Communication and Language Disorders
About communication and language disorders
‘Communication’ is the exchange of both verbal and nonverbal information. It includes talking, as well as understanding words, visual information, body language, facial expressions, and gestures (e.g. pointing, waving hello, nodding your head to mean “yes”).
Young children will vary considerably in the development of their communication skills. Some children will seem to show delays but then ‘catch up’. Individual differences in language ability before the age of around 4 years are not predictive of later outcomes.
Some children may experience difficulty producing sounds and words (e.g. stuttering or mutism), and they may use visual aspects of communication instead (e.g. gestures, eye contact or picture cards). Other children may find understanding the visual parts of communication challenging.
Some children may need support with using and understanding spoken language. A child’s ability to understand spoken language may be different from their ability to use spoken language. For example, a child might be able talk and express themselves clearly, but they may find it harder to understand instructions, especially if they are long or complex.
Some children may also need support with using verbal and nonverbal communication in social situations. For example, some children may have trouble understanding the meaning behind greetings (e.g. saying hello, shaking hands) or taking turns in conversations. Other children may not understand humour and jokes, or metaphors.
Strengths
What might be some strengths?
- Some children may have good visual perceptual skills. They may be good at visual searches and recognition.
- Some children can participate successfully when given clear and specific instructions.
Where might you provide support?
- Some children may have difficulty understanding or giving verbal instructions.
- Some children may have trouble expressing how they feel. This can cause frustration and challenging behaviours.
- Children may need support with interacting with others and building relationships.
- Some children may be easily distracted. They may be unable to focus on learning activities or may have trouble shifting their attention from one activity to another.
Evidence-based strategies
Work collaboratively
Consider how you give instructions and communicate
Create an environment supportive to language development
Provide feedback
- Model and prompt language use. Use the child’s interests as an opportunity to model and prompt the use of language in day-to-day scenarios and situations. Aim to model words and sentences several times and with a range of visual stimuli. Encourage the child to repeat the sentence or word as needed.
- Pause and expand. Pause to allow children to initiate a topic which is of interest to them. Ask open-ended questions about this topic. Provide children support to construct and expand on responses.
- When reading stories together, promote the child’s interaction. Ask questions while reading, providing children assistance and scaffolding to respond. For example, consider asking children to predict the emotions and actions of characters, or to retell the content of the story. If appropriate, consider playing with toys which match the theme of the book and include the target vocabulary.
- Be responsive. Follow the lead of children, providing responses immediately. If needed, provide feedback. See Provide feedback.
Best practice tips
Get the child’s full attention
Consider using slower speech
Be patient
Encourage positive role-models
Teach meta-cognitive strategies
Teach social skills
Create a responsive environment
Facilitate the use of AAC systems
Promote self-determination
- Teach children to use mental imagery. Transforming spoken information into visual images can help reduce the burden on their working memory, and help them understand and remember information better.
- Building the social skills of children can facilitate their communicative participation. For example, you might teach children to consider other people’s feelings, be kind, and share. Similarly, teaching children conversational skills, such as asking questions and sharing important information, can facilitate their social interaction with others.
- Arrange the environment to encourage independence and allow children to communicate requests. Respond to all attempts at communication. See Create an environment supportive to language development (be responsive).
- Unaided AAC systems (e.g., signing, vocalisation, facial expressions) and low-tech AAC systems (e.g., picture communication boards and books, visual schedules) can be beneficial in helping children express themselves. Make sure that the environment is arranged to facilitate children's communication with these systems. For example, check that the AAC system is placed where children can see and access. Add key vocabulary to their AAC system specific to your program (where appropriate). For example, vocabulary related to your schedule, or to a specific learning theme for the week, could be introduced. You might also consider additional training on using the relevant AAC systems and collaboration with other professionals and families.
- Promote self-determination. Empower and teach children to make simple choices, set goals, be independent, and develop problem-solving abilities. Use technology as needed. For example, technology can be used by children to indicate preference.
Early Years Learning and Development Outcomes
Outcome 1: Children have a strong sense of identity
Outcome 2: Children are connected with and contribute to their world
Outcome 3: Children have a strong sense of wellbeing
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators
Other considerations
Safety
Behaviour
Toileting
Other educators and early childhood professionals
Transitions
Peer mediation
Other co-occurring conditions
Relevant resources
Visit our resources page for a range of resources that can help to create inclusive education environments for children with disabilities and developmental challenges. Some particularly relevant resources for children with communication disorders include: