As a Chicago parent have you been noticing that your child is drooling past toddlerhood, losing food from their mouth or is struggling to drink from a straw? What you’re seeing could be caused by a developmental delay in a critical skill called lip closure.

It’s very easy for this skill to go unnoticed at an early age, but as children get older acquiring it is critical for the foundation of oral motor development. It affects feeding, speech, saliva management, sensory regulation, and overall coordination of the mouth.

For neurodiverse children and those with developmental delays, difficulties in this area becomes more noticeable over time because they overflow into their daily routines and a pattern emerges.

At Blue Bird Day, our multidisciplinary team in Chicago has spent over a decade helping families develop this essential skill through individualized care.

This guide walks you through what lip closure is, why it matters, how it develops, the signs to watch for, and the practical strategies to help your child build a strong oral motor foundation.

If you’d like more personalized insights, please contact us today. We’re here to help support you every step of the way!

What Is Lip Closure?

Lip closure is your child’s ability to bring their lips together with enough strength, coordination, and endurance to complete everyday tasks. It’s a key part of oral motor development and plays a role in:

• Feeding and swallowing
• Speech sound production
• Managing saliva
• Drinking from straws or open cups
• Oral sensory awareness
• Breath control
• Facial muscle development

Here’s the important part: lip closure isn’t just about the lips. It relies on coordinated teamwork between the cheeks, jaw, tongue, and facial muscles.

When these systems work together, children can eat safely, speak clearly, and take part in daily routines with more confidence.

Why Lip Closure Matters

Lip closure supports several areas of growth at once. For neurodiverse children and those with developmental delays, strengthening this skill can create meaningful improvements across the board.

Feeding Skills

Strong lip closure helps children:

• Seal their lips around a spoon
• Clear food from utensils
• Drink from straws
• Manage liquids without spilling
• Move food efficiently inside the mouth
• Swallow safely

When lip closure is weak, mealtimes can become frustrating. You might notice your child losing food or liquid from the front of their mouth, having trouble moving to textured foods, struggling with straw drinking, eating messily, or tiring quickly during meals. These aren’t signs of a picky eater being difficult, they’re signs that the muscles need support.

Speech Development

Lip closure is essential for producing bilabial sounds, the sounds made when both lips come together:

• /m/ as in “mama”
• /b/ as in “ball”
• /p/ as in “puppy”

When these muscles are weak, children may produce distorted speech sounds, become harder to understand, develop compensatory movements to get by, or reach articulation milestones later than expected. Building lip closure through speech therapy helps your child’s words come through more clearly, so their voice can be heard and understood.

Oral Sensory Regulation

Lip closure also supports how children experience their mouths. It helps with:

• Awareness of the mouth
• Tolerance of different textures
• Reduced drooling
• Improved oral motor control

Children with sensory processing differences, meaning the nervous system takes in and interprets input differently, may find lip closure especially tricky. This can show up as hypersensitivity (too much reaction to input), hyposensitivity (too little), oral aversion, or reduced awareness of the facial muscles.

Social and Emotional Development

Eating and talking are deeply social activities. When lip closure is hard, children may feel frustrated at meals, struggle to communicate their needs, lose confidence, or start avoiding social eating situations altogether. Supporting this skill helps your child participate more fully in family dinners, playdates, and classroom activities, building both connection and confidence along the way.

Why Children Often Struggle With Lip Closure

Children with autism, ADHD, Down syndrome, sensory processing differences, or global developmental delays may find lip closure challenging for a few common reasons.

Low muscle tone. Weak facial muscles can make it hard to hold the lips together during feeding or speech. It takes more effort, and children may tire quickly.

Oral motor coordination challenges. Coordinating the lips, tongue, and jaw at the same time is complex. When these movements don’t sync smoothly, both feeding and articulation can be affected.

Sensory processing differences. Some children avoid certain textures, resist input around the mouth, or simply have less awareness of where their lips are and what they’re doing.

None of these reflect anything a parent did or didn’t do. They’re simply areas where your child benefits from targeted, compassionate support.

