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Things parents can do to help their children in various classroom settings.

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As the new school year nears, ASHA is offering advice for parents of the more than 1 million U.S. children who receive school-based treatment for speech and language disorders to help their children perform and adjust to new virtual and modified in-person learning environments.

Virtual Settings

Below are some specific challenges that children with speech and language disorders may have in virtual settings-and tips for improving their success.

How to Help: Parents can make sure their teacher knows what supports or strategies the child needs. These may include asking a child to repeat what they said, say it using different words, type it in the chat, draw it on a whiteboard, or use gestures if others don't understand. Parents also can encourage the teacher and classmates to tell the child if they don't understand them.

How to Help: Make sure that the teacher knows what supports or strategies your child may need. These may include use of captioning, additional "wait time" to allow the child to process information, or rephrasing of messages if the child doesn't seem to understand. Parents can encourage their child to speak up if they didn't understand-and even develop a script for doing so (e.g., "I didn't get it-say it again, please").

How to Help: Consider the physical setup of the child's work area, such as seating comfort, screen glare, and lighting. Try to find a quiet spot, accounting for noise from appliances (e.g., dishwasher, washer/dryer); from other people in the house; or from outside (e.g., from open windows). Eliminate technology-based distractions by closing other applications, turning off alerts, and covering distracting parts of the screen (e.g., their own image or those of particular classmates) with sticky notes.

How to Help: Ask the teacher if it's possible to use breakout rooms with smaller groups for some lessons or set up after-school virtual activities. Organize phone calls and virtual play dates. Use social stories (short stories that illustrate a particular situation that may be challenging for children) to help explain the need for separation.

How to Help: Make room in the daily schedule for "ramp-up time" if a child needs additional time to get ready to learn or "cool-down time" to transition out of learning. Using a visual schedule to show the times for various tasks-and to highlight upcoming fun activities or breaks-can help. Also, provide lots of movement opportunities: pair review of educational content with physical activity (e.g., practice times tables during a walk around the block), and alternate educational time with physical time, when possible.

How to Help: Consider the timing of meals, sleep, medication, and sibling schedules to find the best time to complete these tasks.

How to Help: Communicate with the teacher and school speech-language pathologist about challenges. Parents can even take a video of some challenges in action so professionals can offer feedback. Use a visual schedule to show "practice with mom" or "homework with dad" time. Consider cooperative groups or pods to share responsibilities with other families if you feel it's safe (share your child's communication needs with other parents or helpers).

In-Person Settings

The physical school environment will look very different, and change can be especially hard for children with speech and language disorders.

How to Help: Help a child be prepared for these changes-use social stories, visual schedules, and other visual supports to help set expectations. Have them practice telling the teacher if they're not feeling well or need to use the bathroom.

Challenge #2: Mask/Face Covering Use by Students. Students may be bothered by masks or find them uncomfortable. They also won't be able to see facial expressions and other visual cues that aid in communication with their peers when solid face coverings are used.

How to Help: Use social stories on wearing a mask, decorate and personalize the child's mask, have them practice wearing the mask at home for longer periods of time to increase tolerance, and help them identify a "mask model"-someone the child looks up to who wears a mask. Practice using and interpreting facial expressions using the eyes and upper part of the face at home with the child.

How to Help: Review pictures of friends, teachers, and staff without masks-and talk about how a child can identify those people (e.g., focus their attention to the person's eyes, hair, and other distinguishing features).

How to Help: Social stories, visual schedules, sharing videos from familiar favorites (e.g., Sesame Street), or timing 30 seconds of handwashing to favorite songs can all help.

Some children may be taking part in hybrid scenarios this fall, which can pose the challenges presented by both virtual and in-person settings-as well as the added challenge of a constantly varying routine. In such cases, visual schedules, checklists, and large color-coded wall calendars are helpful for children with speech and language disorders.

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How Parents Can Help Children With Speech and Language Disorders in Virtual and Modified In-Person Classroom Settings

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As the new school year nears, ASHA is offering advice for parents of the more than 1 million U.S. children who receive school-based treatment for speech and language disorders to help their children perform and adjust to new virtual and modified in-person learning environments.

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With so many students affected by this disability, language disorders are difficult for students to cope with as they are often not understood which is frustrating for them.

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Speech and Language Disorders Factsheet (for Schools) (for Parents) - Nemours KidsHealth

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What teachers should know about speech and language impairments, and how to help students with impairments succeed in school.

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Milestones are so important to be aware of and to get help for your child if they are not reached.

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Developmental milestones

The course of children’s development is mapped using a chart of developmental milestones.

These milestones are behaviors that emerge over time, forming the building blocks for growth and continued learning. Some of the categories within which these behaviors are seen include:

Cognition (thinking, reasoning, problem-solving, understanding)

Motor coordination (gross/fine motor, jumping, hopping, throwing/catching, drawing, stacking)

Social interaction (initiating peer contact, group play)

Adaptive (dressing, eating, washing)

By age one

Milestones

Recognizes name

Says 2-3 words besides “mama” and “dada”

Imitates familiar words

Understands simple instructions

Recognizes words as symbols for objects: Car - points to garage, cat - meows

Activities to encourage your child’s language

Respond to your child’s coos, gurgles, and babbling

Talk to your child as you care for him or her throughout the day

Read colorful books to your child every day

Tell nursery rhymes and sing songs

Teach your child the names of everyday items and familiar people

Take your child with you to new places and situations

Play simple games with your child such as “peek-a-boo” and “pat-a-cake”

Between one and two

Milestones

Understands “no”

Uses 10 to 20 words, including names

Combines two words such as “daddy bye-bye”

Waves good-bye and plays pat-a-cake

Makes the “sounds” of familiar animals

Gives a toy when asked

Uses words such as “more” to make wants known

Points to his or her toes, eyes, and nose

Brings object from another room when asked

Activities to encourage your child’s language

Reward and encourage early efforts at saying new words

Talk to your baby about everything you’re doing while you’re with him

Talk simply, clearly, and slowly to your child

Talk about new situations before you go, while you’re there, and again when you are home

Look at your child when he or she talks to you

Describe what your child is doing, feeling, hearing

Let your child listen to children’s records and tapes

Praise your child’s efforts to communicate

Between two and three

Milestones

Identifies body parts

Carries on ‘conversation’ with self and dolls

Asks “what’s that?” And “where’s my?”

Uses 2-word negative phrases such as “no want”.

Forms some plurals by adding “s”; book, books

Has a 450 word vocabulary

Gives first name, holds up fingers to tell age

Combines nouns and verbs “mommy go”

Understands simple time concepts: “last night”, “tomorrow”

Refers to self as “me” rather than by name

Tries to get adult attention: “watch me”

Likes to hear same story repeated

May say “no” when means “yes”

Talks to other children as well as adults

Solves problems by talking instead of hitting or crying

Answers “where” questions

Names common pictures and things

Uses short sentences like “me want more” or “me want cookie”

Matches 3-4 colors, knows big and little

Activities to encourage your child’s language

Repeat new words over and over

Help your child listen and follow instructions by playing games: “pick up the ball,” “Touch Daddy’s s nose”

Take your child on trips and talk about what you see before, during and after the trip

Let your child tell you answers to simple questions

Read books every day, perhaps as part of the bedtime routine

Listen attentively as your child talks to you

Describe what you are doing, planning, thinking

Have the child deliver simple messages for you (Mommy needs you, Daddy )

Carry on conversations with the child, preferably when the two of you have some quiet time together

Ask questions to get your child to think and talk

Show the child you understand what he or she says by answering, smiling, and nodding your head

Expand what the; child says. If he or she says, “more juice,” you say, “Adam wants more juice.”

