Speech & Language Therapy

Your child’s speech, language, early literacy development and social skills are important for building relationships, learning, and maintaining their health.

Our Team

Kristine Caldbick

Speech & Language Pathologist

Communication Skills

Communication skills are critical for your child’s success. Children begin developing their communication skills as babies long before you hear their first word. Your child’s speech, language, early literacy development and social skills are important for building relationships, learning, and maintaining their health. Learning to use and understand language is essential for nearly every other kind of learning your child does, not only as a toddler but as he / she gets older and enters school. Problems with communication development are surprisingly common: About 1 in 10 children need help developing speech and language skills.

What is Speech Delay?

Having a speech delay means that a child is having trouble making certain sounds in words or replaces certain sounds with other sounds. E.g., says “tarrot” for ‘carrot’

What is a language Delay?

Having a language delay means that a child is having difficulty with one or more of the following:

  • understanding what words mean (e.g., following directions; pointing to named items)
  • learning new words 
  • putting words together and using age-appropriate grammar 
  • expressing a message with gestures and words (e.g. to have their needs and wants met; to be social; to tell you how they’re feeling) 

What are social Communication Difficulties?

Having social communication difficulties means that a child is having difficulty with one or more of the following:

  • knowing what, when and how to “say” things (e.g., share information with or without words; protesting or making requests) 
  • starting or responding to interactions with you (e.g., playing with you for several back and forth turns using smiles, sounds or facial expressions; showing you something by pointing) 
  • knowing and understanding social cues (e.g., looks, gestures, facial expressions) 
  • interacting with you or others (e.g., prefers to play alone; is very independent; prefers objects over people) 

Early Therapy can…

Sometimes parents and even health professionals may wait to see if a child will “grow out of it”, but many won’t. A “wait and see” approach means that precious time can be lost during this critical learning phase. Early identification and treatment of speech and language delays have been found to have a significant positive impact on a child’s progress. Children who receive therapy earlier (rather than waiting to see) generally have better outcomes. If you, your family, your child’s daycare/school teacher and/or child’s doctor have concerns about your child’s speech, language or social communication development, don’t delay! 

Common Myths that prevent families from seeking help: 

  • It’s “normal” to not talk until 3 years 
  • Boys talk later than girls 
  • The pediatrician said “don’t worry” 
  • He’s just lazy / stubborn 
  • They just haven’t been around other kids much 
  • My son / daughter / niece / etc. didn’t talk until he was 4, and he’s fine 
  • She’ll talk when she’s ready 
  • His older siblings talk for him 
  • Einstein didn’t talk until he was 4 
  • Bilingual kids talk later

Should my child see a Speech-Language Pathologist?

Communication skills develop in a predictable pattern referred to as “milestones.” Milestones are when 90% of kids within a certain age range can achieve a skill. If a child is not meeting the following milestones by the given age, a referral to a speech and language pathologist is recommended. Please note this is not a subsi……

Does your child exhibit any of the following at

BY 6 MONTHS OF AGE DOES YOUR CHILD:

  • Swipe at and reach for objects within their view? 
  • Turn their head in the direction of a sound?
  • Babble (e.g., “bababa,” “tata”)?
  • Respond or turn their head to their name? 
  • Watch your face when you talk to him / her?
  • Smile and laugh in response to your smiles and laughter? 
  • Vocalize pleasure and displeasure (e.g., squeal with excitement or grunt in anger)? 
  • Understand certain words (e.g., looks at their dad when someone says “daddy.”) 
  • Make sounds while you are talking to him / her? 
  • My child passed their infant hearing screening

All Yes: Your child’s speech and language seems to be developing as expected.

 

1-2 No(s):   Caution! Your child may be having some difficulties in speech and language development. Strongly consider phoning the Jordan’s Principle team and asking for a speech and language referral __________. 

 

3 or more No’s: ACT! Your child should be seen by a Speech & Language Pathologist. Call the Jordan’s Principle team and ask for a speech and language referral __________. 

