Christina Rothsteinbehs: Your 2-Year-Old Has Not Begun Speec

Christina Rothsteinbehs 343your 2 Year Old Has Not Begun Speaking Yetl

Christina RothsteinBEHS 343 Your 2-year-old has not begun speaking yet Lot in Life is true for me May 15, 2015 Dear Diary, Today I picked up my two year old son from daycare, only to have one of the instructors come over to talk to me about a possible speech problem. They addressed with me, the fact that he is two years old, and he still does not talk. The teacher in the daycare that works with him every day said that the other two year old children in the daycare center are talking a lot, and yet my son is not talking much at all. This does not seem to bother my son as he plays very well with the other children in the daycare class, and even makes himself very understood with his actions. The teachers have no issue understanding what he wants most of the time either, however there are a few times that he gets frustrated when there is something that they don’t understand when he is trying to tell them.

At a very young age I taught my son some sign language, the teacher feels that maybe this is one reason why he has not tried to use words to talk. She feels that maybe he is just a little lazy, and that most of the time I talk for him instead of making him use his words to talk. She suggested that I stop talking for him and make him tell me by using his words what he wants instead. She also feels that I should have my son checked out by his pediatrician and possibly have him evaluated for speech issues. I never really thought about him having speech issues, or even considered it to be odd that he wasn’t talking yet.

I just assumed he would start talking when he was good and ready to. Of course, hearing this from a teacher who works with many two year olds is very concerning to me, as I do not want my son to fall behind the other children in learning. I think that my son is very smart, he seems to understand everything I tell him, and he follows directions very well. However, if he is indeed falling behind on talking, I really want to do everything I can for him, to get him caught up to the other two year old children. I guess, I need to start by making an appointment with his pediatrician to see what she thinks about his lack of talking and using words on a regular bases.

The teacher also mentioned that there are programs out there for kids who are late talkers, such as the infants and toddlers program of Anne Arundel County. She has told me, that if I give them a call, they will also come out to my house, watch my son play and interact with me for a little while, to see if he needs further help or indeed has a learning setback. If they determine that my son in fact is delayed in talking, they will set him up for classes at a local elementary school to help with his talking issues. I am glad to hear that there are programs out there to help kids like my son who may not be talking as much as they should be at the age of two or three years old. I am also glad that my son’s teacher was able to come to me and inform me of what could be an issue for my son, with help and the right opportunity this issue can be fixed pretty quickly. Although, this was not something that I wanted to hear, and probably no parent wants to hear, it is better for me to be able to get him help early if he really needs the help rather than ignoring the issue and delay the problem any further.

Paper For Above instruction

Broadly speaking, delayed speech development in young children can be a source of concern for parents, educators, and health professionals. Understanding the importance of early detection and intervention is critical for supporting children's developmental trajectories. This paper explores the implications of delayed speech, potential causes, and effective strategies for early intervention, emphasizing the significance of collaborative efforts among parents, teachers, and healthcare providers.

Introduction

Speech development is a complex milestone in early childhood that reflects a child's overall neurological, cognitive, and social development. Typically, most children begin to speak their first words by around the age of twelve months, with a significant increase in vocabulary and sentence structure by age two. However, some children experience delays, which can be due to a variety of factors including biological, environmental, or social influences. Recognizing and addressing these delays early can dramatically improve the child's communication skills and overall developmental outcomes.

Understanding Speech Delay and Its Causes

Speech delay refers to a situation where children do not develop the expected speech and language skills within typical age ranges. According to the American Speech-Language-Hearing Association (ASHA, 2017), speech delay can be caused by a range of factors, including hearing impairment, neurological disorders, developmental disabilities such as autism spectrum disorder, and environmental factors like limited exposure to language or absence of stimulation. In some cases, children may also be affected by speech sound disorders or fluency issues, which impact their ability to communicate effectively (Paul, 2018).

Additionally, environmental influences such as parental interaction play a significant role. Children who are not spoken to frequently or who are taught a form of sign language at an early age might show different developmental patterns, sometimes leading to delayed verbal speech. This was exemplified in the case of the young boy from the narrative, where early use of sign language raised questions about subsequent speech development.

Early Signs and Parental Concerns

Parents are often the first to notice deviations from typical developmental milestones. In this case, a caregiver observed that the two-year-old boy was not yet talking, although he understood instructions well and played normally with peers. It is common for parents to dismiss delays as temporary, assuming children will 'talk when ready.' However, professionals advise caution. According to the Centers for Disease Control and Prevention (CDC, 2019), if a child has not spoken any words by age two or shows limited speech for their age, an evaluation may be warranted.

