When children learn to speak, it is common for some sound errors to take place. An articulation disorder is when a child cannot produce sounds that are developmentally appropriate for their age. These errors could include substitutions, distortions, or omissions of sounds. Phonological disorders consist of sound errors that follow a predictable or rule based pattern.

Augmentative and alternative communication (AAC) is an area of clinical practice that assists in communication and to help individuals communicate effectively. Examples of AAC may include manual signs, gestures, core vocabulary or communication boards, or speech-generating devices. Evidence supports the usage of AAC aids in language development and/or as an alternative to verbal communication.

Autism is a neurological impairment characterized by three areas of atypical development, including delayed social and communication development, and the presence of restrictive, repetitive patterns of behavior. A speech-language pathologist cannot diagnose autism, but is integral in the treatment of communication and social language development.

CAS is a neurological childhood speech sound disorder in which the precision and consistency of oral movements impacts a child’s ability to be understood. Key features may include inconsistent sound errors, difficulty with sequencing of sounds, limited repertoire of speech sounds, groping behaviors (i.e. increased effort moving lips or tongue), difficulty with prosody or intonation.

Stuttering is a communication disorder involving disruptions in a person’s speech including repetitions, prolongations, and/or blocking of sounds. These behaviors are frequently accompanied by thoughts and emotions that impact overall quality of life. A person who stutters may also feel negative reactions to speaking, engage in avoidance behaviors (i.e. avoidance of words, sounds, situations), secondary behaviors (i.e. eye blinking, tapping of finger), or physical tension.

Expressive Language: An expressive language disorder includes difficulty expressing thoughts and ideas. Difficulty may occur within specific parameters, such as content (vocabulary), form (grammar), or use (function/pragmatics), or globally, across all areas of language.

Receptive Language: A receptive language disorder includes difficulty comprehending the meaning of spoken or written words, following directions, or understanding how to respond appropriately and contingently when engaging in conversation.

Language Delay: It is important to differentiate between a language disorder and a language delay. A language delay refers to typical language development that is later than expected.

Literacy refers to the ability to read and use written language. Phonological awareness skills are paramount in learning how to read. Children may have difficulties with sound relationships, segmenting or blending sounds, rhyming, or other areas of literacy. Phonological disorders consist of sound errors that follow a predictable or rule based pattern.

Pragmatic language involves non-verbal communication such as use of body language, facial expressions, intonation of voice, turn taking, eye contact, and humor. Language function also includes directing action, commenting, informing, reporting, and obtaining information, as well as responding contingently during social interactions.