BY 12 MONTHS OF AGE DOES YOUR CHILD:

  • Look for a hidden toy? 
  • Imitate facial expressions? 
  • Turn to look for a source of sound? 
  • Understand short one-step directions (“sit down” “get the ball”)?
  • Combine different sounds together as if talking (bada banuh abee)? 
  • Make sounds or gestures to get attention or help? 
  • Take turns making sounds with you? 
  • Consistently use 3 or more words 
  • Look across the room to something you point to? 
  • Use gestures (waves, holds arms up to be held, blows kisses)
  • Bring you toys to show you (not just when they need help)?
  • Play social games with you (e.g., peek-a-boo, patty-cake, this little piggy)?
  • Seek comfort (e.g., reach up to be held when upset; cries when they are hurt)? 
  • Show many emotions like affection, anger, joy, or fear. 

BY 18 MONTHS OF AGE DOES YOUR CHILD:

  • Try to show you something by using words or sounds while pointing and looking at you? 
  • Imitate a few animal sounds? 
  • Combine different sounds together as if telling you a story?
  • Identify pictures in a book (“show me the baby”)?
  • Use a variety of familiar gestures (waves, holds arms up to be held, blows kisses) 
  • Follow directions that include “on” or “under” (“put the cup on the table”)?
  • Make at least four consonant sounds (b, n, d, g, w, h) 
  • Use at least 20 words (words don’t have to be perfectly clear)? 
  • Point to at least 3 different body parts when asked (e.g. “where’s your nose?”)? 
  • Enjoy being read to and looking at simple books with you? 
  • Point to pictures or objects using one finger? 
  • Show affection to people, pets or toys? 
  • Look at you while you are playing together? 
  • Repeat an action that made you laugh? 
  • Look at you to see how you react? 

BY 24 MONTHS OF AGE DOES YOUR CHILD:

  • Follow two-step directions (“go find your book and show it to Grandma”)? 
  • Ask for help using words? 
  • Learn and use 1 or more new words per week? (new words may only be understood by close family) 
  • Consistently combines two or more words in short phrases (“daddy hat” “truck go fast”)? 
  • Like to watch and play near other children? 
  • Say “no” and like to do some things without help? 
  • Use toys for pretend play (feeds baby and puts to bed)? 
  • Use skills already learned and develop new ones (no loss of skills)? 
  • Copy your actions (you clap your hands and they clap theirs)? 
  • Use 100 or more words
  • Use at least two pronouns (you, me, mine)? 
  • Hold books the right way up and turn the page? 
  • “Read” to stuffed animals or toys or adults? 
  • Speak clearly enough to be understood at least 50% of the time by everyone? 

BY 30 MONTHS OF AGE DOES YOUR CHILD:

  • Give you the right toy when asked (e.g., “give me the big car” “give me the red ball”)? 
  • Join 3 or more words together (e.g., “I want big ball”)? 
  • Name most common items (e.g., dog, apple, car)? 
  • Use a variety of pronouns (e.g., you, me, I, mine, she, he)? 
  • Use some grammar and word endings (e.g., “two apples,” “bird flying,” “I jumped”)? 
  • Try to join in songs and rhymes with you? 
  • Listen to and remember simple stories? 
  • Act out daily routines with toys (goes through bathtime / bed time routine with dolls or stuffed animals)? 
  • Wait briefly for needs to be met (e.g., when placed in highchair at mealtime) 
  • Recognize themselves in the mirror or a picture? 
  • Use action words (run, spill, fall, jump, etc.)?
  • Show concern when another child is hurt or sad? 
  • Use sounds at the start of most words? 
  • Produce words with two or more syllables? (a-pple, ba-na-na) 
  • Understand the concepts of size (big/little) and quantity (a little, a lot, more)? 

BY 3 YEARS OF AGE DOES YOUR CHILD:

  • Speak clearly enough to be understood at least 75% of the time by everyone? 
  • Understand 3-step directions? (e.g., “pick up your hat, put it in the closet, then go sit down for snack.”) 
  • Speak in sentences of 5 or more words? (e.g., “I go home and play.”) 
  • Understand and use some describing words? (e.g., big, dirty, wet, hot) 
  • Share some of the time? (toys and books) 
  • Show affection with words and actions? 
  • Enjoy playing with other children? 
  • Cooperate with parents requests half of the time? 
  • Listen to stories for 5-10 minutes with you? 
  • Greet friends and familiar adults when reminded? 
  • Tell simple stories? 
  • Understand “who” “what” “where” and “why” questions? 
  • Has an early interest in, and awareness of, rhyming? 
  • Know print has meaning? (e.g., asks you to read a birthday card or sign)

BY 4 YEARS OF AGE DOES YOUR CHILD:

