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Why does my child have a Communication Disorder?

There are many reasons why your child may have a communication disorder.

Some children may have a communication disorder which is secondary to another developmental condition.  These conditions include but are not limited to:

Hearing impairment, Clefts of the lip / palate, Intellectual Disability, Autism Spectrum Disorder, other neurological conditions and syndromes including Fragile X Syndrome, Down Syndrome and Cerebral Palsy.

Some children may acquire communication disorders as a result of a brain insult e.g. stroke or head injury.

Exposure to toxins such as drugs and alcohol whilst in utero can contribute to the development of communication disorders for children as can exposure to trauma, neglect and/or abuse.

Most Communication Disorders have no identifiable cause

This can be quite frustrating for parents, carers and educators who often want to know ‘why’ their child or a child they care for has challenges with speech, language and/or communication skills.

Sometimes knowing the causes can be helpful….

This is especially true when we can put remediation in place that address the root cause of the issues.  A good example of this may be a child who has delays in his or her speech development due to conductive, fluctuating hearing loss. Often getting this identified early and working with an ENT specialist can result in this type of hearing loss being improved.

In many cases, however, even when the root cause can be and is addressed, a child may still require assistance with the communication challenges that have already resulted.

In most cases, even when a cause can be identified, quick fixes are not to be found.  This is not a very popular message to broadcasting but the truth is that communication disorders and challenges take lots of time, dedication and the commitment of the entire village around the child to support.

If you have any niggling doubts about a child’s communication skills…

Download our free guide and educate yourself about what can be expected at different ages and stage.  https://learn2communicate.com.au/product/identifying-speech-and-language-difficulties-a-practical-guide-for-early-childhood-educators/

Don’t blame yourself!

Remember that the vast majority of communication disorders have no identifiable cause.  Genetics play a very strong role but there can be huge differences in personalities, learning styles and skill levels across individuals even within the same family.  Don’t waste time blaming yourself.  This gets you and your child nowhere!  Accept your little person for who they are.  Nurture their strengths and get the help you need to support any areas of challenge and difficulty.

Contact a Speech Pathologist for a chat

You can email us at Learn2Communicate any time for free confidential advice info@learn2communicate.com.au and, if you are in Australia, you can contact your local Community Health Centre to speak to a Speech Pathologist who services your local area.  If you are wanting more support, your child’s Early Childhood Educator is a great first port of call to discuss any concerns you might have.

As we have previously mentioned in The Chatterbox…your child is not being lazy and it is highly unlikely that you, as the parent, have […]

2023-02-27T05:17:33+00:00
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Should I teach my baby Sign Language

The short answer to the first question here is ‘No’…Sign Language is not something we SHOULD be teaching our babies or young toddlers.  The long answer is a tad more complex.  Using natural gestures to accompany what you say when communicating with your child WILL help him or her to understand language more readily.  Modelling such gestures may also assist your little one to start communicating earlier than if you only modelled spoken words.

For those children who are late to acquire spoken language, the use of more of these natural gestures and sometimes the introduction Key Word Sign can be of enormous benefit.

What is Key Word Sign?

Key Word Sign adds signs to spoken english.  In Australia, we use signs from the Deaf community’s sign language called Auslan.   Key Word Sign can be used to support children to understand language and can also help them to get their message across to others more successfully.  We say the full sentence and sign just the key words using Auslan signs https://auslan.org.au/

What is Makaton

Key Word Sign was formerly known a Makaton.  Sometimes these terms are still interchanged in our community but it is important to know that if you are teaching Key Word Sign to children in Australia, that you draw upon the signs of Auslan.  Makaton was originally derived from British Sign Language so it can be very easy to get confused. The last thing we want is for Speech Pathologists, Parents/Carers and Educators teaching different signs for the same word.  To keep consistent, it is best to keep the lines of communication open so that all working the child know which signs are being taught and that we borrow the signs from Auslan.

What Signs should I Teach my Child?