How Lip Closure Develops

Lip closure usually emerges in infancy and grows stronger through the toddler years. Typical milestones include:

• Sucking from a bottle or breast
• Bringing hands and toys to the mouth
• Exploring textures orally
• Transitioning to purees and soft solids
• Drinking from open cups or straws
• Producing early speech sounds like /m/, /b/, and /p/

For neurodiverse children, these milestones may arrive later or need therapeutic support to develop fully. That’s completely okay. Every child’s journey unfolds at its own pace, and early intervention can make a real difference in how these skills grow.

Signs Your Child May Need Support

You know your child best. If something feels off, trust that instinct. Here are signs that may point to a need for oral motor support:

• Drooling beyond the toddler years
• Difficulty clearing food from a spoon
• Food falling out of the mouth
• Trouble drinking from a straw
• Messy eating patterns
• Weak or distorted bilabial sounds
• Avoidance of certain textures
• Open-mouth posture at rest
• Fatigue during meals
• Difficulty blowing bubbles or whistles

If you’re seeing several of these, reaching out for an evaluation is a positive, proactive step. Early intervention gives children the tools to build strong foundations before challenges become more established.

Therapeutic Strategies to Improve Lip Closure

At Blue Bird Day, our therapists use evidence-based strategies, meaning approaches backed by research and clinical experience, to support lip closure in neurodiverse children and those with developmental delays. Every plan is built around your child’s unique strengths and needs.

Oral Motor Exercises

These targeted exercises strengthen the lips, cheeks, and jaw:

• Lip presses
• Lip rounding exercises
• Straw drinking progression
• Blowing bubbles or whistles
• Using resistive chewing tools
• Lip tapping or vibration for sensory awareness

Our therapists tailor each exercise to your child’s sensory and motor profile, so the work feels achievable and motivating rather than overwhelming.

Feeding Therapy Techniques

Feeding therapy uses structured, gentle approaches to improve lip closure during meals:

• Spoon placement strategies
• Gradual texture progression
• Straw hierarchy training
• Controlled bite sizes
• Oral sensory warm-ups
• Modeling lip closure during feeding

These techniques help children build confidence at the table and reduce the frustration that mealtimes can bring.

Sensory Integration Approaches

For children with sensory processing differences, therapists may use tools that increase oral awareness and support coordinated lip movements:

• Oral sensory tools
• Vibration devices
• Chewy tubes
• Temperature variation
• Taste exploration
• Deep pressure input

Think of this as helping your child’s mouth “wake up” to what it’s doing, so movements become more purposeful.

Postural Support

Believe it or not, lip closure improves when the whole body is stable. A wobbly seat makes precise mouth movements much harder. Our therapists may recommend:

• Adaptive seating
• Foot support
• Core strengthening
• Proper alignment during meals

A stable base gives your child the foundation they need for better oral motor control, which is a great example of how occupational therapy and feeding support work hand in hand.

Speech Therapy Techniques

Speech-language pathologists target lip closure to strengthen clear communication through:

• Bilabial sound practice
• Breath control exercises
• Phonemic awareness activities
• Visual and tactile cues
• Mirror work for self-monitoring

Strengthening lip closure directly improves articulation and how easily others understand your child.

Play-Based Activities

Children learn best when they’re having fun. Our therapists weave oral motor practice into play through:

• Blowing cotton balls across a table
• Bubble games
• Whistle activities
• Straw painting
• Pretend play with food
• Puppet activities

These joyful moments make practice feel like play, which keeps children engaged and building skills without even realizing they’re “working.”

How Parents Can Support Lip Closure at Home

You are your child’s most important partner, and small moments at home reinforce everything happening in therapy. Here are simple, practical ways to help.

Encourage Straw Drinking

Work through a straw hierarchy at your child’s pace:

• Start with short straws
• Move to narrow straws
• Try resistive straws
• Begin with thick liquids like smoothies
• Progress to thin liquids

Model Lip Closure During Meals

Exaggerate your own lip movements when you eat or drink. Children learn by watching the people they love.

Use Oral Motor Play

Turn practice into fun with:

• Blowing bubbles
• Whistles
• Cotton ball races
• Straw painting

Offer a Variety of Textures

Introduce foods that naturally encourage lip closure, such as:

• Applesauce
• Yogurt
• Peanut Butter
• Meltable snacks

Support Posture

Set your child up for success by making sure they:

• Sit upright
• Have their feet supported
• Have stable trunk alignment

Use Visual Cues

A mirror lets your child see their own lip movements, which builds awareness and self-monitoring.

