Toddlers develop a wide range of skills including those that allow them to communicate. Some toddlers develop these skills at a slower rate than others and this delay can impact on the child’s speech sounds, understanding of language, use of language and social interaction.

Difficulties

The child might produce words in a way that is not easy to understand, for example, they might say ‘tar’ instead of ‘car’ or ‘pork’ instead of ‘fork’.

They might have difficulty understanding instructions or understanding language that is more abstract, away from what is ‘here-and-now’. They might have difficulty putting sentences together, missing the vocabulary or the grammar required for the sentence to make sense.

The reasons why children present with speech and/or language delay are complex and there is often more than one contributing factor. For some, there is a family history of difficulties with speech/language and so they are genetically vulnerable. Some children who experience repeated ear infections have a build-up of fluid in their ear which makes it harder for them to hear and so they miss out on opportunities for developing speech and language skills. Some children’s difficulties are masked by the fact that older siblings ‘help’ by talking for the child.

Many children with delayed speech/language have difficulty listening and keeping attention on an activity that they have not chosen. If we think of speech and language skills as the trunk and branches of a tree, then listening and attention are the roots, necessary parts for helping the rest to develop. Helping to develop skills such as listening, eye contact and taking turns are important precursors to speech and language learning.

Approaches

Assessment involves the child carrying out specific activities through play or when looking at pictures in a book. By using standardized assessments, we can gain a measure of the child’s abilities compared to other children their age. Informal assessment through play also provides important information about the child’s communications skills. Parents typically observe the assessment and the outcome is discussed with them based not only on the child’s performance during the session but also on the valuable information provided by the parents in the case history form.

Following assessment, an individual therapy plan is drawn up, tailored to the specific needs of the child. Parents are closely involved in therapy as they have such an important role in their child’s development. Resources are provided by the therapist so that parents can continue with speech / language work at home.

Resources