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My two year old isn’t talking!
Published in Sarah Kuppen, Little Kids, Big Dilemmas, 2018
If you are a parent of a late talker, the first step is to talk to your doctor. In your discussions, she will want to rule out the possibility of hearing issues. This is because hearing difficulties can be related to slow speech development. Your doctor will also ask questions about how much language your child understands. It is best to try to assess this as objectively as you can. If your child hears well but appears to understand little of what you say, she is at risk for language problems (Thal, Tobias, & Morrison, 1991). Risk for speech and language impairments can sometimes be picked up in infancy, when clinicians observe abnormal cries or social responses. However, more often, problems are spotted when parents interact with other children and realise their own child is not hitting the developmental milestones. For this reason, a parent’s role in observing her child’s language is really important.
Behavioural difficulties
Published in James Law, Alison Parkinson, Rashmin Tamhne, David Hall, Communication Difficulties in Childhood, 2017
Research by Leitao et al.6 suggests that a wide variety of children with communication difficulties, including those who are speech impaired, language impaired or with mixed disorders, are at increased risk for impaired social skills and relationships. Illustrative of this finding is a study by Paul and Kellogg7 involving 28 children with slow expressive language development at two years of age. On follow-up at six years of age they were rated as being more aloof, shy and less socially outgoing than normal controls. These impairments were also found to be positively associated with sentence length in spontaneous speech. Similar risks to social skills have been identified in late talkers. Paul et al.,8 in a study of late talkers at 18 months of age, found that at Behavioural difficulties follow-up at 36 months of age, the children were at significant risk for receptive communication and socialisation difficulties.
The It Takes Two to Talk® – The Hanen Program® for Parents: impacts on child behaviour and social-emotional functioning
Published in Speech, Language and Hearing, 2020
Tanya Rose, Nerina Scarinci, Carly Meyer, Stephanie Harris, Shareen Forsingdal, Narelle Anger, Kylie Webb
The term ‘language difficulties’ may be used to refer to children who are either late-talkers or have delays in receptive and expressive language development. Late-talkers are typically defined as children who have delays in expressive language development, characterised by the production of fewer than 50 words and no two-word combinations at 24 months of age (Fenson et al., 2007). In contrast, ‘children with language delay present with protracted development of language; however, they follow the typical course of development. In other words, their profiles more closely match those of younger, typically developing children, rather than chronologically aged-matched peers’ (Stein-Rubin & Fabus, 2012, p. 178.). It has been estimated that approximately 19% of children present as late-talkers at two years of age (Reilly et al., 2009; Zubrick, Taylor, Rice, & Slegers, 2007), while approximately 13% of two year olds present with late language emergence with respect to both receptive and expressive language development (Zubrick et al., 2007).
Evaluating the dose–response relationship of the number of sessions of “It Takes Two to Talk®” in young children with language delay
Published in International Journal of Speech-Language Pathology, 2023
Shaza Zulkifli, Kate Short, Carissa Kleiman, Joanna C. Kidd, Jessica Earley, Sara Beckett, Joseph Descallar, Patricia McCabe
The original convenience sample was recruited from the caseloads of paediatric SLP services from the Sydney Local Health District (SLHD) and South-Western Sydney Local Health District (SWSLHD). The children were determined by a SLP to have delayed language development at the time of assessment. The term “delay” has been used because (1) the children in this study were too young to be classified as having a Developmental Language Disorder based on the CATALISE consensus (Bishop et al., 2016) and (2) there is no agreed terminology for children within the age range of this study or for the various labels such as “late talkers” (Deveney et al., 2017) and “language delay” (Baxendale & Hesketh, 2003) have been used across the literature.
Prediction of the outcome of children who had a language delay at age 2 when they are aged 4: Still a challenge
Published in International Journal of Speech-Language Pathology, 2018
Audette Sylvestre, Chantal Desmarais, François Meyer, Isabelle Bairati, Jean Leblond
Third, one of our results is not in line with findings in other studies that highlight the importance of language comprehension at 2 years of age as a predictor of later status in terms of LI (Paul & Ellis Weismer, 2013; Thal et al., 2013). In these other studies, the 2-year-old late-talkers who also presented with language comprehension difficulties were more at risk of receiving a diagnosis of specific language impairment around the age of school entry than the late-talkers whose comprehension was within normal limits. One potential explanation for this result may be that our instruments did not have sufficient sensitivity to capture comprehension difficulties.