Between three and four

Milestones

Can tell a story

Has a sentence length of 4-5 words

Has a vocabulary of nearly 1000 words

Names at least one color

Understands “yesterday,” “summer”, “lunchtime”, “tonight”, “little-big”

Begins to obey requests like “put the block under the chair”

Knows his or her last name, name of street on which he/she lives and several nursery rhymes

Activities to encourage your child’s language

Talk about how objects are the same or different

Help your child to tell stories using books and pictures

Let your child play with other children

Read longer stories to your child

Pay attention to your child when he’s talking

Talk about places you’ve been or will be going

Between four and five

Milestones

Has sentence length of 4-5 words

Uses past tense correctly

Has a vocabulary of nearly 1500 words

Points to colors red, blue, yellow and green

Identifies triangles, circles and squares

Understands “In the morning” , “next”, “noontime”

Can speak of imaginary conditions such as “I hope”

Asks many questions, asks “who?” And “why?”

Activities to encourage your child’s language

Help your child sort objects and things (ex. things you eat, animals. . )

Teach your child how to use the telephone

Let your child help you plan activities such as what you will make for Thanksgiving dinner

Continue talking with him about his interests

Read longer stories to him

Let her tell and make up stories for you

Show your pleasure when she comes to talk with you

Between five and six

Milestones

Has a sentence length of 5-6 words

Has a vocabulary of around 2000 words

Defines objects by their use (you eat with a fork) and can tell what objects are made of

Knows spatial relations like “on top”, “behind”, “far” and “near”

Knows her address

Identifies a penny, nickel and dime

Knows common opposites like “big/little”

Understands “same” and “different”

Counts ten objects

Asks questions for information

Distinguished left and right hand in herself

Uses all types of sentences, for example “let’s go to the store after we eat”

Activities to encourage your child’s language

Praise your child when she talks about her feelings, thoughts, hopes and fears

Comment on what you did or how you think your child feels

Sing songs, rhymes with your child

Continue to read longer stories

Talk with him as you would an adult

Look at family photos and talk to him about your family history

Listen to her when she talks to you

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The course of children's development is mapped using a chart of developmental milestones. These milestones are behaviors that emerge over time, forming the building blocks for growth and continued learning. This article provides information about these milestones, as well as activities to encourage your child's language by age.

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There really is a difference between speech, the sounds one makes and the language, forming sentences and the different therapies to help each one.

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Speech and language problems may make it hard for your child to understand and speak with others, or make the sounds of speech. They're common, affecting as many as one in 12 kids and teens in the U.S.

Kids with these disorders often have trouble when they learn to read and write, or when they try to be social and make friends. But treatment helps most children improve, especially if they start it early.

Adults can also have these disorders. It may have started in childhood, or they may have them because of other problems such as brain injuries, stroke, cancer, or dementia.

Speech Disorders

For children with speech disorders, it can be tough forming the sounds that make up speech or putting sentences together. Signs of a speech disorder include:

Trouble with p, b, m, h, and w sounds at 1 to 2 years of age

Problems with k, g, f, t, d, and n sounds between the ages of 2 and 3

When people who know the child well find it hard to understand them

The causes of most speech disorders are unknown.

There are three major types:

Articulation: It's hard for your child to pronounce words. They may drop sounds or use the wrong sounds and say things like "wabbit" instead of "rabbit." Letters such as p, b, and m are easier to learn. Most kids can master those sounds by age 2. But r, l, and th sounds take longer to get right.

Fluency: Your child may have problems with how his words and sentences flow. Stuttering is a fluency disorder. That's when your child repeats words, parts of words, or uses odd pauses. It's common as kids approach 3 years of age. That's when a child thinks faster than they can speak. If it lasts longer than 6 months, or if your child is more than 3.5 years old, get help.

Voice: If your child speaks too loudly, too softly, or is often hoarse, they may have a voice disorder. This can happen if your child speaks loudly and with too much force. Another cause is small growths on the vocal cords called nodules or polyps. They're also due to too much voice stress.

Continued

Language Disorders

Does your child use fewer words and simpler sentences than his friends? These issues may be signs of a language disorder. For kids with this disorder, it's hard to find the right words or speak in complete sentences. It may be tough for them to make sense of what others say. Your child may have this disorder if they:

Don't babble by 7 months

Only speak a few words by 17 months

Can't put two words together by 2 years

Have problems when they play and talk with other kids from the ages of 2 to 3

There are two major types of language disorders. It's possible for a child to have both.

Receptive: This is when your child finds it hard to understand speech. They may find it hard to:

Follow directions

Answer questions

Point to objects when asked

Expressive: If your child has trouble finding the right words to express themselves, they may have this type of language disorder. Kids with an expressive disorder may find it tough to:

Ask questions

String words into sentences

Start and continue a conversation

It's not always possible to trace the cause of language disorders. Physical causes of this type of disorder can include head injuries, illness, or ear infections. These are sometimes called acquired language disorders.

Other things that make it more likely include:

A family history of language problems

Being born early

Down syndrome

Poor nutrition

Doctors don't always know what causes your child's condition. Remember, these kinds of disorders have nothing to do with how smart your child is. Often, kids with language disorders are smarter than average.

Diagnosis and Treatment

Speech and language disorders are legally defined disabilities. Your child may get testing and treatment through your state's early intervention program or local public schools. Some services are free.

Your child may see a speech language pathologist, or SLP. The SLP may try to find out if your child:

Can follow directions

Is able to name common objects

Knows how to play with toys

Can hold books the right way

The SLP will first check your child's hearing. If that's OK, the SLP will do tests to find out what kind of disorder may be present, if it's a short-term problem or one that needs treatment, and what treatment plan to recommend.

Continued

How to Help Your Child

Children learn and grow at their own pace. The younger they are, the more likely they are to make mistakes. So you'll want to learn the milestones. Know what skills your child should be able to master at a given age.

To help your child with their speech and language skills:

Talk to your child, even as a newborn.

Point to objects and name them.

When your child is ready, ask them questions.

Respond to what they say, but don't correct mistakes.

Read to your child at least 15 minutes a day.

If your child has one of these disorders, don't assume they'll outgrow it. But treatment does help most kids get better. The sooner they get it, the better the results.

Sources

SOURCES:

Diane Paul, PhD, American Speech-Language-Hearing Association, Washington, D.C.

National Institute on Deafness and Other Communication Disorders: "Speech and Language Developmental Milestones," "Quick Statistics About Voice, Speech, Language."

Understood.org: "Understanding Language Disorders."

American Speech-Language-Hearing Association: "Preschool Language Disorders," "Speech Sound Disorders," "Adult Speech and Language," "Apraxia of Speech in Adults," "Dysarthria," "Early Identification of Speech, Language, and Hearing Disorders."

UpToDate: "Etiology of speech and language disorders in children."

Stanford Children's Health: "Fluency Disorder."

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Speech and language problems may make it hard for your child to understand and speak with others, or make the sounds of speech. They're common, affecting as many as one in 12 kids and teens in the U.S. Kids with these disorders often have trouble when they learn to read and write, or when they try to be social and make friends.

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There are different types of language disorders, receptive and expressive. Sometimes children do not understand conversations as in receptive or sometimes they cannot communicate feelings as in expressive language disorders.

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What are language disorders in children?

Most infants or toddlers can understand what you're saying well before they can clearly talk. As they get older and their communication skills develop, most children learn how to put their feelings into words.

But some children have language disorders. They may have:

Receptive language disorder. A child has trouble understanding words that he or she hears and reads.

Expressive language disorder. A child has trouble speaking with others and expressing thoughts and feelings.

A child will often have both disorders at the same time. Such disorders are often diagnosed in children between the ages of 3 and 5.

What causes language disorders in a child?

Language disorders can have many possible causes. A child's language disorder is often linked to a health problem or disability such as:

A brain disorder such as autism

A brain injury or a brain tumor

Birth defects such as Down syndrome, fragile X syndrome, or cerebral palsy

Problems in pregnancy or birth, such as poor nutrition, fetal alcohol syndrome, early (premature) birth, or low birth weight

Sometimes language disorders have a family history. In many cases, the cause is not known.

