Frequently Asked Questions

A speech delay is when a child does not develop speech and/or language skills within the expected time frame. Speech and language delays can affect up to 10% of the preschool population.

Speech and language are closely related but distinct concepts. Speech refers to the physical act of producing sounds that form words and sentences. It includes articulation, voice, and fluency. Language, on the other hand, is much broader and encompasses all forms of communication, such as spoken words, written symbols, gestures, and other non-verbal forms of communication. Language is generally classified into two categories: receptive language, which refers to how well someone understands the communication they receive, and expressive language, which refers to how well someone is able to express themselves.

Speech delays or deficits include, but are not limited to, difficulty producing sounds (articulation), issues with fluency such as stuttering, and problems with voice quality. Language delays or deficits encompass difficulties in understanding or using language, affecting areas such as phonology, morphology, syntax, semantics, and pragmatics.

Phonology: This involves the rules for combining sounds. For example, a child might replace the ‘k’ sound with the ‘t’ sound in words.

Morphology: This refers to the structure of words and the rules for forming words from smaller segments. For instance, a child might omit the ‘s’ sound at the end of words to indicate plural or possessive meanings.

Syntax: This pertains to the rules for combining words into sentences. For example, a child might not use articles or prepositions correctly when forming sentences.

Semantics: This involves the meanings of words and sentences. An example is when a child uses the wrong word in a sentence.

Pragmatics: These are the rules for using language in social contexts, including conversational skills and understanding implied meanings.

A delay means the child is developing speech, language, or both at a slower rate than their peers. A deficit or disorder means the child is not developing speech or language in the same way as their peers. This indicates that the child is not learning these skills in the typical manner.

There are many factors that can cause a disorder or a delay. It can be one factor or a combination of factors. They include; genetics factors such as heredity conditions or syndromes, neurological factors such as brain injury, neurological conditions, or developmental disorders, developmental factors such as delayed development, environmental factors such as hearing loss, lack of stimulation and in some cases bilingualism,* psychological factors such as emotional disturbances and selective mutism, medical factors/conditions such as chronic ear infections and physical impairments, and unknown factors or causes.

There are several key factors to why early intervention is important, these are brain development, improved outcomes, family support, cost effectiveness, enhanced quality of life and the prevention of secondary behaviors. Early intervention capitalizes on the neuro-plasticity of the child’s young brain. This means the child’s brain is able to adapt and respond more easily to experiences and intervention. There is also a ‘critical’ period of time when the brains of small children is more receptive to learning speech and language. Early intervention/therapy then takes advantage of the child’s early brain development resulting in improved outcomes in skills, academic success, social relationships and improved quality of life. It also provides support for families and is cost-effective in the long run.

Yes, it is perfectly fine to speak both languages with and to your children. Children have a critical period for learning speech and language, including the nuances of the language. This is why most people who learn a different language later in life may become fluent but often do not sound native. Older children and adults may also struggle to hear certain sounds and inflections in a language learned later in life.

It is believed that the part of the brain responsible for hearing all sounds begins to reallocate its resources after a certain age, closing the window for "hearing" those sounds in a new language. This is also why it is crucial to treat children with chronic ear infections promptly.

Studies have shown that while bilingual children may experience some speech and language delays, they generally catch up to their peers by the second or third grade, provided there are no other factors correlated with speech and language delays or deficits.

A speech-language pathologist cannot diagnose Autism Spectrum Disorder (ASD). If you are concerned that your child may be on the spectrum, please speak with your child’s pediatrician and request a referral to a developmental pediatrician or an autism specialist. Many clinics that evaluate for ASD have long waiting lists, sometimes extending months or even years. In the meantime, I recommend scheduling evaluations for speech-language and occupational therapy.

I work with all ages, primarily I work with children under a year all the way up to age 25. I can work with adults too.

I work with children and adults facing a variety of speech and language issues, including early intervention, stuttering/fluency, phonological issues, motor speech disorders, articulation issues, expressive and receptive language issues, pragmatic/social communication issues, school-aged speech and language issues, speech and language issues related to Autism Spectrum Disorder, and parent consultations.

Currently I do therapy in your home.

There is no clear-cut answer, as many factors come into play when working on speech and language. To maximize the effectiveness and efficiency of therapy, regular attendance and family support are essential. Following through with recommended strategies and techniques at home and in other settings significantly improves outcomes.