A child is considered to have speech delay if the child’s speech development is significantly below the normal for the children in the same age.
SPEECH DEVELOPMENT
1-6 months
Coos
6-9 months
Babbling
10-11 months
Mama – Dada with meaning
12 months
3 words + mama/ dada
13-15 months
4-7 words
16- 18 months
Vocabulary of 10 words
19-21 months
Vocabulary of 20 words
22 -24 months
Vocabulary of >50 words
2 – 2 ½ years
Two word phrase
3 – 4 years
3-6 words in sentences, ask questions, tell stories, all speech understood by strangers
4-5 years
Six to eight words per sentence. CAUSE OF SPEECH DELAY
Mental retardation
Hearing loss
Express language disorder
Autism
Elective mutism
Receptive aphasia
Cerebral palsy
Bilingualism
Maturation delay
INDICATION
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The cause of 30 - 40% of children with mental retardation cannot be determined. Known cause of mental retardation includes genetic defect, intrauterine infection, maternal medication, hypoxia, kernicterus, hypothyroidism, meningitis, encephalitis and metabolic disorders.
HEARING LOSS (CONDUCTIVE OR SENSORINEURAL)
Conductive hearing loss is commonly caused by otitis media with effusion or malformation of the middle ear structures or atresia of the external auditory canal. Sensorineural hearing loss may result from intracranial infection, hemorrhage, kernicterus, pendred syndrome, Waardenburg syndrome, usher syndrome, meningitis, hypoxia and toxic drugs.
MATURATION DELAY
In this condition, a delay occurs in the maturation of the central neurologic process, required to produce speech. It is more common in boys and there is a family history of speech delay. The prognosis is excellent; they have normal speech development by the age of school entry.
EXPRESSIVE APHASIA
These children have normal intelligence, normal hearing and skills and development. The primary defect is brain dysfunction that results in an inability to translate ideas into
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The physician should provide the team with information about the cause of speech delay and be responsible for any medical treatment.
A speech language pathologist plays an essential role of treatment plan.
Children with hearing loss, hearing aids, auditory training, lip reading, reconstruction of external canal, cochlear implantation may be necessary.
Psychotherapy and behavioral therapy is indicated for child with selective mutism or when the speech is delayed caused by behavioral problems, and for autistic children.
Most children with specific language impairment are at risk for future academic and behavioral disorder and requires regular long term
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
Shonkoff JP (2003). Language delay: Late talking to communication disorder. In CD Rudolph, AM Rudolph, eds.,Rudolph's Pediatrics, 21st ed., pp. 441–444. New York: McGraw-Hill.
It was a bone-chilling winter morning in Bavaria. My alarm clock rang, and I slapped it to snooze. Oh no, I was not getting up that day. I had just finished the worst school week of my life. If we zoom back to that time two years ago, I was a 14 year old foreign exchange student in southern Germany. Bullying from the kids in school had made my homesickness unbearable. But that’s not all. I eventually became so anxious throughout my exchange that I chewed all the skin around my nails, gained 15 pounds, and finally, had to book my flight back home January 1st.
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
Kapantzoglou, M., Restrepo, M., & Thompson, M. S. (2012). Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children. Language, Speech & Hearing Services In Schools, 43(1), 81-96. doi:10.1044/0161-1461(2011/10-0095) Wagner, R. K., Francis, D. J., & Morris, R. D. (2005).
When a problem is noticed by parents or teachers a child gets diagnosed based on his/her difficulties. Sometimes a diagnosis may not be possible, or necessary. Many children with milder SLCN (speech, language and communication needs) can be supported well in their school or nursery setting, or respond well to general support strategies, and they don’t need specific help.