It's important to know that learning more than one language does not cause language disorders in children. But a child with language disorder will have the same problems in all languages.

Which children are at risk for language disorders?

The cause often is not known, but children at risk for a language disorder include those with:

What are the symptoms of language disorders in a child?

Children with receptive language disorder have trouble understanding language. They have trouble grasping the meaning of words they hear and see. This includes people talking to them and words they read in books or on signs. It can cause problems with learning. It needs to be treated as early as possible.

A child with receptive language disorder may have trouble:

A child with expressive language disorder has trouble using language. The child may be able to understand what other people say. But he or she has trouble when trying to talk, and often can't express what he or she is feeling and thinking. The disorder can affect both written and spoken language. And children who use sign language can still have trouble expressing themselves.

A child with expressive language disorder may have trouble:

How are language disorders diagnosed in a child?

Your child's healthcare provider will ask about your child's language use. He or she will also look at your child's health history. Your child may have a physical exam and hearing tests. Your child's healthcare provider will likely refer your child to a speech-language pathologist (SLP). This specialist can help diagnose and treat your child.

An SLP will evaluate your child during play. This may be done in a group setting with other children. Or it may be done one-on-one with your child. The SLP will look at how your child:

How are language disorders treated in a child?

To treat your child, the speech-language pathologist (SLP) will help him or her to learn to relax and enjoy communicating through play. The SLP will use different age-appropriate methods to help your child with language and communication. The SLP will talk with your child and may:

Use toys, books, objects, or pictures to help with language development

Have your child do activities, such as craft projects

Have your child practice asking and answering questions

The SLP will explain more about the methods that are best for your child's condition.

How can I help my child live with a language disorder?

A language disorder can be frustrating for parents and teachers, and also for the child. Without diagnosis and treatment, children with such a disorder may not do well in school. They may also misbehave because of their frustration over not being able to communicate. But language disorders are a common problem in children. And they can be treated.

If you think your child might have a language disorder, talk with your child's healthcare provider right away. Research has shown that children who start therapy early have the best outcome. Make sure that the SLP you choose is certified by the American Speech-Language-Hearing Association.

The SLP will guide your child's treatment. But it's important to know that parents play a critical role. You will likely need to work with your child to help him or her with language use and understanding. The SLP will also talk with caregivers and teachers to help them work with your child.

Ask the SLP what you should be doing at home to help the process. The SLP may advise simple activities such as:

Reading and talking to your child to help him or her learn words

Listening and responding when your child talks

Encouraging your child to ask and answer questions

Pointing out words on signs

When should I call my child's healthcare provider?

Call your child's healthcare provider if your child has:

Key points about language disorders in children

Next steps

Tips to help you get the most from a visit to your child's healthcare provider:

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A language disorder in a child means he or she has trouble understanding words that he or she hears and reads. Or the child has trouble speaking with others and expressing thoughts and feelings.

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Speech disorders can be about not being able to make certain sounds or missing the pronunciation of a certain sound.

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What are speech sound disorders in children?

It's normal for young children learning language skills to have some trouble saying words the right way. That's part of the learning process. Their speech skills develop over time. They master certain sounds and words at each age. By age 8, most children have learned how to master all word sounds.

But some children have speech sound disorders. This means they have trouble saying certain sounds and words past the expected age. This can make it hard to understand what a child is trying to say.

Speech sound problems include articulation disorder and phonological process disorder.

Articulation disorder is a problem with making certain sounds, such as "sh."

Phonological process disorder is a pattern of sound mistakes. This includes not pronouncing certain letters.

What causes speech sound disorders in a child?

Often, a speech sound disorder has no known cause. But some speech sound errors may be caused by:

Injury to the brain

Thinking or development disability

Problems with hearing or hearing loss, such as past ear infections

Physical problems that affect speech, such cleft palate or cleft lip

Disorders affecting the nerves involved in speech

Which children are at risk for speech sound disorders?

The cause often is not known, but children at risk for a speech sound disorder include those with:

Developmental disorders such as autism

Genetic disorders such as Down syndrome

Hearing loss

Nervous system disorders such as cerebral palsy

Illnesses such as frequent ear infections

Physical problems such as a cleft lip or palate

Too much thumb-sucking or pacifier use

Low education level of the parent

Lack of support for learning in the home

What are the symptoms of speech sound disorders in a child?

Your child's symptoms depend on what type of speech sound disorder your child has. He or she may have trouble forming some word sounds correctly past a certain age. This is called articulation disorder. Your child may drop, add, distort, or swap word sounds. Keep in mind that some sound changes may be part of an accent. They are not speech errors. Signs of this problem can include:

Leaving off sounds from words (example: saying "coo" instead of "school")

Adding sounds to words (example: saying "puhlay" instead of "play")

Distorting sounds in words (example: saying "thith" instead of "this")

Swapping sounds in words (example: saying "wadio" instead of "radio")

If your child often makes certain word speech mistakes, he or she may have phonological process disorder. The mistakes may be common in young children learning speech skills. But when they last past a certain age, it may be a disorder. Signs of this problem are:

Saying only 1 syllable in a word (example: "bay" instead of "baby")

Simplifying a word by repeating 2 syllables (example: "baba" instead of "bottle")

Leaving out a consonant sound (example: "at" or "ba" instead of "bat")

Changing certain consonant sounds (example: "tat" instead of "cat")

How are speech sound disorders diagnosed in a child?

First, your child's healthcare provider will check his or her hearing. This is to make sure that your child isn't simply hearing words and sounds incorrectly.

If your child's healthcare provider rules out hearing loss, you may want to talk with a speech-language pathologist. This is a speech expert who evaluates and treats children who are having problems with speech-language and communication.

By watching and listening to your child speak, a speech-language pathologist can determine whether your child has a speech sound disorder. The pathologist will evaluate your child's speech and language skills. He or she will keep in mind accents and dialect. He or she can also find out if a physical problem in the mouth is affecting your child's ability to speak. Finding the problem and getting help early are important to treat speech sound disorders.

How are speech sound disorders treated in a child?

The speech-language pathologist can put together a therapy plan to help your child with his or her disorder. These healthcare providers work with children to help them:

Notice and fix sounds that they are making wrong

Learn how to correctly form their problem sound

Practice saying certain words and making certain sounds

The pathologist can also give you activities and strategies to help your child practice at home. If your child has a physical problem in the mouth, the pathologist can refer your child to an ear, nose, throat healthcare provider or orthodontist if needed.

Spotting a speech sound disorder early can help your child overcome any speech problems. He or she can learn how to speak well and comfortably.

How can I help my child live with a speech sound disorder?

You can do things to take care of your child with a speech sound disorder:

Keep all appointments with your child's healthcare provider.

Talk with your healthcare provider about other providers who will be involved in your child's care. Your child may get care from a team that may include experts such as speech-language pathologists and counselors. Your child's care team will depend on your child's needs and the severity of the speech sound disorder.

Tell others of your child's disorder. Work with your child's healthcare provider and schools to develop a treatment plan.

Reach out for support from local community services. Being in touch with other parents who have a child with a speech sound disorder may be helpful.

When should I call my child's healthcare provider?

Call your child's healthcare provider if your child has:

Key points about speech sound disorders in children

A speech sound disorder means a child has trouble saying certain sounds and words past the expected age.

A child with an articulation disorder has problems making certain sounds the right way.

A child with phonological process disorder regularly makes certain word speech mistakes.

The cause of this problem is often unknown.

A speech-language pathologist can help diagnose and treat a speech sound disorder.

Next steps

Tips to help you get the most from a visit to your child's healthcare provider:

Know the reason for the visit and what you want to happen.

Before your visit, write down questions you want answered.

At the visit, write down the name of a new diagnosis, and any new medicines, treatments, or tests. Also write down any new instructions your provider gives you for your child.