The answer to this one is pretty clear…whichever signs your child needs in order to communicate effectively with others.  So often I see ‘finished’ and ‘toilet’ as the only signs being targeted.  How functional are these are words we need to communicate to others?  Sure…we need to understand them but if we are wanting to teach our children signs to communicate with others, there are far more useful words to start with.  We will often recommend ‘Core’ words.  These are words that can be used across various situations with different people.  How often do you need to use ‘colour’ words when communicating to others versus a Core word such as WANT, MORE, GO, NO, LOOK, GET, COME, and HELP?  Sit down with your child’s team and look at the reasons why your child is communicating and how?  Where are the gaps?  What might be causing frustration?  Could you perhaps teach a simple sign for those moments?

How Do I Teach Key Word Signs?

Always Say and Sign simultaneously.  Slow your speech rate down.  Get face to face with your child to maximise […]

2023-03-05T22:50:24+00:00
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My Child is Difficult to Understand

There can be many reasons why your child’s speech may be difficult to understand.

Your child’s age and stage of speech and language development are one of the first things we will consider.

Children gradually become easier to understand.  By school age, we expect that your child’s speech will be easily understood by all conversational partners.  There may still be a few tricky sounds and longer words may still be unclear at times but, as a general rule of thumb, by the time a child starts school we can understand most of what he or she says.

There is quite a wide amount of variety around when children acquire speech and language milestones.  If you have any concerns it is best to seek the advice of your child’s educator as a first port of call.  Educators have the benefit of working with a large group of children a similar age to yours.  If your child is more difficult to understand than other children his or her age, then it may be worthwhile to seek a Speech Pathology opinion.

When do Speech Sounds develop?

Different sounds develop at different stages.  We often refer to the early, middle and late sounds when working with young children.

Most consonant sounds are acquired by the age of 5;0 years (years;months).  The consonants /b, n, m, p, h, w, d / are usually acquired between the age of 2 and 3 years followed by /g, k, f, t, ng, y/ which are heard in child speech by the age of 3;11.  By the age of 5 years, children are using /v, j, s, ch, l , sh and z/ accurately.  The ‘r’ sound is usually used with accuracy by 6 years of age and the ‘th’ sound by 7 years of age.

My child is speaking in ‘gobbeltygoop’!

Some children need assistance to learn how to use words in simple sentences.  When using spoken language is difficult or lagging in development, they may substitute what sounds like ‘gobbeltygoop’ for words at times.  Speech Pathologists may refer to this as ‘jargon’ and it simply means that your child is likely to be using combinations of sounds and syllables to communicate instead of words.  Often children will do so using correct intonation and facial expressions to help the listener understand what is being communicated.  These children often respond well to a focus upon building up their vocabulary and sentences first before focusing upon specific speech sounds.  Our popular ’10 Tips for Talking’ https://learn2communicate.com.au/product/10-tips-for-talking-poster-series/resource may be an appropriate place for you to start if this sounds like your child.

Tune in and Listen

Are there any particular sounds that your child has difficulty in using accurately?  Perhaps start a little list, noting words that are misarticulated.  You might start to see a pattern.

Do I need to be concerned?

Check out our developmental checklists and further information in our guide available for free download https://learn2communicate.com.au/product/identifying-speech-and-language-difficulties-a-practical-guide-for-early-childhood-educators/  or contact us https://learn2communicate.com.au/contact-us/  The earlier your child receives assistance; the better […]

2023-02-06T02:03:02+00:00
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Back to School

Those long summer days

where lunch boxes do not need to be packed, children are sometimes able to stay up on weeknights until a little later than normal and routines are not as clear are over.

School is back across the country!

Some children will be starting school for the first time whilst others will be transitioning to new classrooms, classmates and teachers.  Whatever the scenario is for you and your child, there is sure to be a period of adjustment for everyone over the next few weeks.  Luckily there are plenty of simple things you can do to help make the next few weeks run as smoothly as possible.  Here are some ideas for you to consider:

Create a Routine

When children know what to expect, they tend to feel more in control of their environment.  Creating a simple routine and sticking to it where possible, can really work wonders when it comes to helping children get used to changes in their lives.

Get bedtimes back on track.  Sleep is just so important for our overall health and wellbeing.  Unless children are well rested their brains will not be ready to learn.

Organise your shopping list to include those healthy snacks for the lunchboxes so you are not scrambling at the last minute and opting for less nutritious or satisfying options.