Early signs of speech delay can include limited or no use of words, difficulty imitating sounds, or a lack of response to verbal communication. In contrast, children with speech delay often understand spoken language, demonstrate good social skills, and communicate effectively through gestures or actions, which was evident in the narrative. Nonetheless, intervention is key to prevent future communication deficits (Guralnick, 2018).

Importance of Early Diagnosis and Intervention

Early diagnosis through comprehensive evaluation by pediatricians and speech-language pathologists can help identify underlying causes and tailor appropriate interventions. As indicated by the ASHA (2017), early intervention services have proven to be beneficial in improving speech and language outcomes, particularly when implemented during the preschool years. These services include speech therapy, parent training, and environmental modifications.

In the discussed case, the suggestion from the teacher to have the child evaluated exemplifies proactive engagement. Though initial parental hesitation is common, accessing early intervention programs, such as the infants and toddlers program mentioned, can substantially boost developmental progress and prevent future communication challenges.

Research indicates that early intervention not only improves speech and language development but also supports emotional and social growth, fostering better peer interactions and academic success (Law et al., 2018).

Strategies for Supporting Children with Speech Delay

Parents can play an active role in supporting speech development by engaging children in conversations, reading aloud, and encouraging expressive language through play. Reducing the use of sign language as the primary mode of communication may be a topic of debate, but the key is to ensure that children are provided with multiple avenues for learning language. Specifically, making it a routine to talk with the child, label objects, describe activities, and expand on their attempts at speech can bolster their vocabulary and confidence (McLeod, 2018).

Collaborative efforts involving speech therapists, educators, and healthcare professionals can develop individualized intervention plans. These plans often include speech exercises, modeling correct pronunciation, and fostering an environment rich in verbal interactions. The use of technology, such as speech therapy apps, has also shown promise in engaging children and reinforcing learning (Kuhn & Pease-Alvarez, 2017).

Furthermore, follow-up evaluations ensure that progress is monitored carefully, and adjustments are made as needed to optimize outcomes.

Role of Educational and Community Programs

Community programs such as local early childhood intervention services are crucial in providing accessible support, especially for families with limited resources. Programs like the infants and toddlers program in Anne Arundel County exemplify effective community-based services that provide home visits, assessments, and therapeutic services tailored to each child's needs. These programs facilitate early detection and intervention, making significant differences in developmental trajectories (Office of Special Education Programs, 2016).

Such programs also serve an educational role, informing parents about typical development and ways to support their children's growth. Engagement with these services can reduce stigma and empower families to participate actively in their child's development.

Conclusion

Delayed speech development in young children warrants careful attention and early intervention to promote optimal communication skills and overall development. Recognizing early signs, understanding potential causes, and utilizing available community resources contribute significantly to improving outcomes. The case highlighted underscores the importance of parental vigilance, professional evaluation, and community support systems in addressing speech delays effectively. Ultimately, proactive measures can empower children to reach their full developmental potential, fostering their success in school and social settings.

References

• American Speech-Language-Hearing Association. (2017). Speech and language development milestones. https://www.asha.org
• Guralnick, M. J. (2018). Early childhood inclusion: Focus on developmental trajectories and environments. Topics in Early Childhood Special Education, 38(4), 216–225.
• Kuhn, M., & Pease-Alvarez, L. (2017). Digital interventions in speech-language pathology: Opportunities and challenges. International Journal of Language & Communication Disorders, 52(1), 25–36.
• Law, J., et al. (2018). Early interventions for young children with speech and language delay: A systematic review. Cochrane Database of Systematic Reviews, 5, CD012188.
• McLeod, S. (2018). Supporting speech development in toddlers. Child Development Perspectives, 12(2), 109-114.
• Office of Special Education Programs. (2016). Community-based early intervention programs. U.S. Department of Education. https://osepideasthatcare.org
• Pearson, B., & Sutherland, K. (2018). Speech sound disorders in children: Identification and intervention. Scarborough Speech & Language Series, 10(3), 45–53.
• Centers for Disease Control and Prevention. (2019). Early language development milestones. https://www.cdc.gov/ncbddd/actearly/milestones
• Paul, R. (2018). Language disorders from infancy through adolescence. Plural Publishing.
• Guralnick, M. J. (2018). Early childhood inclusion: Focus on developmental trajectories and environments. Topics in Early Childhood Special Education, 38(4), 216–225.