Know why a new medicine or treatment is prescribed and how it will help your child. Also know what the side effects are.

Ask if your child's condition can be treated in other ways.

Know why a test or procedure is recommended and what the results could mean.

Know what to expect if your child does not take the medicine or have the test or procedure.

If your child has a follow-up appointment, write down the date, time, and purpose for that visit.

Know how you can contact your child's provider after office hours. This is important if your child becomes ill and you have questions or need advice.

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A speech sound disorder means that a child has trouble saying certain sounds and words past the expected age. This can make it hard to understand what a child is trying to say.

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Speech disorder | Description, Types, & Therapy

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The brain has different areas that control speech.

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speech disorder, any of the disorders that impair human speech.

Human communication relies largely on the faculty of speech, supplemented by the production of certain sounds, each of which is unique in meaning. Human speech is extraordinarily complex, consisting of sound waves of a diverse range of frequencies, intensities, and amplitudes that convey specific information. The production and reception of these sounds require a properly functioning ear and auditory system, as well as intact and healthy vocal and sound-generating structures, including the larynx, the tongue, and the lips.

Vocal communication can be rendered difficult or impossible by deformities in the physical structures used in speech and sound production or by disorders affecting areas of the brain that process speech and sound.

The study of speech disorders

Prevalence of speech disorders

In the United States, statistics from the early 21st century compiled by the National Institute on Deafness and Other Communication Disorders revealed that approximately 5 percent of American children had detectable speech disorders by age six or seven. About 7.5 million Americans were found to be unable to use their voice normally. Disorders of articulation among young children were frequent.

Studies in Germany, Austria, and other central European countries suggest that the incidence and prevalence of speech disorders in these countries follow patterns similar to those observed among other Western countries. There are, however, deviations from these trends. For example, the incidence of cleft palate is very high among Native Americans, while it is much lower among blacks than in whites. Studies of stuttering that have focused on specific populations, including Americans, Europeans, and Africans, have indicated that the prevalence of the disorder among these populations is highly variable. However, generalization of the data suggests that roughly 2.5 percent of children under age five are affected by stuttering. For some speech disorders, reliable data on global prevalence and distribution are lacking.

Classification of speech disorders

In accordance with physiological considerations, disorders of communication are first classified into disorders of voice and phonic respiration, disorders of articulated speech, and disorders of language. It has been known for a long time that the majority of communication disorders are not caused by local lesions of the teeth, tongue, vocal cords, or regulating brain centres. Since these predominant disorders of voice and speech develop from derangements of the underlying physiological functions of breathing, use of the voice, speaking habits, or emotional disorders, this group has been labeled as functional. The remainder of the communication disorders with clearly recognizable structural abnormalities in the total speech mechanism has been labeled organic.

While this empirical grouping has certain implications for the selection of the appropriate treatment, it is not satisfactory because organic structure and living function can never be separated. Certain functional disorders of the voice caused by its habitual abuse may very well lead to secondary structural changes, such as the growths (polyps and nodules) of the vocal cords, which develop as a result of vocal abuse. On the other hand, all the obviously organic and structural lesions, such as loss of the tongue from accident or surgery, will almost inevitably be followed by emotional and other psychological reactions. In this case, the functional components are of a secondary nature but to a great extent will influence the total picture of disturbance, including the patient's ability to adjust to the limitation, to relearn a new mode of appropriate function, and to make the best of his or her condition.

Within these major groups, the various types of communication disorders have for a long time, and in most parts of the world, been described by the listener's perceptual impression. Most languages employ specific words for the various types of abnormal speech, such as stuttering, stammering, cluttering, mumbling, lisping, whispering, and many others. The problem with such subjective and symptomatic labels is the fact that they try to define the final, audible result, the recognizable phenomenon, and not by any means the underlying basis. This general human tendency to describe disorders of communication by what the listener hears is analogous to the attempts of early medicine to classify diseases by the patient's symptoms that the diagnosing physician could see or hear or feel or perhaps smell. Before the great discoveries of the 19th century had erected a logical basis for medical pathology, the various diseases were classified as numerous types of fevers, congestions, and dyscrasias. Thus, malaria was originally thought to be caused by the evil emanations (miasma) of the bad air ( mal aria) near swamps until it was recognized to be caused by a blood parasite transmitted by the mosquito.

The various approaches of medical, psychiatric, psychological, educational, behavioral, and other schools of speech pathology have made great advances in the recent past and better systems of classification continue to be proposed. They aim at grouping the observable symptoms of speech disorders according to the underlying origins instead of the listener's subjective impressions. While this is relatively easy in the case of language loss from, for example, a brain stroke because the destroyed brain areas can be identified at autopsy, it is more difficult in the case of the large group of so-called functional speech disorders for two reasons: first, they are definitely not caused by gross, easily visible organic lesions, and, second, many functional disorders are outgrown through maturation or appropriate learning (laboratory study of the involved tissues in such cases would reveal no detectable lesions). It is hoped that refined methods of study in the areas of both "functional" psychology and "organic" neurophysiology will eventually reveal the structural bases for the prevalent disorders of voice and speech.

Treatment and rehabilitation

The selection of methods in the medical treatment or educational rehabilitation of communication disorders depends primarily on the underlying basis for the disturbance. Any case of chronic hoarseness should be evaluated first by a laryngologist to establish a precise diagnosis. This is particularly important in the older age groups in which an incipient laryngeal cancer is often overlooked because the patient does not pay attention to his or her deteriorating voice. The prognosis of all cancers becomes rapidly poorer the longer the disease remains unrecognized. As soon as disease of the larynx is excluded as a cause of the vocal complaint, vocal rehabilitation by a competent speech pathologist should be considered.

Malformations, diseases, or injuries of the peripheral speech mechanism are treated by appropriate specialists. The plastic surgeon repairs a cleft of the palate. The neurologist and internist treat the stroke patient until he or she has recovered sufficiently to be referred for reeducation of language abilities. The pediatrician treats the child with intellectual disability, while the geneticist counsels the family regarding the possible inheritance of the disorder and its future avoidance. Deafness or severe hearing loss in early childhood is a typical cause for severe delay of language development and should be promptly recognized through appropriate examination by the ear surgeon (otologist) and hearing specialist (audiologist). Cases of childhood autism (withdrawal, severe eccentricities) or early schizophrenia are recognized with increasing frequency by speech pathologists, child psychiatrists, pediatricians, and clinical psychologists. This multitude of various professional interests in the recognition and rehabilitation of such exceptional children is well served by the coordination of these efforts in the modern team approach. But again, the largest group of disorders of voice and speech has causes other than these grossly organic lesions. They belong within the province of speech rehabilitation by experts in speech pathology and other functional practitioners.

In the 21st century, researchers from diverse fields, including neuroscience, bioengineering, and linguistics, worked to develop state-of-the-art devices capable of generating a synthetic voice controlled by activity in the speech centres of a person's brain. Part of this research entailed mapping sound produced by the voice of healthy individuals to movements of the vocal tract, which allowed for the subsequent development of algorithms that associate brain activity generated during speech with specific vocal tract movements. Those movements could then be used to produce a synthetic version of an individual's voice. In an early trial, one such neural decoder successfully generated understandable sentences that had been silently mimed by a person with intact speech.

Development of speech correction

That humankind has been troubled by speech afflictions since the beginning of recorded history can be gleaned from numerous remarks in the books of the Bible. Further, many scientific and medical writers from the time of antiquity to the Middle Ages reported observations of speech and voice disorders. The recommended remedies merely reflected the inadequacies of the philosophical or empirical notions of their times. Scientifically oriented speech pathology originated in Germany during the latter part of the 19th century, following closely the development of otolaryngology. Three names stand out in this respect: Carl Ludwig Merkel ( Anthropophonik; 1857), Adolph Kussmaul ( The Disorders of Speech; 1877), and Hermann Gutzmann, Sr., who became the first professor of speech pathology at the University of Berlin Medical School around 1900.