If your child has activities before and/or after school, draw a simple visual calendar using a whiteboard or a strip of cardboard that you can attach to the fridge.  This helps your child to understand when activities are happening in their lives and also assists in understanding concepts of time and sequence.

Add Story Time to your Daily Routine

The benefit of a bedtime story cannot be underestimated.  These special moments can be used not only as lovely moments to connect with your child but also provide you with opportunities to expose your child to new vocabulary, sentence structure and ideas.  Feel free to flesh out the story themes by discussing when your child perhaps had similar experiences to the main character or visited a similar location.  Tempt your child’s imagination by engaging in some ‘think alouds’; “Imagine if….” or “I wonder how…..”.  Understanding how stories are organised also assists children to learn how to engage in higher levels of discourse and can really provide a boost to your child’s language development, all without them knowing that it is ‘work’!

Listening Practice

School requires much more sitting and listening than perhaps other settings your child has been used to, especially if this is your child’s first year of school.  Practice listening and waiting for your turn to talk in general conversations and maybe at the dinner table when talking about your day.  No need to raise your hand to speak in these situations (haha) but learning to wait can be a tricky skill for many children!

Taking Care of Things

Learning how to organise and take care and responsibilities of one’s own belongings is a terrific life skill that you […]

2023-01-30T03:12:47+00:00
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Personal Communication Dictionaries

Does your child or a child you work with communicate using unconventional gestures that are sometimes missed or misunderstood by others?

It may be challenging at times for others to understand your child’s emotional state, wants, needs and ideas especially if your child is nonverbal or if your child has a complex communication difficulty.

When we don’t respond appropriately or accidentally ignore a child’s communication signal, communication can breakdown and development can stall.

Creating a Personal Communication Dictionary for your child can help others to recognise your child’s efforts to communicate and reinforce these in positive ways.

A Personal Communication Dictionary is a document with information about the individual ways that your child communicates.

It details what your child does, what this might mean and how the communication partner can respond to the communication behaviour seen.

Why are Personal Communication Dictionaries Needed?

These documents can be incredibly helpful for communication partners as well as for your child.  Partners can get to know your child, recognise communication behaviours and interpret these communication attempts appropriately.  This helps back and forth interaction to grow.  When children have their emotional states, needs/wants and ideas understood by others, communication continues to grow.

Personal Communication Dictionaries can be compiled by Parents and/or Speech Pathologists and distributed to all other adults who spend time with your child.  Your child’s gestures, body language, facial expressions, vocalisations and signs can even be photographed and included in the dictionary.

A mix of text, photos and pictures can create a beautiful, authentic document all about your child and how your child communicates.

How to get started…

Head to https://shop.scopeaust.org.au/wp-content/uploads/2019/11/Personal-Communication-Dictionary-form.pdf and download your free template.

Start to write down in as much detail what your child does…any little idiosyncratic behaviour, sound, gesture or action your child makes to communicate.

Does your child jump up and down and flap his or her hands?

Does your child take you by the hand and drag you to the front door?

Perhaps your child likes to engage in repetitive humming when playing by him or herself?

Once you have detailed all of the behaviours, you can then match these behaviours to an interpretation of what your child may mean when he or she engages in each behaviour.

The final column can be used to explain to your child’s communication partners HOW they can respond in a way that will help your child.

Here is a quick example:

What I do

I place the palm of my hand on my chest and pat my chest repeatedly

What this might mean

I am learning the Key Word Sign for ‘more’.  When I use this gesture, I am communicating to you that I want more of the item, food or drink or I want you to do more of the action you are doing e.g. I often use this gesture if you are chasing me or tickling me and I want you to continue.

What you can do

Please acknowledge my attempts to request more.  Say ‘More!’ and model for me the Key Word Sign as you […]

2023-01-23T01:04:05+00:00
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A Lazy Talker?

We hear this so often in our work as Speech Pathologists; a comment often made or question posed by parents or educators about children who have speech, language and communication challenges.

Yes, children may have delays in their development.

They may have specific challenges in areas of communication.  They may have speech sound disorders which result in them being difficult to understand.  They may not talk much at all.

None of these scenarios suggest to me, however,  that a child is choosing to be lazy.  In fact, quite the opposite.

Using clear, spoken language is the most efficient and effective way for us to communicate with others.

