Embolden Kids - Who may see a speech pathologist

A language delay refers to differences in how a child is developing their understanding and/or use of spoken language compared to what is typical for their age.

These differences may be seen in areas such as:

• responding to language
• understanding words or sentences
• using first words or learning new words
• combining words to form sentences
• expanding vocabulary.

Language delays can occur alongside conditions such as autism, Down syndrome, or hearing differences, but they can also occur independently.

With supportive intervention, children can build on their existing communication strengths and continue developing skills that enhance participation in everyday interactions.

Speech sound disorders and Childhood Apraxia of Speech are communication differences where children may find it challenging to produce certain sounds or coordinate the motor planning needed for speech. While their understanding of words and sentences is often strong, these differences can make their speech harder for others to understand.

At Embolden Kids, we work collaboratively with families to support the development of each child’s speech sound and motor‑planning skills. Our focus is on increasing intelligibility, confidence, and effectiveness in communication, so children can share their ideas, form phrases and sentences, and participate meaningfully in everyday interactions. 

When a language delay continues over time, it may indicate a Developmental Language Disorder (DLD). Children with developmental language disorder experience ongoing differences in understanding and/or using spoken language, which can impact their communication in daily activities and interactions.  

Stuttering is a speech difference where children may experience interruptions in the smooth flow of talking. It most often begins between the ages of 2 and 4, when children are developing their early communication skills.

Seeking support early can help children build confidence, develop effective communication strategies, and participate more comfortably in everyday interactions. Speech pathologists can also provide School-Aged stuttering support.

Speech pathologists help children find the best way to communicate, whether through pictures, communication books, or speech‑generating devices. They teach children how to use AAC to share ideas and needs, and work with families and schools to make AAC part of everyday life. The goal is to build confidence and ensure children can connect with others in ways that suit them best.

 Children develop skills at different rates, and each child’s developmental journey is unique. 

There are five key areas of development where differences may be observed:

• Cognitive (thinking) skills: The ability to learn, reason, and solve problems.
• Social and emotional skills: The ability to connect with others, express feelings, and communicate needs.
• Speech and language skills: The ability to understand and use language to share ideas.
• Fine and gross motor skills: The ability to coordinate small and large muscles to explore and interact with the world.
• Daily living activities: The ability to manage everyday routines and tasks.

When differences occur across multiple areas (two or more), this may be described as global developmental delay (GDD).

Speech therapy for autistic children is highly individualized — it builds on each child’s strengths while addressing challenges in speech, language, and social communication. Early, consistent, and family‑centered support can significantly enhance confidence and participation in everyday life 

Children may experience; 

• Delayed or limited speech: Some children may speak later than expected or use fewer spoken words.
• Conversation difficulties: Back‑and‑forth exchanges can be challenging, especially maintaining topics or responding flexibly.
• Unusual speech patterns: Echolalia (repeating phrases) or flat intonation may be present.
• Understanding non‑verbal cues: Gestures, facial expressions, and tone of voice can be harder to interpret.
• Social participation: Difficulties making friends or joining group activities may arise due to communication differences.
• Variability: Some children may have strong receptive language but find expressive or pragmatic communication more challenging.

Some children experience differences in developing the foundational skills needed for literacy. These challenges may include:

• Phonological awareness: Difficulty recognizing and working with sounds in spoken language, such as identifying rhymes, segmenting words into sounds, or blending sounds together.
• Sound manipulation: Challenges with changing sounds within words (e.g., replacing the first sound to make a new word).
• Linking sounds to print: Difficulty connecting spoken sounds to letters and written words, which can affect early reading and spelling.
• Vocabulary growth: Slower development of word knowledge, which can impact comprehension and expression.
• Confidence in literacy tasks: Children may feel less confident when engaging in reading and writing activities compared to peers.

These challenges can make it harder for children to access literacy learning in everyday contexts, such as schoolwork, play, and community participation.