During the same time, the new science of experimental phonetics was developed by Jean-Pierre Rousselot in Paris, who promptly recognized the great contributions that experimental phonetics could make to the study of normal and disturbed speech. This close collaboration of medical speech pathology with experimental phonetics has remained typical for the European continent where speech correction is customarily carried out under the direction of physicians in the ear, nose, and throat departments of the university hospitals. The designation of speech and voice pathology as logopedics and phoniatrics with its medical orientation subsequently reached many other civilized nations, notably in Japan and on the South American continent. The national organizations in most of these areas are now represented in the International Association of Logopedics and Phoniatrics, which was founded in Vienna in 1924.

The evolution of speech correction in the Anglo-Saxon countries followed a different trend. Although the United Kingdom has had a long tradition in general and experimental phonetics, its College of Speech Therapists was organized as an examining and supervisory body in 1945. Similar organizations followed in other areas of the British Commonwealth.

American speech pathology elected a different way. The American Speech-Language-Hearing Association (ASHA), founded in 1925 in New York City as the American Academy of Speech Correction, became the organizing, examining, and supervisory body for a rapidly growing membership, which surpassed 130,000 by 2008. Many colleges and universities in the United States are accredited by ASHA and offer degrees in speech pathology and audiology, some including work at the doctoral level. The large majority of ASHA members work as speech clinicians. A smaller number with master's degrees and a still smaller number with doctoral degrees staff clinics that deal with communication disorders and that are usually affiliated with hospitals, colleges, universities, and occasionally with civic organizations.

Russian speech correction originally followed the developments of European logopedics and phoniatrics. One facet of early speech pathology research in Russia was its emphasis on Pavlovian theory ( conditioning and retraining) and intensive use of neuropsychiatric methods, including pharmacology, sleep therapy, and other intensive treatment programs during hospitalization. Similar trends operate in the eastern European countries, such as in the Czech Republic, where the first independent medical department of logopedics and phoniatrics was organized at the Faculty of Medicine of Charles University in Prague.

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Speech disorder | Description, Types, & Therapy

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Speech disorder, any of the disorders that impair human speech. Vocal communication can be rendered difficult or impossible by deformities in the physical structures used in speech and sound production or by disorders affecting areas of the brain that process speech and sound.

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Many children have speech disorders and the causes can not always be identified. Sometimes there is no cause.

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Definition

A speech disorder is a condition in which a person has problems creating or forming the speech sounds needed to communicate with others. This can make the child's speech difficult to understand.

Common speech disorders are:

Articulation disorders

Phonological disorders

Disfluency

Voice disorders or resonance disorders

Speech disorders are different from language disorders in children. Language disorders refer to someone having difficulty with:

Getting their meaning or message across to others (expressive language)

Understanding the message coming from others (receptive language)

Alternative Names

Articulation deficiency; Articulation disorder; Phonological disorder; Voice disorders; Vocal disorders; Disfluency; Communication disorder - speech disorder; Speech disorder - stuttering; Cluttering; Stammering; Childhood onset fluency disorder

Causes

Speech is one of the main ways in which we communicate with those around us. It develops naturally, along with other signs of normal growth and development. Disorders of speech and language are common in preschool age children.

Disfluencies are disorders in which a person repeats a sound, word, or phrase. Stuttering may be the most serious disfluency. It may be caused by:

Genetic abnormalities

Emotional stress

Any trauma to brain or infection

Articulation and phonological disorders may occur in other family members. Other causes include:

Problems or changes in the structure or shape of the muscles and bones used to make speech sounds. These changes may include cleft palate and tooth problems.

Damage to parts of the brain or the nerves (such as from cerebral palsy) that control how the muscles work together to create speech.

Hearing loss.

Voice disorders are caused by problems when air passes from the lungs, through the vocal cords, and then through the throat, nose, mouth, and lips. A voice disorder may be due to:

Acid from the stomach moving upward (GERD)

Cancer of the throat

Cleft palate or other problems with the palate

Conditions that damage the nerves that supply the muscles of the vocal cords

Laryngeal webs or clefts (a birth defect in which a thin layer of tissue is between the vocal cords)

Noncancerous growths (polyps, nodules, cysts, granulomas, papillomas, or ulcers) on the vocal cords

Overuse of the vocal cords from screaming, constantly clearing the throat, or singing

Hearing loss

Symptoms

DISFLUENCY

Stuttering is the most common type of disfluency.

Symptoms of disfluency can include:

Repetition of sounds, words, or parts of words or phrases after age 4 (I want...I want my doll. I...I see you.)

Putting in (interjecting) extra sounds or words (We went to the...uh...store.)

Making words longer (I am Boooobbby Jones.)

Pausing during a sentence or words, often with the lips together

Tension in the voice or sounds

Frustration with attempts to communicate

Head jerking while talking

Eye blinking while talking

Embarrassment with speech

ARTICULATION DISORDER

The child is not able to produce speech sounds clearly, such as saying "coo" instead of "school."

Certain sounds (like "r", "l", or "s") may be consistently distorted or changed (such as making the 's' sound with a whistle).

Errors may make it hard for people to understand the person (only family members may be able to understand a child).

PHONOLOGICAL DISORDER

The child does not use some or all of the speech sounds to form words as expected for their age.

The last or first sound of words (most often consonants) may be left out or changed.

The child may have no problem pronouncing the same sound in other words (a child may say "boo" for "book" and "pi" for "pig", but may have no problem saying "key" or "go").

VOICE DISORDERS

Other speech problems include:

Hoarseness or raspiness to the voice

Voice may break in or out

Pitch of the voice may change suddenly

Voice may be too loud or too soft

Person may run out of air during a sentence

Speech may sound odd because too much air is escaping through the hose (hypernasality) or too little air is coming out through the nose (hyponasality)

Exams and Tests

Your health care provider will ask about your child's developmental and family history. The provider will do some neurological screening and check for:

Fluency of speech

Any emotional stress

Any underlying condition

Effect of speech disorder on daily life

Some other evaluation tools used to identify and diagnose speech disorders are:

Denver Articulation Screening Examination.

Leiter International Performance scale-3.

Goldman-Fristoe Test of Articulation 3 (GFTA-3).

Arizona Articulation and Phonology Scale 4th Revision (Arizona-4).

Prosody-voice screening profile.

A hearing test may also be done to rule out hearing loss as a cause of the speech disorder.

Treatment

Children may outgrow milder forms of speech disorders. The type of treatment will depend on the severity of the speech disorder and its cause.

Speech therapy may help with more severe symptoms or any speech problems that do not improve.

In therapy, the therapist may teach your child how to use their tongue to create certain sounds.

If a child has a speech disorder, parents are encouraged to:

Avoid expressing too much concern about the problem, which can actually make matters worse by making the child more self-conscious.

Avoid stressful social situations whenever possible.

Listen patiently to the child, make eye contact, don't interrupt, and show love and acceptance. Avoid finishing sentences for them.

Set aside time for talking.

Support Groups

The following organizations are good resources for information on speech disorder and its treatment:

Outlook (Prognosis)

Outlook depends on the cause of the disorder. Speech can often be improved with speech therapy. Early treatment is likely to have better results.

Possible Complications

Speech disorders may lead to challenges with social interactions due to difficulty communicating.

When to Contact a Medical Professional

Call your provider if:

Your child's speech is not developing according to normal milestones.

You think your child is in a high-risk group.

Your child is showing signs of a speech disorder.

Prevention

Hearing loss is a risk factor for speech disorders. At-risk infants should be referred to an audiologist for a hearing test. Hearing and speech therapy can then be started, if necessary.

As young children begin to speak, some disfluency is common, and most of the time, it goes away without treatment. If you place too much attention on the disfluency, a stuttering pattern may develop.