Not using clear, easily understood spoken  language creates far more ‘work’ for a child than does using words.  Think about it for a moment as we put ourselves in a little child’s shoes.  If you were limited to pointing and grunting / whining to communicate your needs to another human….imagine the scope for misinterpretation and the limited range of methods you would have access to in order to then clarify your message.  Incredibly frustrating, right!?  If you were learning how to say a new sound and could finally say that new sound correctly in words AFTER your parent WHEN your parent was using lots of gesture and support (phew, that took lots of work) …it would take lots and lots of practice before you could use that new sound in words and sentences during everyday conversation when that adult support was not readily available.  Imagine for a moment that I requested you to say all of the words you currently use that start with a /b/ sound and to change these to starting with a /f/ sound.  I want you to do this at all times, with all people in all situations.  You can say a /f/ sound right?  Okay, so what is the problem?  Are you being lazy?  Hmmmmm…..

In each of these scenarios,

laziness is simply just not a factor when we really boil it down and look at what is going on for a child.  Learning to use speech and language happens gradually and when children experience hiccups in their development for whatever the reason may be (yes, a topic for another blogpost), we do them a disservice if we describe those challenges as arising due to a child being lazy.  Would we describe a child learning a new skill such as how to ride a tricycle but stumbling along the way  to achieving this goal as ‘lazy’?  No, we would see this for what it is…a child learning a new complex motor skills and needing lots and lots of practice until this skill becomes automatic.  Learning to talk and to communicate takes practice. Young children are still learning.

Yes, all of us can be lazy from time to time and display this in our mood and behaviour but rarely is it a cause or even a factor when working with children who have genuine challenges with speech, language and/or communication skills.

So, what can […]
2023-01-17T05:28:30+00:00
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Do Ear Infections affect Speech Development?

“Has your child had a history of ear infections?”

“Has your child had a hearing test recently?”

These are two questions we frequently ask Educators and Parents when they call us to enquire about Speech Pathology services for a child.

Middle Ear Infections are very common in children, especially between the ages of 0-3 years.  Most ear infections improve quickly without treatment and are not overly serious.  These infections of the middle ear are called Otitis Media.

We all have Eustachian Tubes that connect our middle ear to our throats.  Young children have very small, narrow tubes which are not yet tilted as in adults.  When children are unwell with a common cold, germs from the throat can travel to the ear and cause infection.  Repeated infections can result in fluid sitting behind the ear drum for weeks and even months in some cases.  Children who have persistent fluid in their middle ear have Glue Ear.  The fluid become thick and glue like.  This can make hearing difficult as the ear drum is unable to effectively vibrate when there is thick, viscous fluid sitting behind it.  For a child trying to hear, it is a little like trying to listen when you are under water.  Compromised hearing over time can impact how well a child acquires speech sounds and language skills as so much development takes place between 0-3 years. Some children also have difficulties with attention and behaviour as a result of ongoing complications with ear infections and fluid drainage from the middle ear.

Children may complain of ear pain, develop a temperature or present as irritable when they have an ear infection.  Children with chronic glue ear may experience no pain and have very little symptoms so it is really important to be vigilant in checking for any signs that your child may be experiencing an ear infection or difficulties with hearing.

If you have any concerns at all about your child’s hearing, it is best to discuss this with your GP/Doctor who may decide to monitor the situation, refer your child for a hearing test or recommend an Ear Nose and Throat Specialist to investigate the possibility of minor surgery for children who have recurrent and persistent difficulties with their ear health and hearing.

2023-01-07T02:46:36+00:00
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Late Talkers

My Toddler is Not Talking Yet.

Should I be concerned?  What can I do to help?

These are comments and questions that we hear quite frequently when concerned parents contact us at Learn2Communicate.  So many parents have, what they describe as, a niggling doubt about their child’s speech and language development.  At first, they may rely upon the well-meaning advice of loved ones.  Being told ‘Don’t worry.  He will grow out of it’ or  ‘Your father didn’t speak until he was 4’ can temporarily put those worries aside but, unless that little toddler starts to talk soon after, such comments rarely help to allay a parent’s worry.  Before long someone will surely say something  along the lines of ‘I think he should be talking by now’ or ‘Your child should have 50 words by this age’.  Although such comments often tip a parent into action; these types of comments can also fuel a parent’s concern and do little by way of assisting the parent in knowing what to do next and when to do it.