Hearing loss is a major global public health issue. Hearnet (2017) defines hearing loss as “a disability that occurs when one or more parts of the ear and/or the parts of the brain that make up the hearing pathway do not function normally” (para. 1). There are many different types of hearing loss, which can have multiple causes, giving each individual experiencing the issue a unique hearing loss case. These types include Auditory Processing Disorders, when the brain has problems processing sound information; Conductive Hearing Loss, a problem with the outer or middle ear which prevents sound making its way to the inner ear; and Sensorineural Hearing Loss, when the Cochlea or auditory nerve is damaged and cannot
From a deafness-as-defect mindset, many well-meaning hearing doctors, audiologists, and teachers work passionately to make deaf children speak; to make these children "un-deaf." They try hearing aids, lip-reading, speech coaches, and surgical implants. In the meantime, many deaf children grow out of the crucial language acquisition phase. They become disabled by people who are anxious to make them "normal." Their lack of language, not of hearing, becomes their most severe handicap. While I support any method that works to give a child a richer life, I think a system which focuses on abilities rather than deficiencies is far more valuable. Deaf people have taught me that a lack of hearing need not be disabling. In fact, it shouldn?t be considered a lack at all. As a h...
Language is integral to learning as it is linked to our thoughts. It helps us to organise our thoughts in an organised way. If a child has difficulties in communicating with others due to a speech and language delay or disorder, they will not be working to their full potential, as they will be less able to organise their thought processes and express themselves. This becomes even more of a problem as children become older and the curriculum becomes more demanding, the use of rational and abstract thinking will become more important, hence the importance of early detection and intervention. The early years are a time of rapid learning and development, therefore the earlier the diagnosis of delayed language acquisition, the easier it will be for professionals and others to target the childâ€TMs needs so that they are able to give appropriate support, thus benefiting the
...g the time period of being born and turning five, a lot of language development did not occur, as it was suppose to. With my hearing not being diagnosed, I could not pick up on a lot of sounds a normal hearing toddler could. I had a hard time saying my constants since they are a high frequency tone.
Several assistive listening devices can improve the communication ability of deaf children. According to IDEA, every child with a disability is entitled to have access to assistive technology (California Department of Education, 2004). The California Department of Education (2004) outlines IDEA’s definition of an assistive technology device. It explains that this device consists of “any item, piece of equipment or product system…that is used to increase, maintain, or improve functional capabilities of a child with a disability” (California Department of Education, 2004, p. 1).
Congenital hearing loss is described as hearing loss that exists at birth. Factors responsible for this condition include those present during pregnancy (such as hereditary factors), as well as factors present after pregnancy. An inherited congenital hearing loss could be conductive, sensorineural, or even a combination of both. The amount or progression of this type of hearing loss varies according to each individual’s case. According to Richard Smith, congenital hearing loss is “syndromic (associated with malformations of the external ear or other organs or with medical problems involving other organ systems) or nonsyndromic (no associated visible abnormalities of the external ear or any related medical problems)…” Over 400 genetic syndromes are associated with congenital hearing loss. These include Treacher Collins, an autosomal dominant disorder and Down syndrome, an x-linked hearing loss. Although congenital hearing loss can be difficult to live with, hearing aids, surgery, and therapy are all available as forms of treatment. Hearing loss must be treated as soon as possible to prevent as many delays in the child’s language development as possible.
Stuttering is a disorder of oral communication and it is characterized by disruptions in the production of speech sounds, also called "disfluencies" (American Speech-Language-Hearing Association, 2014). It usually emerges in childhood and affects around 5% of the population (Guitar, 2006), even though there is some variation in the incidence of stuttering in different studies. During infancy, it is common for children to present dysfluency because of the complex process of language acquisition and development. These disfluencies are normal and tend to disappear in 80% of the children, however for some it may evolve into a chronic state that is called developmental stuttering. Stuttering can also occur in two other circumstances, from injuries, which is called acquired or neurogenic stuttering and another one, involving psychological aspects (Oliveira et. al., 2012). Perkins, Kent and Curlee (1991) focused on the theories to explain the possible causes of disfluency and theorized that speech disruption and time pressure are the two important variables that may account for the stuttered dysfluency.
Had a speech delay until the age of 6. Children should babble by 12 months and speak words by 16 months.
Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering the negative effects of speech and language delay.