References

American Speech-Language-Hearing Association website. Voice disorders. www.asha.org/Practice-Portal/Clinical-Topics/Voice-Disorders/. Accessed April 12, 2022.

Simms MD. Language development and communication disorders. In: Kliegman RM, St. Geme JW, Blum NJ, Shah SS, Tasker RC, Wilson KM, eds. Nelson Textbook of Pediatrics. 21st ed. Philadelphia, PA: Elsevier; 2020: chap 52.

Trauner DA, Nass RD. Developmental language disorders. In: Swaiman KF, Ashwal S, Ferriero DM, et al, eds. Swaiman's Pediatric Neurology: Principles and Practice. 6th ed. Philadelphia, PA: Elsevier; 2017:chap 53.

Zajac DJ. Evaluation and management of speech disorders for the patient with cleft palate. In: Fonseca RJ, ed. Oral and Maxillofacial Surgery. 3rd ed. St Louis, MO: Elsevier; 2018:chap 32.

Version Info

Last reviewed on 2/24/2022

Neil K. Kaneshiro, MD, MHA, Clinical Professor of Pediatrics, University of Washington School of Medicine, Seattle, WA. Also reviewed by David Zieve, MD, MHA, Medical Director, Brenda Conaway, Editorial Director, and the A.D.A.M. Editorial team.

A.D.A.M., Inc. is accredited by URAC, also known as the American Accreditation HealthCare Commission (www.urac.org). URAC's accreditation program is the first of its kind, requiring compliance with 53 standards of quality and accountability, verified by independent audit. A.D.A.M. is among the first to achieve this important distinction for online health information and services. Learn more about A.D.A.M.'s editorial process. A.D.A.M. is also a founding member of Hi-Ethics (www.hiethics.com) and subscribes to the principles of the Health on the Net Foundation (www.hon.ch).

The information provided herein should not be used during any medical emergency or for the diagnosis or treatment of any medical condition. A licensed physician should be consulted for diagnosis and treatment of any and all medical conditions. Call 911 for all medical emergencies. Links to other sites are provided for information only -- they do not constitute endorsements of those other sites. Copyright 2002 A.D.A.M., Inc. Any duplication or distribution of the information contained herein is strictly prohibited.

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Speech and Language Disorders - Symptoms and Causes

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A speech disorder is a condition in which a person has problems creating or forming the speech sounds needed to communicate with others.

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A great organization which gives excellent informative options and referrals.

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As parents watch their infants and toddlers reach ages and milestones, they may have questions on whether their child is speaking appropriately and meeting the right developmental milestones for their age. Speech therapy at the Florida Center can be an option for children up to age eight.

Children develop at their own pace, and speech delays can vary from child-to-child. Not all delays require intervention or speech therapy. As a rule of thumb, children should be able to say one word at about 1, two-word combinations at 18 months to 2 years and three-word sentences before turning 3. When speech specialists evaluate delayed speech, they care as much about a child's understanding as they do about how much he speaks.

Speech therapists at The Florida Center work on a range of issues with children, from pronunciation, to vocabulary, to early literacy and understanding, even swallowing issues.

You may be concerned about your child's speech development, and their need for speech therapy if you see the following signs:
1. Your child doesn't interact socially. 2. Your child only makes a few words, sounds or gestures. 3. You can't understand what your child is saying. 4. Your child hasn't started to combine two or more words together by age 2. 5. Your child struggles to make sounds or say words up to age 4.
Not all children need speech therapy, but the experts at The Florida Center can help identify your child's needs and evaluate the need for early intervention services. If you are concerned that your child may need speech therapy, call The Florida Center at 941-371-8820.

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Does My Child Need Speech Therapy? - Florida Center for Early Childhood

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Parents often wonder if their child is meeting developmental milestones when it comes to speech and whether their child needs speech therapy.

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For older students who may want the option of privacy dealing and working on whatever issue their disability is causing, an online alternative may work. Or if services are limited in one's area, at least this is available.

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Live Online Teletherapy Services For Schools | Presence

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Partner with Presence to expand your capacity to serve preK–12 students and empower your team.

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Any informational services one can get when dealing with so many differing directions is always helpful. This program also has in-house therapy services which are also free.

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School of Communication Science & Disorders

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Services Available

Specific services include diagnostic-evaluation and management services by speech-language pathologists and audiologists. Services are provided by graduate students under the direct supervision of faculty members and clinical instructors. All professional staff members are licensed by the Florida Board of Speech Language Pathology and Audiology and certified by the American Speech Language Hearing Association.

Hearing

Even a mild hearing impairment can be important because of its effects in such areas as language development and school performance in young children and adult communication at home and in the work environment. The following hearing assessments are available at the Clinic:

Comprehensive hearing evaluations for infants, children, and adults

Hearing aid candidacy assessment

OSHA mandated hearing assessment for noise exposed workers

Hearing aid or assistive listening device selection and fitting

Cochlear Implant Evaluations for Children and Adults

Cochlear Implant Programming for Children and Adults

Speech-Language

Intervention programs vary depending on the nature and severity of the communication disorder, the person's age, and individual concerns. Therapy is provided for children and adults and may be scheduled for individual or group sessions. Parents of children in therapy as well as family members or caregivers of adult clients receive information regarding the person's progress and ways to facilitate communication skills outside the clinic. Services related to speech and language include:

Articulation disorders

Language delay or disorders

Fluency disorders

Voice disorders

Disorders of speech, language, and cognition due to neurological damage or disease (e.g., stroke, head injury, or progressive neurological disease)

Augmentative communication systems for the non-vocal client

Language learning disorders (oral and written) related to learning disabilities

Auditory Verbal Therapy for individuals with hearing aids or cochlear implants provided by a licensed audiologist certified in auditory verbal therapy

Swallowing disorders/Dysphagia management

Speech and language differences due to region or ethnic dialect or English as a second language

Assistive Communication Lab

The Assistive Communication Lab focuses on meeting augmentative and alternative communication (AAC) needs of people with severe communication disorders. Augmentative and alternative communication is an area of rehabilitation offering ways to develop or restore an individual's ability to express him/herself and increase independence. The lab assists individuals with severe communication disorders including those related to cerebral palsy, intellectual disability, autism, traumatic brain injury, stroke, or neuromuscular disorders such as amyotrophic lateral sclerosis, multiple sclerosis and muscular dystrophy. Augmentative and alternative systems may include communication boards and books, sign language and electronic communication devices. Assessment services provide individuals and caregivers opportunities to identify appropriate resources. Intervention programs are available to enhance effective individual and caregiver use of resources.

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Clinic Services - School of Communication Science & Disorders

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Services Available Specific services include diagnostic-evaluation and management services by speech-language pathologists and audiologists. Services are provided by graduate students under the direct supervision of faculty members and clinical instructors. All professional staff members are licensed by the Florida Board of Speech Language Pathology and Audiology and certified by the American Speech Language Hearing Association....

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Great resource for parents who are needing a starting point for their child's therapies. With a six-month no cost evaluation, plans are tried to see which ones works the best and then help is given to transition using other resources available in the community.

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Services Provided

Patients are seen weekly for up to six months. Much time and effort on the part of the therapist are necessary to formulate goals with the family's input based on the child's needs. At the end of the six months, the therapist assists in the process to transition the child from our program and offers recommendations for any community resources

FECTS proudly provides the following services:

Therapy services are provided for children to:

Facilitate normal development and stimulate learning

Decrease the effects of pathology through early intervention

Address atypical neurodevelopment and implement appropriate treatment

Improve motor development

Promote independence

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Florida Elks Children's Therapy Services - Services

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Florida Elks Children's Therapy Services provides in-home physical and occupational therapy to Florida children in need of such services.

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Tips to engage students with speech.

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HOW TO TEACH STUDENTS WITH SPEECH AND LANGUAGE PROBLEMS

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Informational padlet on speech or language impairment.

