Nearly 8 percent of children have a communication or swallowing disorder. Among other statistics, prevalence is higher among boys than girls and black children are more likely than white and hispanic children to have a communication disorder. Black and hispanic children are also less likely to receive intervention services. Studies have shown that children with speech-language impairments have a higher risk of literacy and behavioral challenges, along with difficulty with interpersonal relationships, engaging in play/recreation and managing responsibilities. Later on in life, these individuals may face a higher risk of underemployment or unemployment.
There are many factors that influence language and speech development. These factors include general health, cognitive, intellectual, motor and physical abilities, hearing loss, brain injury, exposure to literacy, parent’s level of education, parent-child interaction and culture. However, oftentimes the cause of disorders or delays is unknown.
It is important to be aware of the early signs of speech and language disorders in young children. Babies and infants may show early signs of language disorders including not smiling, not interacting with others and not babbling (i.e. saying “mama”; “baba”). A young child may have a language disorder if he or she has fewer than 50 vocabulary words and has trouble playing with other children around age 2-3. Preschool age children may present with signs of receptive and/or expressive language disorders. Signs of receptive language disorder include difficulty with following directions and answering questions. Signs of expressive language disorder include challenges with naming objects, putting words together in a sentence and only using gestures (i.e. pointing). A child with a language disorder may also struggle with early reading and writing skills such as holding a book correctly and learning the alphabet. A young child may also show signs of speech disorders. These disorders include difficulty or an inability to produce developmental sounds. For example, typically by age three, children should produce m, h, w, p, b, t, d, k, g and f in words.
If your child is under age 3 and you suspect the presence of a speech or language disorder, he or she may qualify for Early Intervention services for infants and toddlers (age 0-3). These services are provided under Part C of the Individuals with Disabilities Education Act. Your child may receive a multidisciplinary evaluation and identification of the needs of your family as designed in a Individualized Family Service Plan (IFSP). If your child is older than age 3, he or she may qualify for special education services under an Individualized Education Program (IEP).
In the meantime, you can engage in a variety of activities to encourage your child’s language development. Talk to your baby during daily routines such as bathing, feeding and dressing. Sing songs and nursery rhymes. Name common items and describe what they do or how they are used. Be sure to read to your child regularly and talk about pictures. If your child is old enough, ask them to point to pictures and ask them simple questions.
More on Supporting Language Development in Young Children:
10 Ways to Promote Language and Communication Skills of Infants and Toddlers
Helping Toddlers Expand Language Skills
Ultimately, if you suspect your child has a speech or language disorder he or she should be evaluated by a licensed Speech Language Pathologist (SLP). The SLP will assess and determine an appropriate treatment plan for your child. The SLP may work collaboratively with other professionals to ensure the best outcomes for your child. Ultimately, Early Intervention will have a lifelong positive impact on your child and your family.
For more information about Speech and Language visit the American Speech-Language-Hearing Association (ASHA) website at http://www.asha.org/.
About the Author: Monica C. Hudnall, MA, CCC-SLP, specializes in autism spectrum disorders and culturally/linguistically diverse populations. She’s provided treatment in public schools and early intervention, serving 18-month to 21-year-olds with mild to severe communication impairments in the San Francisco Bay area.
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