Here's a useful chart for their names and whether they're typical or not!

Flexible Item (FIST)

Early identification of DLD is crucial for timely intervention and support. If any red flags are observed, it is important to seek evaluation from a speech and language therapist or other relevant professionals. Early intervention can significantly improve outcomes for children with DLD.

• Limited Babbling:

  • Few or no vocalizations by 6 months.

  • Limited variety of sounds or lack of babbling by 9-10 months.

• Poor Eye Contact and Joint Attention:

  • Difficulty in making eye contact or engaging in shared attention with caregivers.

• Limited Response to Sound:

  • Limited response to sounds or voices by 6-9 months.

  • Lack of response to name by 9-12 months.

• Delayed First Words:

  • No first words by 12-15 months.

  • Fewer than 50 words by 24 months.

• Limited Vocabulary Growth:

  • Slow vocabulary growth between 18-24 months.

  • Not combining words into two-word phrases by 24 months.

• Poor Understanding and Following Directions:

  • Difficulty understanding simple commands or questions by 24 months.

  • Limited response to simple directions by 30-36 months.

• Limited Social Communication:

  • Difficulty engaging in back-and-forth play or conversations.

  • Reduced use of gestures, such as pointing or waving.

• Limited Sentence Structure:

  • Use of short, simple sentences rather than age-appropriate complex sentences.

  • Difficulty using correct grammar (e.g., incorrect verb tenses, plurals).

• Poor Narrative Skills:

  • Difficulty telling simple stories or describing events.

  • Trouble organizing thoughts coherently.

• Difficulty with Pronouns and Question Words:

  • Incorrect use of pronouns (he/she) or question words (who, what, where).

• Struggles with Understanding and Following Directions:

  • Difficulty following multi-step directions.

  • Trouble understanding complex sentences or questions.

• Limited Vocabulary and Word Finding:

  • Difficulty learning new words and retaining them.

  • Frequent use of vague words like "thing" or "stuff" instead of specific terms.

• Grammar and Sentence Construction Issues:

  • Persistent grammar mistakes (e.g., incorrect verb forms, sentence fragments).

  • Difficulty constructing longer, more complex sentences.

• Reading and Writing Difficulties:

  • Struggles with early reading skills (e.g., phonemic awareness, decoding).

  • Difficulty with writing tasks, including spelling and sentence formation.

• Social Communication Challenges:

  • Difficulty engaging in conversations with peers.

  • Trouble understanding jokes, idioms, or figurative language.

• Persistent Language Errors:

  • Continued grammar mistakes and limited sentence complexity.

  • Difficulty understanding and using advanced vocabulary.

• Poor Reading Comprehension and Written Expression:

  • Struggles with understanding reading material appropriate for age.

  • Trouble organizing ideas and writing coherent texts.

• Listening and Following Instructions:

  • Difficulty understanding and following complex instructions.

  • Trouble keeping up with classroom discussions and instructions.

• Social Communication and Pragmatic Issues:

  • Difficulty understanding social cues and participating in group conversations.

  • Challenges with maintaining appropriate conversation topics and turn-taking.

• Regression or Plateauing:

  • Loss of previously acquired language skills.

  • Plateauing in language development at any stage.

• Behavioral Signs:

  • Frustration, withdrawal, or behavioural issues related to communication difficulties.

  • Over-reliance on gestures or non-verbal communication to express needs.

• Parental or Caregiver Concern:

  • Parents or caregivers expressing concerns about the child’s language development.

Look at universal indicators for DLD