Early Identification of Speech-Language Delays and Disorders
"Why is speech-language treatment needed? My baby doesn't talk yet." "Everyone in our family was a late talker. My child will talk when the time is right." "Why worry now? Speech and language services will be available when school starts." "Treatment? Looks like they are just playing games to us."
You may have had similar thoughts or comments. Usually, there is concern about a child's speech and language skills if there is no speech by the age of one year, if speech is not clear, or if speech or language is different from that of other children of the same age.
What is Early Identification?
It is estimated that at least 2% of all children born each year will have a disabling condition. Many of these children will have speech and/or language delays and disorders that may have a significant effect on personal, social, academic, or vocational life. Although some children will develop normal speech and language skills without treatment by the time they enter school, it is important to identify those who will not. Many people falsely believe that speech-language treatment cannot and should not begin until a child begins to talk. Yet, research has shown that children know a great deal about their language even before the first word is said. For example, children can distinguish between their native language and a foreign language, use different nonverbal utterances to express different needs, and imitate different patterns of speech through babbling.
Early identification includes the evaluation and treatment provided to families and their children under three years old who have, or are at risk for having, a disability or delay in speech, language, or hearing. A child can quickly fall behind if speech and language learning is delayed. Early identification increases the chances for improving communication skills.
Who Should be Evaluated?
Children identified as at-risk or high-risk, such as those from neonatal intensive care units, should be tested early and at regular intervals. Other risk factors include diagnosed medical conditions, such as chronic ear infections; biological factors, such as fetal alcohol syndrome; genetic defects, such as Down Syndrome; neurological defects, such as cerebral palsy; or developmental disorders, such as delayed language. Children with no obvious high risk factors should be evaluated if their speech and language is not similar to that of other children of the same age.
Add your own comment
Today on Education.com
WORKBOOKSMay Workbooks are Here!
WE'VE GOT A GREAT ROUND-UP OF ACTIVITIES PERFECT FOR LONG WEEKENDS, STAYCATIONS, VACATIONS ... OR JUST SOME GOOD OLD-FASHIONED FUN!Get Outside! 10 Playful Activities
- Kindergarten Sight Words List
- The Five Warning Signs of Asperger's Syndrome
- What Makes a School Effective?
- Child Development Theories
- Why is Play Important? Social and Emotional Development, Physical Development, Creative Development
- 10 Fun Activities for Children with Autism
- Test Problems: Seven Reasons Why Standardized Tests Are Not Working
- Bullying in Schools
- A Teacher's Guide to Differentiating Instruction
- Steps in the IEP Process