  • Follow directions involving 3 or more steps? (e.g., first get some paper, then draw a picture, last give it to mom) 
  • Say rhymes (cat-hat-bat) or sing children’s songs? 
  • Ask and answer a lot of questions? 
  • Speak clearly enough to be understood more than 90% of the time by everyone? 
  • Tell stories with a clear beginning, middle and end? 
  • Show you four colours when asked? 
  • Tell you what’s happening in a picture when asked? 
  • Take turns and share with other children in small group activities? 
  • Try to comfort someone who is upset? 
  • Play beside and talk to other children while playing? 
  • Look for adult approval? (“watch me” “look what I did”) 
  • Match some letters with their sounds? (‘T’ says ‘tuh’) 
  • Use grammatically correct sentences most of the time? 

BY 5 YEARS OF AGE DOES YOUR CHILD:

  • Know common shapes and the letters of the alphabet? 
  • Speak in full sentences with correct grammar? 
  • Describe past, present or future events in detail? 
  • Use sentences to describe objects and events? 
  • Play well in groups most of the time?
  • Follow adult requests most of the time? 
  • Talk about having a best friend? 
  • Share willingly with others? 
  • Work alone at an activity for 20-30 minutes? 
  • Show increasing independence in friendships? (may visit a friend or neighbour by himself / herself) 
  • Use almost all of the sounds of their language with few to no errors 
  • Identify the sounds at the beginning of some words? (Pop starts with the puh sound) 
  • Play make-believe games with others? 
  • Respond verbally to “how are you?”

BY 6 YEARS OF AGE DOES YOUR CHILD:

  • Understand some words about time and order? (morning, afternoon, yesterday, next, last) 
  • Speak clearly enough to be understood by everyone? 
  • Recognize some familiar written words? (some store signs, their name) 
  • Tell about own experiences and ask about yours? 
  • Pay attention and follow instructions in a group? 
  • Play cooperatively with 2-3 children for 20 minutes? 
  • Listen while others are speaking?
  • Show an understanding of right and wrong?
  • Help others? 
  • Explain rules of the game or activity to others? 

Your Child's Milestones

We recognize reviewing milestones can be stressful and scary and many parents may be hesitant to have their child assessed because it’s a lot of emotions to process. Your feelings are common and valid. It may help to keep in mind a few things… 

  1. An assessment or any results on a piece of paper does not change your child – they will be the same sweet child, you’ll just have a lot of information about how they learn, areas of strength, and areas of need that require support 

  2. Getting supports in place now will help set your child up for success sooner. It’s never too early and it’s not too late. If you think your child has been struggling or feeling frustrated with communicating, let’s get them support now so they (and you!) can start feeling better about communicating! 

What are some signs of autism?

Hanen Speech-Language Pathologist, Fay McGill, talks about some of the traits or behaviours you might see in young children on the autism spectrum. While having one or more of these traits does not mean a child has autism, it’s important to be aware of them so that you can consult a professional for guidance if you are concerned about your child’s communication.


Note: The examples in this video represent a few traits that may co-occur with Autism Spectrum Disorder. This is not a complete list and this video does not replace the advice of a medical professional. If you are concerned about your child’s development, consult your doctor or call the Jordan’s Principle Team to learn more about how our team can help.

What the Jordan’s Principle Speech and Language Program Offers

  • Assessment

    A speech-language pathologist will evaluate your child’s speech, language and overall communication development to identify if a delay is present and set goals for therapy. 

  • Parent/Caregiver Training

    Your child’s first and best teacher is you! Workshops led by speech-language pathologists will provide you with strategies that can be used in everyday situations.

  • Direct Intervention

    Your child may benefit from practice at home, individual therapy and/or group therapy.

  • Transition to School and Beyond

    With your permission, the speech-language pathology team can help plan for your child’s smooth transition into school by sharing information about their speech and language development with the school team. The speech-language pathology team can continue to support you and your child throughout their primary and secondary school years. This may include collaborating with teachers, Anishanaabe Support Workers (ASWs), and other support staff in the classroom as well as providing individualized services to students up to 18 years of age.

    Watch: Occupational Therapy Treatment for Sensory Difficulties

WHAT CAN I DO WHILE I WAIT?

There are a variety of ways for parents/caregivers to assist their children in developing communication skills. Below is a list of some ideas to encourage communication development with your child. We encourage you to explore the following resources:

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