Learning to communicate effectively is a complicated process, involving multiple skills that develop concurrently. A child’s speech and language skills develop as they grow from infancy to school age. This development should follow suggested timelines and patterns. When it doesn’t, this can be a worry for parents and is cause for a professional evaluation by a speech-language pathologist. Often, these difficulties can be treated with speech and/or language therapy. Normal speech might seem effortless, but it’s actually a complex process that needs precise timing, and nerve and muscle control. When we speak, we must coordinate many muscles from various body parts and systems, including the larynx, which contains the vocal cords; the teeth, lips, tongue, and mouth; and the respiratory system. The ability to understand language and produce speech is coordinated by the brain.  A number of events must occur for us to speak. The brain MUST:  Want to communicate an idea to someone else  Send the idea to the mouth Tell the mouth which words to say and which sounds make up those words Incorporate patterns and accented syllables (to avoid sounding like a robot) Send the signals to the muscles that control the tongue, lips, and jaw   Language is what we speak, write, read, and understand. Language is also communicating through gestures (body language or sign language). There are two distinct areas of language: receptive (what we hear and understand from others’ speech or gestures) and expressive (the words we use to create messages others will understand).  In order for children to begin using and understanding spoken language, they must:  Hear well enough to distinguish one word from another Have someone model what words mean and how to put sentences together  Hear intonation patterns, accents, and sentence patterns Have the intellectual capability to process what words and sentences mean, store the information, and recall words and sentences heard previously when communicating an idea to someone else Have the physical capability to speak in order for others to hear and understand the words they are saying Have a social need and interest in using words to communicate with others  Have another person to positively reinforce their attempts at communication   Language Disorders483 AGE RED FLAG Birth & Up • does not smile/interact with others 4 – 7 months • does not babble (“bababa”) 7 – 12 months • very few sounds or gestures (pointing) 7 months – 2 years • poor comprehension of what others say 1 1/2 – 2 years • speech is difficult for listeners to understand 1 1/2 – 3 years • does not combine words into sentences 2 – 3 years • difficulty talking to and playing with peers 2 1/2 – 3 years • difficulty with early literacy and writing skills Speech Sound Disorders AGE RED FLAG 1 – 2 years • incorrect production of early sounds /p,b,m,h,w/ in words 2 – 3 years • incorrect production of /k,g,f,t,d,n/ in words 2 – 3 years • speech is unclear, even to familiar listeners Stuttering Disorders AGE RED FLAG 2 1/2 – 3 years • difficulty producing sounds or words 2 1/2 – 3 years • repeats the first sound of words (b-b-b-baby for “baby”) 2 1/2 – 3 years • frequent pauses of silence when talking 2 1/2 – 3 years • stretching sounds out while talking (sssss-silly for “silly”) Voice Disorders AGE RED FLAG any age • hoarse- or breathy-sounding voice any age • nasal quality to voice Hearing Problems AGE RED FLAG birth – 1 year • poor attention to sounds in the environment 7 months – 1 year • does not respond when name is called 1 – 2 years • difficulty following simple directions birth – 3 years • delays in speech and/or language development any age • scratching or pulling at ears school-age • limited academic progress, especially math and/or reading school-age • social isolation and unhappiness at school school-age • discomfort in ears after exposure to loud noise     Encouraging good communication Parents play the most important role in building communication skills in their children. Children develop communication habits by the way they see parents interacting with others. Parents who listen and speak with patience, interest, and attention prove to be the best teachers of listening and give their children the greatest audience in the world. Listening Skills Listening is a learned skill and an essential part of the communication exchange with your child. It is important to model good listening skills when your child is communicating via verbal messages (questions, requests) or nonverbal ones (actions or non-actions). You will be setting a good example for your children, and help them to become active listeners. Active listening is the central component of communication. When parents are active listeners, other people may describe them as having good intuition and as being “tuned in” to their children. The process of active listening will help your child understand feelings and be less afraid of the negative ones. It will also allow them the opportunity to talk about and solve their own problems as well as gain more control over behaviour and emotions. To become an active listener: Set aside time to listen and block out distractions as much as possible. Encourage your child to talk directly to you so you may model the habits of good listening. Some parents and children find they can communicate best just before bedtime or when they share an evening snack. Maintain eye contact while your child talks. When your child speaks to you, show that you are genuinely interested in their thoughts and feelings. Listen to, summarise, and repeat back to your child the message you are hearing. Watch for your child’s nonverbal cues including facial expressions, posture, energy level, or changes in behaviour patterns. The underlying messages may include the feelings, fears, and concerns of your child such as being scared… sad…angry…happy. Accept and show respect for what your child is expressing, even if it does not coincide with your