You were running fast!"

If a parent feels uneasy about the repetition, take it as a cue that this is the moment for generalisation — moving the word from the app into real life. Talk to your therapist about which words to focus on first.

"After using the app, my child has a new behaviour I didn't expect"

This deserves attention. New behaviours — for example, mimicking specific sounds or actions from the games — should be flagged early.

What to do:

1. Note the specific behaviour in the Daily Journal — when it started, how often, in what context. The therapist needs the detail.
2. Mention it to the therapist at your next session or via the journal. If it feels urgent, message the centre on WhatsApp.
3. The therapist will review the LOs you've been playing and may adjust the Learning Plan based on the input. Most behaviour-related concerns are resolved by changing or pausing a specific LO.
4. In the meantime, don't abandon the platform. Most behavioural changes come from a specific source we can identify and adjust.

If your centre has the option (and the child can tolerate it), recording a short video of the child during play helps the therapist see what you're describing. WhatsApp the video directly to the centre therapist; please don't share it in any group with names attached.

"My child becomes cranky after the session ends"

This is common enough that we have a dedicated article on it. Short version: don't extend the session, bridge with a high-value off-screen activity, give a clear pre-session warning, and track the pattern in the journal so the therapist can adjust reinforcers if it persists. See Handling After-Game Transitions for the full playbook.

If your child has a history of screen addiction prior to starting CognitiveBotics, the on-ramp matters more than usual. Work closely with the therapist to start with very short sessions and strong reinforcement scaffolding. The platform is not a fit for unsupervised use.

"My child only wants to play the same LO and tantrums when we move on"

This is normal in early weeks, especially with a child who has a strong preference for routine. The therapist will usually:

• Keep familiar LOs in rotation as anchors (you'll see them re-appear).
• Introduce new LOs gradually rather than swapping the whole plan.
• Pair a new LO with a strong reinforcer immediately after.

If you see this pattern, mention it in the journal — the therapist can tune the rotation deliberately rather than having it happen by accident.

"After playing, my child is more energetic / more tired / more distractible"

These are normal and informative. Energy spikes after engagement are common; mild tiredness after a focused session is also common. Pattern in the journal — if today is consistently exhausting, an earlier-in-the-day or post-nap session may suit your child better. The right time of day for sessions varies family by family.

"My child has started using more eye contact / responds to their name more / says new words"

These are all good signs and worth noting in the journal — they help the therapist confirm that the plan is working and time the next set of objectives accordingly. Celebrate them. They're also useful evidence to share with relatives who may have been sceptical of the app.

When to message the therapist immediately

Most observations can wait for the next session, but contact the therapist promptly if:

• The child develops a behaviour that worries you (especially aggression, regression, or persistent distress).
• The child refuses to engage with the platform at all for more than a few days, despite a usually-cooperative routine.
• Something happened in the home — illness, family event, change in routine — that the therapist should know about before adjusting the plan.

A note for therapists

Behaviour observations from parents are signal-rich — read them. The pattern across multiple families is that parents notice changes earlier than the platform data shows them, particularly for early-stage regressions or new repetitive behaviours. Use the Daily Journal as a leading indicator and pair it with the report.

For your part, when reviewing such observations, the LOs to inspect first are the ones the child has been playing most recently and most often. If a behaviour is being mimicked from a specific LO, swap or pause that LO and watch the next 2 weeks of journal entries.