Celebrate Small Wins

Progress may come slowly, and that’s perfectly normal. Every improvement matters. Cheering on the small steps keeps both you and your child motivated for the journey.

Why Early Treatment Matters

The earlier children receive support, the stronger their foundations become. Early treatment helps children:

• Build strong oral motor foundations
• Improve feeding safety
• Reduce frustration
• Strengthen speech development
• Increase independence
• Participate more fully in school and home routines

At Blue Bird Day, our multidisciplinary team, including occupational therapists, speech-language pathologists, physical therapists, feeding therapists, and developmental therapists, works together to support your child’s unique needs.

With more than a decade of experience serving Chicago families, we’re committed to walking alongside you every step of the way. Our collaborative model means your child’s care is coordinated under one roof, not scattered across separate providers, so progress builds naturally from one session to the next.

Frequently Asked Questions

At what age should lip closure develop?
Lip closure begins in infancy and strengthens through toddlerhood. If challenges continue beyond age two, the right support can help your child build these skills.

Is weak lip closure always related to feeding issues?
Not always, though feeding challenges are common. Weak lip closure can also affect speech clarity, saliva management, and overall oral motor coordination.

How long does it take to improve lip closure?
Every child is different. Some make quick progress with consistent practice, while others benefit from ongoing therapy over a longer period. What we know for certain is that early, individualized intervention leads to stronger outcomes.

How is therapy at Blue Bird Day different from school-based services?
Our integrated, multidisciplinary approach means your child’s therapists collaborate closely, embedding oral motor work into natural, everyday activities. This coordinated care often helps children make meaningful progress more efficiently than fragmented services can.

This post was originally published in April 2021 and was rewritten in August 2026 to include updated strategies.

Recently you’ve noticed an odd pattern. Your child struggles when talking, slipping on saying some words. Then a second later they soar, speaking in a clear and confident voice. “Is this normal, or is it a warning sign that I need to pay attention to?” you ask yourself. For many children, speech bumps come and go. And it really is nothing to worry about.

However, for neurodiverse kids, these bumps are all along their path and show up more often, and in more ways. Not every stumble means trouble, but some patterns do call for intervention. Hopefully, this guide will help you distinguish the difference between typical disfluency speech, and something that is just a bit off the norm, atypical dysfluency. You will learn about each phase, plus practical steps you can practice at home. It will also help you determine when bringing in professional support makes sense.

What Is Developmental Disfluency?

Developmental disfluency is what happens when your brain works faster than your mouth. It occurs quite often in young children. Between ages of two and five, they learn hundreds of new words. In addition, they figure out grammar rules and start combining short sentences into more complex thoughts trying to talk.

During this explosive growth, their speech systems can get overloaded. The result? They repeat whole words or phrases. They restart sentences. They pause while searching for the right word. This may seem like a disorder. However, this is their brain doing its job.

Most developmental disfluency is prevalent when children are excited, tired, or process something new. A four-year-old might say, “I want I want I want the blue cup” when they are thrilled about snack time. A three-year-old might pause mid-story when they cannot remember what happened next.

These moments pass quickly. The child does not seem bothered. Their face is relaxed. They keep talking without frustration. Children who experience developmental disfluency usually don’t notice it themselves. They do not avoid speaking. They do not show signs of tension like blinking hard or clenching their jaw.

The speech disruptions come and go. Some days are smoother than others, but the overall pattern moves toward more fluent speech. Their confidence is undeterred and there is a lack of frustration as the child matures.

What Is Atypical Dysfluency?

Atypical dysfluency looks different. Instead of repeating whole words, children get stuck on individual sounds. They might say “b-b-b-ball” or stretch out a sound like “ssssssun.” Sometimes they cannot get any sound out at all, even though their mouth is moving. Speech therapists call these silent moments “blocks.”

Children with atypical dysfluency often show visible tension. Their face might scrunch up. They might blink rapidly or tighten their jaws. Some kids stomp their feet or clench their fists while trying to push words out. These physical signs show that speaking has become demanding work.

This type of disfluency causes frustration. Kids become aware that something feels wrong. They might avoid certain words or situations where they must talk. A child who loves telling stories might suddenly go quiet during circle time at school. A chatty kid at home might speak less around new people.