For those of you reading this post and think ‘Ahhh…I do have concerns about my child’s language development’, then please read on as we have some simple tips to get you started and to help you feel  empowered with the knowledge, skills and capacity to nurture your child’s communication development.  There is much that you can do to help young children learn how to communicate. All children can become effective communicators…even those who have a significant degree of disability and other co-morbid conditions.  Okay, read on for some great tips to get started!

The ‘WHY’ of Communication

Sit back and observe your child for a few days.  Take note of the reasons WHY your child communicates.  Take your focus off which speech sounds your child can or cannot say for now.  Just ask yourself WHY does my child communicate / for what communicative purposes?

Some reasons why you child might communicate include to express:

  • Greetings / Farewells
  • Request for items, food, drink and actions e.g. to be lifted out of the highchair, to go outside
  • Comments about what he or she is interested in or is noticing
  • Responses to your simple questions and to your requests to follow simple directions
  • Enjoyment, excitement, frustration, protest and rejection

The HOW of Communication

Some of the many ways in which your child might communicate these intents might include:

  • Facial expressions
  • Tone of voice
  • Gestures including pointing
  • Speech ‘jargon’ that is unintelligible but that has the intonation of language
  • Single words
  • Short phrases

Identify any gaps in the WHYs of communication

Communication is a complex dance between people that goes back and forth in a reciprocal relationship.  Communication involves far more than identifying body parts or imitating words after an adult requests a child to ‘say…’.  Look for the gaps in your child’s communicative intent.

Perhaps your child can wave hello and bye bye but may not yet be communicating for the purpose […]
2022-12-21T22:27:54+00:00
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Talking Time with your Child…Make it an Atomic Habit

I have recently been reflecting upon how our daily habits all contribute to our long term health and wellbeing after reading the bestselling book ‘Atomic Habits’ by James Clear.  For those of you who attended our face to face Learn2Communicate events throughout the Central West of NSW earlier in 2022, you would already know this.  I haven’t stopped thinking about the idea of applying this concept to my work as a Speech Pathologist.  How can we make small and easy changes to our daily routines and interactions with children in a way that will have a powerful impact?

We know that children respond well to frequent, positive interactions with a loving caregiver and that child acquisition of oral language skills can be boosted in the early years via such interactions. As a Speech Pathologist and also as a Parent, I also know that providing families of children who have speech, language and communication challenges with comprehensive, detailed ‘home programmes’ in order to provide this boost to oral language can be ineffective.  Add to this the request by the Speech Pathologist to “complete this home programme with your child at least 3-4 times per week and try to spend 15-30 minutes during each practice time” and we see many parents opting to run for the hills!

What if we could, instead, infuse some new powerful habits into everyday routines and that these habits were easy yet effective in helping all children become effective communicators?

How can we make Talking Time with Children a new Atomic Habit that each and every one of us can adopt?

Here are some ideas I would encourage all of you to consider!

Start by identifying what the exisiting routines are during your day that involve you and your child.

Write these down.  A routine doesn’t have to have many steps; it is simply just something that happens on several days each week with some degree of predictability.  Some examples I can think of with a toddler in mind might be: getting into the car seat, packing a bag for daycare, bath time, story time at night, getting dressed, breakfast, snack, lunch and dinner time, parent returning home from work time, bed time.  Perhaps keep a blank piece of paper on the fridge for a week and note every small little routine that you can think of as it occurs.

Now…choose one of those routines and write down the ‘script’ for what happens. Here is an example for a fictional child. Let’s call him Dylan:

Snack Time after Preschool

Mum opens front door.

Mum and Dylan walk inside.

Mum takes Dylan’s backpack and unpacks drink bottle, lunch box and hat.

Mum puts each of these items away.

Mum takes Dylan’s shoes off.

Mum opens fridge and makes Dylan a snack of carrot sticks and hummus.

Mum lifts Dylan to sit at kitchen bench and places snack in front of him.

Mum says “time for afternoon tea”

Dylan eats snack whilst mum […]

2022-11-21T01:23:17+00:00
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