Top Tips: What does it mean to initiate communication? Why is it important?

If a family is concerned about their child’s expressive language skills, I often begin to ask questions about ways their child is initiating communication, or how the child independently and intentionally communicates a message to their communication partner. Remember that a child doesn’t have to be talking to initiate communication! Children can initiate communication using eye contact, directed facial expressions (e.g., looks of excitement, surprise, curiosity, frustration, etc.), body movements, vocalizations, gestures, signs, Augmentative and Alternative Communication (AAC) use, and/or words. Think about how much a look of frustration or excitement communicates.

AAC, Preschool Language, Language Development, Speech Therapy, Speech Evaluation, Toddler LanguageAnna OllingerMay 9, 2021Language Development, Toddler Language Development, Toddler Language, AAC, Parent TrainingComment

What is a speech evaluation and why is it important?

Answering all your questions pertaining to speech and language evaluations! When should you seek out an evaluation? Why is an evaluation important? What is included in the evaluation process? How often should a child receive an evaluation? Can evaluations be carried out virtually?

Language Development, Resources, Teletherapy, Toddler Language, Preschool Language, School Age Language, Speech EvaluationAnna OllingerJanuary 10, 2021Resources, Speech Evaluation, Parent Training Comment

Distinguishing Delay from Disorder: How long will my child need speech therapy?

Research shows that approximately 15% of toddlers exhibit delayed language skills whereas only 3% of preschoolers present with a language delay/disorder (Paul, 1996). This means that many toddlers with language delays will catch up to their typically-developing peers with speech therapy and/or time.

I don’t have a crystal ball to predict whether a child’s language delay will persist or resolve. However, research on language delays and disorders have identified factors that help us determine whether a child is at an increased risk of a language disorder, or language deficits that persist into school-age years and/or beyond.