For neurodiverse children, atypical dysfluency can be attributed to several factors. Sensory overload makes everything harder, including coordinating the muscles needed for speech. Motor planning challenges affect how the brain sends signals to the mouth. Processing speed differences mean the child needs more time to organize their thoughts into words.

All these factors can show up as disfluency that goes beyond typical developmental patterns.

Timeline & Milestones

18–24 Months: Early Word Bursts

Toddlers in this age range start combining two words together. They might say “more juice” or “daddy go.” Their vocabulary explodes from a handful of words to hundreds.

During this rapid growth, you might hear occasional pauses or sentence restarts. Your toddler might stop mid-word to think, then start over. This is typical. Their brain is working hard to connect concepts with the right words.

Watch for signs that go beyond normal pauses. If your toddler gets stuck on specific sounds or shows tension in their face when trying to talk, mention it to your pediatrician.

However, most hesitations at this age are just natural phases of learning and development.

2–3 Years: Peak Developmental Disfluency

This is when developmental disfluency happens most often. Two- and three-year-olds repeat whole words and phrases constantly. You might hear “Can I, can I, can I have a cookie?” or “The doggy, the doggy is big.”

Excitement is usually the culprit. So is exhaustion. A toddler might speak clearly in the morning but stumble over words right before naptime. This variability is completely normal.

The key difference at this age: typical disfluency stays at the word or phrase level. The child repeats “I want, I want, I want” but does not get stuck on the “w” sound itself. They might pause between words but do not stretch the sounds out or struggle silently.

Red flags include sound-level repetitions like “w-w-w-want” or prolongations like “wwwwant.” If you see your child physically struggling to speak or showing frustration about it, those patterns deserve attention.

3–4 Years: Refining Speech

Three- and four-year-olds start telling longer stories. They ask endless questions. Their sentences become more grammatically complex. With all this linguistic development, some disfluency continues to pop up.

The difference now is that typical disfluency comes and goes more noticeably. Your child might have a few bumpy days, then speak smoothly for a week. This on-and-off pattern is normal. The child still seems unbothered by it.

Watch for changes during stressful times. Starting preschool, welcoming a new sibling, or moving to a new house can temporarily increase developmental disfluency.

If the bumps include blocks, sound repetitions, or visible tension, those patterns need evaluation.

For neurodiverse kids, sensory overload can spike disfluency. A child might speak clearly at home but stumble more in a noisy classroom. This connection between environment and fluency is important to track.

4–5 Years: Increasing Fluency

By age four, most children speak smoothly most of the time. Developmental disfluency starts fading naturally. You might still hear occasional word repetitions or pauses, especially when your child is learning new vocabulary or talking about complicated topics.

If disfluency persists past age four, or if it gets worse instead of better, that is a signal to seek evaluation. Patterns that were acceptable at age three that have not corrected themselves become concerning at age five.

Some four- and five-year-olds develop awareness about their speech for the first time. They might comment on it or ask why words feel hard sometimes. This awareness itself is not necessarily a problem, but it deserves attention if combined with frustration or avoidance.

5–7 Years: School-Age Communication

School-age children face new communication demands. They answer questions in class. They participate in group discussions. They give presentations. These situations can bring hesitations even in typically fluent speakers.

Most five- to seven-year-olds speak smoothly in comfortable settings. They might stumble when using new vocabulary words or speaking in front of groups, but this is situation-specific and temporary. Their overall speech flows naturally.

Persistent disfluency at this age needs professional evaluation. So does any pattern of avoidance.

If your school-age child stops volunteering answers in class or seems anxious about speaking, those behaviors matter even if the disfluency itself seems mild.

Telling the Difference

Developmental Disfluency

The child repeats whole words or short phrases. You hear “I, I, I want that” or “Can we, can we go now?” Their body stays relaxed. Their faces look calm. They do not seem to notice or care about the repetitions.

The disfluency comes and goes. Some days are bumpier than others, but there is no clear pattern of getting worse. Excitement or fatigue can cause flare ups; this is normal if it is not connected to specific words or sounds.

The child keeps talking freely. They do not avoid speaking situations. They do not show frustration or awareness that anything is wrong. Communication still feels easy and natural to them.

