Language & Speech Disorders in Children

Communication disorders can accompany or result from any of the conditions that interfere with the development of perceptual, motor, cognitive, or socioemotional functioning. Conditions such as Down syndrome, fragile X syndrome, autism spectrum disorder, traumatic brain injury, and being deaf or hard of hearing are known to increase the potential for childhood speech and/or language disorders. Additionally, studies show that children with speech and language disorders often have abnormalities in other areas of development. The National Institutes of Health (NIH) explains that “studies by Brumbach and Goffman (2014) suggest that children with primary language impairment show general deficits in gross and fine motor performance, and such children also show deficits in working memory and procedural learning (Lum et al., 2014). Conversely, some children who have primary speech sound disorders as preschoolers have deficits in reading and spelling during their elementary school years (Lewis et al., 2011).” Therefore, it is important to intensively monitor the speech and language development in such children since early detection and intervention are key in lessening the effects of speech and language disorders.

Speech and language disorders can occur for unknown reasons in many children. When this occurs, it is essential to assess the child’s cognitive, perceptual, motor, and socio-emotional development, as well as take cultural-linguistic diversity, biological, medical, and socio-economic factors into consideration when making a speech-language disorder diagnosis. It is a best practice to evaluate across multiple domains and obtain information from multiple sources, including a combination of formal and informal measures. These assessments could include rating scales, parent/teacher interviews, standardized tests, language sampling, observations, and dynamic assessments. This is why a comprehensive assessment involving various team members and disciplines in a school setting is important and mandated even with a student who appears to only have a speech or language impairment (ASHA, 2004; Nelson et al., 2006, 2008; Royal College of Speech & Language Therapists, 2005; Shevell et al., 2003; Wilkinson et al., 2013).

Childhood Speech and Language Disorders in the General U.S. Population (NIH)

Language and Speech Disorders in Children (CDC)

Delays vs. Disorders

A speech or language delay occurs when a child’s communication skills are acquired in a typical sequence, but lag behind peers their own age. A speech or language disorder is characterized by atypical speech-language acquisition significantly disrupting communication across settings.

Language Delays and Disorders (Northwestern)

It is mandated through “Child Find” that if any educator (i.e., classroom teacher, principal, social worker, special education teacher, specialist, paraprofessional, etc.) suspects speech or language challenges, it is necessary to approach the speech-language pathologist (SLP) with concerns.  The SLP, along with the child’s study team, can then determine whether the student’s challenges are simply a delay or require further assessment for a speech-language disorder.  This applies to all students from birth to 21 years old, including those who are homeschooled or in private schools, as well as children who are migrants or without homes.

What Is Child Find? (Understood.org)

How Do You Know When it’s a Language Delay Versus a Disorder? (LeaderLive)