Parents Understanding Language Delay

"Communication is the essence of human life."
-Daniel Webster

Communicating with people in our lives is a natural part of human development and one of our most basic needs. Communication takes many forms, both verbal and non-verbal, and it begins at birth with a baby’s first cry.
 

Children do not learn to talk all by themselves. They learn language by listening to and interacting with others, and through involvement with their world.   For some children, learning to communicate does not come easily.  Sometimes the reason for these difficulties is obvious; other times it is less clear. 

 

Fortunately, early intervention for children with language delays and their families has proven to be very effective.  Since parents are the most important people in a child’s life, their involvement in this process is critical.

 

The Hanen Centre acknowledges the importance of early intervention and involving parents.  We have developed a number of programs to help parents and those who care for and work with young children with language delays learn to foster the communication and social skills of these children to give them the greatest chance of reaching their potential.

"Warning signs" of a possible language delay can be detected even in infants and very young children.

Early intervention is CRUCIAL!

The checklist below was developed for Toronto Preschool Speech and Language Services. It is used to help parents, educators, child care providers and others involved with preschool children to identify possible language delays.

If the answer to any of the questions in the checklist is "No", we recommend a referral to your local speech-language pathologist. (Call 395-0411 only if you live in Toronto, Ontario.)

Communication Checklist


BY THREE MONTHS    Does the child: 

Yes No

• startle to a sudden sound?

 

• turn to where a sound is coming from?
 

• make sounds? (oo, ah)
 

• look at you with interest when you talk to her/him?
 

• smile in response to you?
 


BY SIX MONTHS    Does the child: 

Yes No

• make several different sounds?
 

• try to get your attention by looking at your face and/or making sounds?
 

• make sounds and smile in response to your facial expressions and sounds?
 


BY NINE MONTHS    Does the child: 

Yes No

• reach out to be picked up?
 

• respond to her/his name?
 

• make speech-like sounds? (baba, gaga)
 

• babble tunefully (sing-song voice) while playing alone?
 

• turn to where a voice (spoken words) is coming from?
 

• enjoy being played with and does he/she take turns making sounds back and forth?
 

• understand no?
 


BY TWELVE MONTHS    Does the child: 

Yes No

• use a finger to point out things to you in the environment?
 

• imitate or use gestures like waving bye-bye?
 

• let you know what he/she wants by using a combination of sounds and actions?
 

• bring you toys he/she wants to show you and/or play with?
 

• enjoy playing games like Peek-a-boo and Pat-a-cake and will he/she sometimes start the game?
 

• understand some simple phrases? (Come here. Don’t touch.)
 


BY FIFTEEN MONTHS    Does the child: 

Yes No

• usually look at you when communicating?
 

• repeat words he/she hears?
 

• seem to be talking in sentences but not using real words?
 

• say one or two words?
 

• understand some simple questions and commands? (Go get a diaper. Where’s the ball?)
 


BY EIGHTEEN MONTHS    Does the child: 

Yes No

• point, look at you, and then at what he/she is talking about?
 

• use the word no?
 

• say about ten or more words?
 

• understand and use the names of familiar objects? (ball, light, bed, car)
 

• sometimes answer the question: What’s this?
 

• take turns when playing with a partner?
 

• use toys for pretend play?
 


BY TWO YEARS   Does the child: 

Yes No

• point to some body parts?
 

• use descriptive words? (hungry, big, hot)
 

• use two word combinations? (Me go. More cookie.)
 

• ask questions like: What dat?
 

• enjoy listening to simple stories?
 


BY THREE YEARS   Does the child: 

Yes No

• follow two-part directions? (Go to the kitchen and get your cup)
 

• participate in short conversations?
 

• use sentences of three words or more to communicate?
 

• talk about something that happened in the past?
 

• ask why questions?
 

• Do people outside the family understand 1/2 of what he/she says?
 


BY FOUR YEARS   Does the child: 

Yes No

• talk in whole sentences using adult-like grammar?
 

• tell a story that is easy to follow?
 

• ask many questions?
 

• answer who, how, how many questions?
 

• use I, me, you, he and she properly?
 

• start a conversation and continue it, staying on the same topic?
 

• use language to create pretend situations when playing with others?
 

• Do people outside the family understand more than 3/4 of what he/she says?
 


BY FIVE YEARS   Does the child: 

Yes No

• explain how an object can be used?
 

• answer when and why questions?
 

• talk about past, future, and imaginary events?
 

• participate in long, detailed conversations?
 

• Do people outside the family understand most of what he/she says?
 



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