Atypical Dysfluency

The child gets stuck on individual sounds. You hear “b-b-b-ball” or “ssssssun” with stretched-out sounds. Sometimes they cannot get any sound out even though their mouth is trying. Their face shows tension. They might blink hard, clench their jaw, or scrunch up their forehead.

Physical struggle becomes visible. Some kids stomp their feet or clench their fists while trying to push words out. These signs show that speaking has become effortful rather than an automatic process.

The child becomes aware of the problem. They might express frustration by saying “I cannot get it out” or “The words are stuck.” They might avoid certain words they know will be hard. They might stop raising their hand in class or go quiet in new social situations.

The pattern persists or worsens over time. Instead of fading like developmental disfluency, atypical patterns stick around for months. They might intensify during transitions or stressful periods and not fully resolve when things calm down.

Neurodiverse Children

Neurodiverse children experience disfluency differently because their nervous systems process information in unique ways. These differences do not mean something is wrong. They mean parents and professionals need to consider additional factors.

Sensory overload directly impacts fluency. When a child is managing overwhelming input from lights, sounds, textures, or movements, their brain has less capacity for smooth speech production. A child might speak clearly in a quiet room but stumble significantly in a crowded, noisy space. This is consistent. This is their nervous system adapting to different demands.

Processing speed varies more in neurodiverse children. Some kids need extra time to organize their thoughts into words. When adults rush them or expect quick responses, disfluency increases. Given adequate time and patience, the same child might speak much more smoothly.

Motor planning challenges affect many autistic and ADHD children. Motor planning is how the brain coordinates the dozens of tiny movements needed to produce speech sounds. When this system works less efficiently, children might know exactly what they want to say but struggle to get their mouth to cooperate. This can look like disfluency but stems from motor coordination rather than language processing.

Variability is the norm. A neurodiverse child might speak perfectly on Tuesday and struggle significantly on Wednesday. Factors like sleep quality, emotional regulation, sensory load, and daily stress all influence fluency. Parents often say, “But they spoke fine yesterday!” when professionals raise concerns. Both observations can be true simultaneously.

Early support makes a meaningful difference. Even if disfluency patterns are mild, intervention helps reduce frustration and builds communication confidence. For neurodiverse kids who already face communication challenges, addressing disfluency early prevents it from becoming another barrier to connection.

What Parents Can Do at Home

Your response to your child’s disfluency matters more than you might think. Children notice parental anxiety. If you tense up every time they stumble on a word, they learn that something must be wrong. If you stay calm and patient, they learn that communication is about connection, not perfection.

Slow your own speech naturally. When you talk at a relaxed pace, you model the rhythm your child’s brain can process more easily. This does not mean talking to them like they are much younger. It means pausing between sentences and not rushing through your own thoughts.

Give your child time to finish their thoughts without jumping in. This is hard. You know what they are trying to say. You want to help. But when you complete their sentences or supply words they are searching for, you send the message that their pace is wrong. Wait. Let them work it out. Show through your patience that you have time for them.

Avoid correcting speech or pointing out stumbles. Do not say “Slow down” or “Take your time” when they are already struggling. These instructions add pressure. Instead, focus on what they are communicating. Respond to the content of their message, not the way they delivered it.

Reduce background noise during conversations. Turn off the television. Move to a quieter room. Limit the number of people talking at once. For neurodiverse kids especially, decreasing sensory input helps their brain dedicate more resources to speech production.

Create predictable routines to reduce overall stress. When children know what to expect, their nervous systems stay calmer. Calmer nervous systems support smoother speech. This does not eliminate disfluency, but it removes unnecessary stressors that make it worse.

Model calm, patient listening in all your interactions. Show your child what effective communication looks like by giving your full attention when they speak. Make eye contact if they are comfortable with it. Nod and respond to show you are engaged. Your behavior teaches them that communication is about being heard, not about speaking perfectly.

Speech-Language Evaluations

Disfluency that lasts more than six months needs professional evaluation. If your child has been repeating words or pausing frequently for half a year or longer, and the pattern is not improving, get it checked. Early intervention is more effective than waiting to see if they outgrow it.

