FAQ

How long will my child need speech-language therapy?
There is no standard length of time that a child should be in therapy. Each child is a unique individual that brings his/her own unique strengths and weaknesses into therapy. Consequently, children are at different levels and learn at different rates.

If we believe that our child may have a speech-language impairment, what resources are available to us?
If your child is under 3 years of age, you may be eligible to have your child's services covered by the Regional Center of the East Bay. If your child is 3 years or older, your child may be eligible to have services covered by your local school district.

What causes learning disabilities?
Learning disabilities are caused by a difference in brain structure that is present at birth, is often hereditary, and often related to specific language problems.

My child has been diagnosed with a language-based learning disability, does that mean he/she has below average intelligence?
No. In fact, most people diagnosed with learning disabilities have average to superior intelligence.

What are some of the characteristics of children who are at risk for dyslexia and other learning disabilities?
  • A family history of delayed speech-language development problems
  • Difficulty processing sounds in words
  • Difficulty finding the words needed to express basic thoughts/ideas and more complex explanations/descriptions
  • Difficulty with the comprehension of spoken and/or written language, including, for older children, classroom handouts and textbooks
  • Delayed vocabulary development
  • Problems with the understanding and use of grammar in sentences
  • Difficulty with organization and planning, including, for older students, the drafting of school papers and longer-term school projects
  • Difficulty remembering numbers and letters in sequence, questions and directions

What are some of the characteristics of a child who is at risk for stuttering?
  • Repeats parts of words, either sounds or syllables ("t-t-table", "ta-ta-table");prolongs a sound ("ssssun"); or breaks up words ("cow"&"boy")
  • Often repeats part of the word at least 3 times ("ta-ta-ta-table")although some reports indicate that these children may repeat only 1 or 2 times
  • During repetitions, substitutes an "uh" vowel in the word ("tuh-tuh-tuh-table")
  • According to recent clinical reports, may use a broken rhythm during repetitions ("b.b&b..boy")
  • Has 10 or more disfluencies every 100 words
  • Opens the mouth to speak but no sound comes out or turns off the voice between sound repetitions

What are some of the characteristics of a child who has normal disfluency?
  • Often repeats whole words or phrases("I-I-I want to go out and play").
  • Typically repeats parts of the word no more than 1 or 2 times("ta-table")
  • During repetitions, uses the vowel sound normally found in the word("ta-table")
  • Has rhythmic repetitions("b..b..boy")
  • Has 9 or less disfluencies every 100 words
  • Starts speech easily;keeps speech going even though they may repeat a phrase or word later in the sentence

As a parent, what can I do to promote speech-language development in my child at home?

  • Talk about the world around you. For example, "I see an airplane." Or "The airplane is flying". even though your child may not be able to use these words, he/she is beginning to recognize some of the words you utter to them.
  • Read to your child. Read simple, age-appropriate books. Use repetitive vocabulary and read the same books over and over. This will give your child multiple exposures to this vocabulary and an opportunity to interject.
  • Sing songs with your child and expose them to age-appropriate music. Music often encourages a child to babble along.
  • Imitate the sounds your child makes. (i.e. babbling and cooing). This helps to teach him/her that sounds can be imitated and that you are listening to his/her vocalizations.
  • Try to eliminate background noise when you are interacting with your child. You want your child to be able to focus on the important noises (i.e. speech). It will help him/her if the radio television, etc. is off when you are interacting with him/her. You may want to set aside specific times to do this.
  • Maintain a close proximity to your child and look directly at him/her during your interactions. Try to encourage eye contact from him/her throughout your interactions.
  • Talk about what your child is doing. For example, "You are drinking milk" or "You are bouncing the ball". This helps expose your child to more language forms.
  • Expose your child to other children. He/she will often be motivated to babble, etc. in order to interact with them. This also exposes your child to other typically developing children.
  • Encourage speech throughout your interactions. For example, if your child points to an item provide a simple one to two word model and encourage any sort of imitation from him/her before you give him/her the item he/she wants.
  • Sound-gesture games such as "peek-a-boo" and "patty-cake" are great activities to promote babbling. They are repetitive so your child can anticipate what is going to happen next.
  • Make your speech a model for your child. Speak at a slower rate and put a lot of inflection in your voice. Make sure your sentences are short and simple (ideally only a few words). Try to exaggerate your facial expressions to encourage and show interest. Be repetitive with your sentences.

Overall, talk naturally to your child. Talk about what your child is doing, and what your child sees. Take time to listen to your child. Respond to what your child is saying so your child knows you have been listening. Don't push your child to learn to talk. Accept some speech mistakes as your child develops. Have your child's hearing tested if you find that you have to repeat a lot or have to talk loudly to get their attention. Seek professional help from an ASHA-certified audiologist or speech-language pathologist if you are unsure. Never wait to get help for your child if you suspect a problem. You and your family members know more about your child than anyone. Early identification and treatment of speech, and language disorders can prevent problems with behavior, learning, reading and social interactions.