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Speech Language Impairment: Students with Disabilities

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Speech and Language games and activities for children.

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Speech and Language Therapy for Children | Games and Activities

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Example of an app to help speech and language impaired communicate.

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The app is called TouchChat! Thanks to Connor’s speech language pathologist and his parents for their work in programming Connor’s device! You can get Connor his f’n hot dog Ko-fi link in bio! #aac #slp #verbal #polite #goodmanners #technologyisawesome #useyourwords #asknicely 

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@connorgetsdown
The app is called TouchChat! Thanks to Connor’s speech language pathologist and his parents for their work in programming Connor’s device! You can get Connor his f’n hot dog Ko-fi link in bio! #aac #slp #verbal #polite #goodmanners #technologyisawesome #useyourwords #asknicely
♬ original sound - connorgetsdown

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Research Guide with many links to information depending on age group.

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With a little help, K-12 students with speech and language disorders can find support and success in classroom settings. This guide includes organizations, support groups, articles and tools for middle school and high school students with speech disorders, as well as their parents and educators. These resources offer information for students with Autism Spectrum Disorder (ASD), students who stutter, students with aphasia, students with apraxia and students with other communication disorders.
Click or tap the links below to jump to resources for educators, parents and students.
Speech disorders in children can affect academic performance. These resources can help educators who teach students with speech disorders.

General Resources for Educators

Australian Journal of Teacher Education: "Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers" (PDF, 483KB)
This research explores how language disorders in children affect their classroom performance and the frustrations experienced by their parents and educators.

The Hanen Centre: Hanen Programs for Educators
This organization provides training for educators of young children with language delays and resources for parents and speech-language pathologists (SLPs).

National Council for Special Education: Strategies for Learning and Teaching
These tips can help educators teach students with speech and language disorders.

National Science Teaching Association: Communication Disorders
This association offers resources and tips for science educators who teach students with communication disorders.

Resilient Educator: "Supporting Students with Communication Disorders in Schools"
This article outlines tips for educators who work with students with communication disorders, including being a role model, employing patience and using technology.

University of Florida Institute of Food and Agricultural Sciences: Teaching Students with Disabilities: Speech and Language Impairments (PDF, 508KB)
This paper explains different communication disorders in children and outlines strategies for agriculture teachers who work with students with speech and language impairments.

We Are Teachers: What Teachers Need to Know About Language Disorders
This article underscores the challenges students with language disorders face in class and offers advice for how teachers can support them.

Resources For Educators of Students who Stutter

FRIENDS: The National Association of Young People Who Stutter: For Teachers
FRIENDS serves young people who stutter, their families and health care providers through education, outreach, workshops and conferences. Its resources for educators include stories and letters from children who stutter that shed light on how the speech disorder affects students in class.

National Stuttering Association (NSA): Stuttering: Answers for Educators (PDF, 3.2 MB)
The NSA serves children and adults who stutter. This brochure includes information about speech therapy, individualized education plans, bullying and suggestions to help students who stutter.

The Stuttering Foundation: For Teachers
This foundation serves people who stutter and their families and supports research into the causes of stuttering. Free resources for teachers include FAQs, handbooks and brochures to help students who stutter.

Resources For Educators of Students with Aphasia

Teachnology: Aphasia and Dysphagia in the Classroom
This article explains the effects of dysphagia and aphasia on students and offers tips for helping students with these conditions succeed.

The Edvocate: Assistive Technology to Help Students With Aphasia Succeed Academically
Tools and technology can help students with aphasia, and this article suggests some technology that may help, including calendar programs, apps to improve attention span and voice generators.

Resources For Educators of Students with Autism Spectrum Disorder (ASD)

Autism Society: Academic Success
This page explains the rights of students with Autism Spectrum Disorder (ASD) in public schools, including information about individualized education.

Scholastic: Teaching Students with Autism Spectrum Disorder
These 10 tips can help educators support students with ASD.

The Tech Edvocate: Assistive Technology to Help Children with Autism Spectrum Disorder (ASD) Succeed Academically
This article offers ideas for technology to help students with Autism Spectrum Disorder (ASD), including apps for organization, alternative communication and teaching social skills.

The following speech and language impairment resources for parents are designed to help parents of children with speech disorders, including those with specific conditions listed below.

General Resources for Parents

American Speech-Language-Hearing Association (ASHA): How to Help Children with Speech and Language Disorders in Virtual and Modified In-Person Classroom Settings
This article offers tips for parents to help children with specific challenges around speech and language disorders, including understanding and being understood in virtual settings, combating distractions and using masks for in-person learning.

ASHA: Speech and Language Services in Schools
This resource explains how speech and language problems affect learning and how SLPs can help students who struggle with communication in school.

Bilinguistics: Communication Disorder Resources for Parents
This Austin, Texas, speech therapy clinic offers information for parents about different communication disorders in children, treatments and support.

The Hanen Centre
In addition to training for educators, the Hanen Centre offers resources for parents and SLPs to help children with language delays, Autism Spectrum Disorder (ASD), Asperger Syndrome and other language development issues. Paid resources include programs for parents to help children with language delays, ASD and literacy and guidebooks and DVDs for parents. The Autism Corner features resources to build communication skills in children with ASD.

Mommy Speech Therapy: Free Downloads
This blog created by mother and SLP Heidi Hanks offers worksheets and other free activities for parents of children with speech disorders.

Selective Mutism Foundation: Treatment and Resources
This Florida foundation offers free treatment, consultations and other resources for families and individuals with selective mutism.

Speech Buddies
This paid speech therapy service offers resources for patients of different ages, from 0-3, 4-7, 8-17 and 18 and older. Speech Buddies helps connect parents to speech therapists and offers speech tools for use at home or in therapy. Articles specific to parents include:

Resources For Parents of Children who Stutter

FRIENDS, the National Association of Young People Who Stutter: For Parents
FRIENDS' resources for parents of children who stutter include virtual parent groups for parents to learn how to support children who stutter and virtual kids groups facilitated by an adult and designed for children 6 to 11.

National Stuttering Association: Parents
This page helps parents learn about treatments for children who stutter, find local family chapters and connect with therapists.

SAY: The Stuttering Association for the Young
This nonprofit organization provides support and experiences for young people who stutter. SAY can help parents enroll young children in speech therapy. Programs for younger children include speech therapy for preschoolers (ages 2-6) and speech therapy for school-age children (ages 7-12).

The Stuttering Foundation
This organization's pages for parents include resources for parents of preschoolers, information for parents of school children and other resources for kids.

Resources For Parents of Children with Aphasia

Aphasia Institute: Family Support Groups
Monthly, online support groups for family members of people with aphasia are available through this group.

National Aphasia Association: Aphasia Caregiver Guide
This free guide offers information for caregivers of people with different types of aphasia in home or hospital settings.

San Diego State University Aphasia Network: Information for Persons with Aphasia and Caregivers
This page includes information about aphasia and COVID-19; California, national and international organizations for aphasia support; and online resources for caring for people with aphasia.

Resources For Parents of Children with Autism Spectrum Disorder (ASD)

Autism Parenting: Assistive Communication Devices for Children with Autism
This article outlines how assistive communication devices and strategies can help children with ASD communicate more effectively.

Center on Secondary Education for Students with Autism Spectrum Disorder: Supporting Communication and Social Skills
These resources discuss supporting communication for high schoolers on the autism spectrum, deepening support for teenagers with Autism Spectrum Disorder (ASD) and other information for parents assisting adolescents with ASD.
Resources For Parents of Children with Apraxia
Apraxia Kids
This nonprofit organization works on education, community engagement, advocacy and research around apraxia. It offers a range of services for families and children with apraxia, including:

These organizations, support groups and tools are geared to middle schoolers and high schoolers with speech disorders.

Resources For Students who Stutter

SAY: The Stuttering Association for the Young
SAY's services and resources for youth include the My Stutter video series, which highlights the stories of young people who stutter.