Any signs of tension or struggle warrant evaluation. If you see your child’s face scrunch up, their body tense, or their frustration increase when speaking, do not wait. These physical signs indicate that disfluency has moved beyond typical developmental bumps.

Sound-level repetitions or blocks are red flags at any age. If your child gets stuck on individual sounds or cannot get sounds out despite trying, seek help. These patterns rarely resolve without support.

Avoidance or frustration tells you that communication has become difficult for your child. When a previously chatty child goes quiet, stops volunteering in class, or expresses worry about talking, their disfluency is affecting their confidence. Professional support can help before these patterns become deeply ingrained.

If disfluency worsens with stress or transitions, that is valuable information. While some increase during tough times is normal, patterns that intensify significantly or do not resolve when things settle down deserve evaluation. For neurodiverse kids, this pattern might be especially pronounced.

Trust your instincts. You know your child better than anyone. If something feels off, even if you cannot articulate exactly what, ask for an evaluation. Speech-language pathologists are trained to identify subtle patterns that parents might sense but are not able to name.

What Therapy Can Look Like

Modern speech therapy focuses on reducing struggle and building confidence—not drilling for perfection.  Play-based strategies integrate fluency work naturally through pretend play, building blocks, and favorite books rather than formal exercises.

For neurodiverse children, therapy adapts to specific needs:

• Sensory-sensitive kids benefit from calm, predictable environments.
• Motor planning challenges require different strategies than processing speed issues.
• Regulation and communication confidence become goals alongside fluency itself.

Good therapists recognize each child’s unique path and partner with you rather than imposing one-size-fits-all approaches.

Key Takeaways:

Developmental disfluency is normal; most children outgrow it naturally with calm, patient responses.

Atypical dysfluency needs attention but is not catastrophic. Professional support helps children develop strategies while learning that communication transcends fluency.

For neurodiverse children, disfluency connects to sensory processing, motor planning, and information organization. Comprehensive support improves both fluency and overall confidence.

Your role:

• Stay curious and patient.
• Trust your judgment
• Recognize when support is needed.
• Celebrate progress.
• Prioritize connection over perfection.

Your child’s voice matters whether it flows smoothly or stumbles. Your job is not ensuring perfect speech but listening patiently and encouraging them as they find their voice.

Frequently Asked Questions

How long should I wait before seeking help for my child’s disfluency?

If disfluency lasts more than six months without improvement, schedule an evaluation. However, you do not need to wait that long if you see red flags like sound-level repetitions, blocks, visible tension, or your child avoiding speaking. Trust your instincts. If the pattern concerns you or affects your child’s willingness to communicate, early evaluation helps. Speech-language pathologists can tell you whether what you are seeing falls within typical development or needs intervention. Getting an evaluation does not automatically mean your child needs therapy. It gives you information to make informed decisions.

My child only stutters when excited or tired. Is this still a concern?

Developmental disfluency typically increases with excitement, fatigue, or stress. If your child repeats whole words or phrases during these times but speaks smoothly when calm and rested, this pattern is usually typical. The key is what type of disfluency you hear. Whole-word repetitions without tension are common in young children. Sound-level repetitions, prolongations, or blocks need attention even if they only happen when your child is tired or excited. Also watch your child’s reaction. If they seem frustrated or aware of the difficulty, that matters more than the frequency.

Can sensory overload really cause stuttering in autistic children?

Yes. When a neurodiverse child’s brain is managing overwhelming sensory input, it has less capacity for coordinating the complex motor movements required for speech. Many parents notice their child’s disfluency increases dramatically in noisy, visually busy, or otherwise stimulating environments. This does not mean the disfluency is fake or controllable. It means their nervous system is doing too many things at once. Reducing sensory load often helps fluency improve. This information helps you understand patterns and make accommodations, like having important conversations in quiet spaces or allowing extra processing time after transitions.

Will my child outgrow developmental disfluency, or does it need treatment?

Most children outgrow developmental disfluency naturally between ages four and five. However, waiting to see what happens is not always the best approach. Early intervention prevents disfluency from affecting your child’s confidence. Even if the disfluency might resolve on its own, therapy can help it resolve faster and with less emotional impact. For neurodiverse children, the decision to pursue therapy involves additional considerations about sensory needs, motor planning, and overall communication development. An evaluation gives you professional perspective on whether your specific child would benefit from support or if observation is appropriate.

