Condition: Expressive Language Delay/Disorder
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Norms by Age Evaluation Suggested Goals Therapy
Definition:
Expressive Language Delays/Disorders affect a child’s ability to use language to communicate with others. This has to do with the production and use of language. Receptive language delays/disorders on the other hand have to do with the child’s ability to understand language. Children can have either trouble with either expressive language or receptive language; or they can have trouble with both, which is called a mixed language delay/disorder.
Delay vs. Disorder: There is a distinct difference between the terms delay and disorder. The term “delay” is used when the child is acquiring these language skills in the correct order but at a pace that is slower than other children. The term “disorder” is used to describe when a child is not developing these language skills in the developmental order and/or develops atypical error patterns or uses.
Developmental Norms:
It can be helpful to look at developmental norms to know when specific language skills should emerge. Take a look at our developmental checklists to see language skill development from 6 mos-8 yrs.
Evaluation:
If you suspect a child has an expressive language disorder, a full communication evaluation should be conducted.
Here are the assessment recommendations according to the American Speech-Language Hearing Association’s website:
Assessment typically includes the following, with consideration made for the age and linguistic development of the child:
- relevant case history, including
- birth and medical history;
- family history of speech, language, reading, or academic difficulties;
- family’s concerns about the child’s language (and speech),
- languages and/or dialects used in the home, including age of introduction of a second language, as appropriate, circumstances in which each language is used;
- teachers’ concerns regarding the impact of child’s language difficulties in the classroom;
- hearing screening, if not available from prior screening;
- oral mechanism examination;
- spoken language testing, including
- phonology, including phonological awareness,
- semantics,
- morphology,
- syntax,
- pragmatics, including discourse-level language skills (conversation, narrative, expository).
A literacy assessment (reading and writing) is included in the comprehensive assessment for language disorders because of the well-established connection between spoken and written language. Components of a literacy assessment will vary, depending on the child’s age and stage of language development, and can include pre-literacy, early literacy, and advanced literacy skills. See the assessment section of the Written Language Disorders Practice Portal page.
A speech sound assessment may also be included, given that speech sound errors can be a result of a phonological disorder, an articulation disorder, or a combined phonological/articulation disorder.
(Source: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935327§ion=Assessment)
Here are some additional resources that will help you with various aspects of evaluating this condition:
Preschool Speech and Language Screenings – Webinar Recording
A one-hour webinar recording with an overview of the research and practice regarding speech and language screenings in the preschool setting.
A quick 4-minute video which shows you a few different language screening tools you can use.
Information about how to conduct a language sample and how to analyze it once it is done.
Evaluating Functional Language
Quick video on how to evaluate functional language and write goals based on your assessment findings.
Evaluating English Language Learners
It can be particularly tricky to evaluate a child who is either a dual language learner or who is learning your language as something other than their first. This quick video will give you some ideas for evaluating this population.
Have a client who won’t sit through standardized testing? Here are some ideas for conducting your assessment through play.
Suggested Goals:
The results of the assessment process should help guide what you will target in therapy for a child with this condition. Here are some goals that you may be addressing with this population. You can click on one of the goals below to learn more. Or, scroll down to the therapy section for more in-depth resources and support for treating this condition.
- Use Articles “a” and “the” in Conversational Speech
- Use Auxiliary Verbs in Conversational Speech
- Use Plural Nouns in Conversational Speech
- Use Past Tense Verbs in Conversational Speech
- Use Possessive ‘s in Response to Questions
- Use Pronouns “he” and “she” in Conversational Speech
- Use Possessive Pronouns “his” and “her” in Conversational Speech Use Subject + Verb + Object Sentences in Conversational Speech
- Use “to” in Conversational Speech
- Using the Pronoun “they” in Conversation
Therapy:
Here are some more resources and information that may help you when it comes to treating this condition.
Condition: Difficulty with Questions
Resources and materials for working with children who need help asking and answering questions appropriately.
Resources and materials for children who have a limited vocabulary.
Condition: Syntactic Delay/Disorder
Resources for children who are struggling with grammar and syntax skills and putting words together into sentences.
Condition: Excessive Jargon Use
Here’s what to do if a child is using a lot of jargon or non-sense words in his/her speech beyond the age when this is developmentally appropriate.
Condition: Shortened Utterance Length
Information on how to help a child whose utterance length is not as long as it should be.
How to help a child who has adequate receptive language skills and is developing typically in other areas but who is late to talk.
Condition: Echolalia and Scripting
Help for children who repeat what is said and/or repeat back scripts from familiar TV shows, movies, or books.
Condition: Difficulty with Life Skills
With older clients, we need to focus on how they can use their language skills for life skills. This resource will help with that.
Use Play to Promote Language Development – Webinar Recording
An hour-long webinar recording about using play in your therapy sessions as a way to address language delays.
Working on Language Targets While Play Games
Great ideas for targeting a variety of language skills during game play.
Resources for high schoolers who are learning how to use persuasive language.
Language Formulation Dysfluency
What is language formulation dysfluency and how does it present in children with language delays?
Working Language and Vocab Into Play Sessions
Have a child who will only play during your sessions? Turn those play sessions into a fantastic langauge-modeling and vocab-building therapy activity.
Figurative/Abstract Language – Webinar Recording
Information on how to work on abstract or figurative language (such as idioms) with a child.
Classroom Modifications for Children with Language Delays
A one-page handout that can be given to teachers to help them understand how to support students with language delays in the classroom.
Language & Literacy Activities K-4 – Webinar Recording
An hour-long webinar recording with therapy activities and materials for working on language and literacy for classroom success of children in Kindergarten through grade four.
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