National Stuttering Association: Teens Who Stutter
This initiative helps teenagers (ages 13-17) connect with peers who stutter through local NSA chapters and social media communities and learn from adult mentors.

FRIENDS: The National Association of Young People Who Stutter
FRIENDS' resources for students include inspirational videos, personal stories from teenagers who stutter, inspiration for classroom settings and virtual teen groups that allow teenagers who stutter to connect when in-person meetings are not possible.

The Stuttering Foundation: For Teens
This foundation offers readings, videos and guides for teens who stutter.

Resources For Students with Autism Spectrum Disorder (ASD)

The Autism Project: Social Groups
This organization hosts in-person and virtual social groups for children, teens and adults with ASD.

Center on Secondary Education for Students with Autism Spectrum Disorder: Peer-to-Peer Series
These resources were written by students with ASD and include information on planning for life after high school, communicating with professors, online dating and other topics.

The following apps and other technologies may help K-12 students with speech and language disorders communicate more easily.

Apps and Devices for Students who Stutter

Augmentative and Alternative Communication (AAC) Apps

Other Apps for Students with Speech Disorders

For a list of similar communication disorder resources for college students, see Speech Disorder Resources for College Students.
Please note that this article is for informational purposes only. Individuals should consult their health care provider before following any of the information provided.

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Speech Disorder Resource Guide for K-12 Students

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With a little help, K-12 students with speech and language disorders can find support and success in classroom settings. This guide includes organizations, support groups, articles and tools for middle school and high school students with speech disorders, as well as their parents and educators.

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Publication in support of Assistive Technology to aid speech or language impaired.

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(2024, March) | Useful for Parent Centers and community organizations supporting students with disabilities in the use of assistive technology

The Offices of Special Education Programs (OSEP) and Educational Technology (OET) provided the guidance "to increase understanding of the Individuals with Disabilities Education Act's (IDEA's) requirements regarding assistive technology (AT) devices and services, and dispel common misconceptions regarding AT, while also providing examples of the use of AT devices and services for children with disabilities," according to a Dear Colleague Letter accompanying the AT guidance.

The guidance, Myths and Facts Surrounding Assistive Technology Devices and Services, highlights 28 myths and facts related to AT devices and services. The guidance provides additional information and resources to support children with disabilities and identifies related requirements addressed in the IDEA. Read the publication: English PDF / Spanish PDF

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Dispelling Myths associated with Assistive Technology

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(2024, March) | Useful for Parent Centers and community organizations supporting students with disabilities in the use of assistive technology The Offices of Special Education Programs (OSEP) and Educational Technology (OET) provided the guidance "to increase understanding of the Individuals with Disabilities Education Act's (IDEA's) requirements regarding assistive technology (AT) devices and services, and dispel common misconceptions regarding AT, while also providing examples of the use of AT devices and services for children with disabilities," according to a Dear Colleague Letter accompanying the AT guidance.

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Typically, with a language disorder there is not trouble making the sounds, it's more of understanding the words or using the words in a coherent manner.

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Language disorder is a communication disorder in which a person has persistent difficulties in learning and using various forms of language such as spoken, written, or signed. They may struggle to understand the words they hear or see. While they do not have trouble physically making sounds, they may not be able to use language effectively to communicate.

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Ways to find parent support for those with children having speech or language impairment.

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Speech Buddies Blog: Speech, Language & Pronunciation Guides

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Parenting a child with a speech or communication disorder can feel like a lonely journey, especially if you have no experience among family or friends who have faced these challenges. These journeys might feel even more difficult when speech disorders are combined with other conditions in dual diagnoses. Support for parents is a crucial component when it comes to parenting children with any type of challenge or disability, and networking can be your safety net when you feel like falling down on the job.

School Support for Parents

Ask the staff at your child's school if there are any other parents from the school who might be good sounding boards. Privacy issues may prevent the school from giving you their names, but ask if you can leave a business card or just a simple sticky-note with your name, contact information, and a brief note about the challenges you face or questions you have. Then the school staff can pass this information along to parents they might know who can help.

Speech-Language Clinic Support for Parents

Even if your child receives speech therapy through school resources, speech-language clinics can be additional resources for things such as parent networks. Call or visit clinic sites online to see if there are any support options for parents.

Image Courtesy of uncommonchick.com

Online Support for Parents

Online support groups are convenient, can be anonymous, and can provide you with the resources and ideas of more people than you might be able to otherwise reach. Just be careful about where you venture online, and remember a these tips before you click "join" for that parent support group.

Look for a group that is recommended by others in the field. The American Speech-Language-Hearing Association (ASHA) also has a listing of groups that may provide direction for support and self-help.

Check the profile information. Know what kinds of personal information users have to supply when they join the group, and how much of this information is private or public.

Read some of the messages. They will generally give you a flavor of the types of comments and questions that come across the board.

Use discretion. Avoid using your child's name to protect his or her digital privacy. In 15 years he might not want to find out that you shared his pictures, names, and personal struggles online - remember that this information stays.

Regional Support for Parents

Check with your state department that deals with families who have children with special needs. Some states will have listings of resources for families, and many states such as California have early intervention programs that can help connect families to resources. You can also look to national groups like the Stuttering Foundation which can offer you support and help you find other avenues based on your specific needs.

Dual Diagnosis Support for Parents

If your child has a speech disorder as part of a dual diagnosis - such as with autism or a processing disorder - investigate support groups for those other diagnoses. It is within these communities that you will often find you are not alone on your parenting journey, and you can also share in the wisdom from those who have been there and done that.

Why Find Support?

Image Courtesy of www.autism-community.com

Parenting children with special needs can be a bumpy ride and support for parents is critical for a smoother journey. There are many struggles parents face when their children have extra challenges in life, such as:

stress on marriages

feeling of guilt and blame

stressful for siblings

financial strains

Your children need your strength, patience, understanding, and ability to find resources. Parent support networks can help you do all of these things for your child, and in the process help you feel more confident and less overwhelmed. Don't forget to return the favor someday and be that support system for another parent - families just like yours are counting on it.

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Speech Disorders and Kids: Finding Support for Parents: Parenting Kids With Disabilities

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Support for parents is crucial when caring for kids with challenges, disorders, and disabilities. Learn where you can find great resources for parents and network with other parents who are on similar journeys.

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How parents can have a role in helping their child with speech or language impairment.

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Are parents expected to be involved in their child’s early language intervention? What does parent involvement look like these days, and how important is it to a child’s speech and language therapy?

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How reading to your child helps speech and language issues.

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You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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Reading Together: Tips for Parents of Children with Speech and Language Problems

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Children with speech and language problems may have trouble sharing their thoughts with words or gestures. They may also have a hard time saying words clearly and understanding spoken or written language. Reading to your child and having her name objects in a book or read aloud to you can strengthen her speech and language skills.

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An organization filled with knowledge, tips and resources to help parents navigate different options to help their child with speech or language impairments.

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Help Me Grow® Florida provides free expert knowledge on child development and ensures children and families are connected to community-based services.

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Ideas and approaches for teachers to try to help the speech or language impaired in the classroom.

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Speech and Language Disorders Factsheet (for Schools) (for Parents) - Nemours KidsHealth

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What teachers should know about speech and language impairments, and how to help students with impairments succeed in school.

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Webinar encouraging the equality of advancing digital technologies in the classroom which will aid all students.

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Webinar | U.S. Department of Education: Advancing Digital Equity for All

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The CPIR strives to be ever conscious of accessibility in technology. In compliance with Section 508 of the Rehabilitation Act, we have endeavored to make our website as accessible as possible, less any undue burden that would be imposed on us.

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Showcasing available assistive technologies.

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Top Assistive Technology for Speech Difficulties | Common Sense Education

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Top Assistive Technology for Speech Difficulties is a list of 10 apps, games, and websites curated by Common Sense Education editors.