What is the difference between stuttering and other speech problems?

Stuttering specifically refers to disruptions in the flow of speech. These disruptions include repetitions, prolongations, and blocks. Other speech problems involve different issues. Articulation disorders mean a child cannot physically produce certain sounds correctly, like saying “wabbit” instead of “rabbit.”

Language disorders affect how children understand or use words and grammar. Some children have multiple issues. A child might stutter and have articulation challenges. Or they might have typical fluency but struggle with expressive language. Speech-language pathologists evaluate all aspects of communication to determine what support your child needs. Each issue requires different intervention strategies.

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Every parent eagerly awaits those first words, listening for the moment when their toddler’s babbling becomes real words like “mama” or “dada.” It can seem like forever and worry starts to set in when your three-year-old’s speech is not as clear as their peers. These concerns are completely natural, and you’re not alone in wanting to understand what is typical for your child’s speech development at their current age.

Understanding speech sound milestones helps you get a clearer picture on your child’s communication journey. We have discovered that speech development follows predictable patterns and each child progresses at their own pace. Some children speak clearly early, while others take time to master certain sounds. Both scenarios are normal.

The key is recognizing the difference between typical variation and signs that your child might benefit from speech therapy. With nearly two decades of experience supporting families through communication milestones, we’ve seen countless children develop clear, confident speech when equipped with the right tools and support.

How Speech Sounds Develop

Speech sound develops gradually as your child’s mouth, tongue, and coordination skills mature. It’s like learning to ride a bike: your child needs both physical readiness and plenty of practice to master each new sound.

Children typically master easier sounds first, then progress to more complex ones. This progression follows a predictable pattern because some sounds require more precise tongue and lip movements than others. For example, the “p” sound only requires pressing lips together, while the “r” sound demands complex tongue positioning that many children don’t master until age seven or eight.

Your child learns speech sounds through listening, imitating, and receiving feedback from the people around them. They naturally experiment with different mouth movements and gradually refine their pronunciation based on what they hear. This process requires thousands of repetitions and lots of patient encouragement.

Understanding this natural progression helps you provide appropriate support and realistic expectations for your child’s speech journey. Each milestone builds upon previous skills, creating a foundation for clear communication.

Age-Appropriate Milestones

Birth to 12 Months: Building the Foundation

During your baby’s first year, they develop the building blocks for speech. You’ll hear cooing sounds around 2-3 months, followed by babbling that includes consonant-vowel combinations like “ba-ba-ba” or “ma-ma-ma” around 6 months.

By 12 months, most children say their first recognizable words, though these might not sound perfectly clear. Your baby should respond to their name, understand simple commands like “come here,” and use gestures combined with vocalizations to communicate their needs.

What you can do: Talk to your baby throughout daily routines, repeat their babbling sounds back to them, and celebrate their communication attempts with smiles and enthusiastic responses.

12 to 24 Months: First Words Emerge

Toddlers typically develop a vocabulary of 20-50 words by 18 months and 200+ words by age 2. Early words often sound simplified—”ba” for ball or “wa” for water—and that’s completely normal.

Most children can produce these sounds clearly by age 2: p, b, m, h, w, and some vowel sounds. They should be understood by familiar listeners about 50% of the time, even if strangers might struggle to understand them.

What you can do: Read simple books together, name objects during play, and expand on your child’s single words by adding one or two more words to their attempts.

2 to 3 Years: Rapid Expansion

Two-year-olds typically add the sounds t, d, n, k, g, and f to their repertoire. Their speech becomes more understandable, and familiar listeners should understand them about 75% of the time.

Vocabulary explodes during this period, often reaching 1,000+ words by age 3. Children begin combining words into simple sentences and asking lots of questions.

What you can do: Engage in back-and-forth conversations, ask simple questions, and provide gentle corrections by modeling the correct pronunciation rather than directly correcting errors.

3 to 4 Years: Clearer Communication

Three-year-olds can typically produce most vowel sounds plus p, b, m, h, w, t, d, n, k, g, f, and often y and ng. Strangers should understand them about 75% of the time.

Their sentences become longer and more complex, and they love telling stories about their experiences, even if the details get mixed up.

What you can do: Encourage storytelling, introduce new vocabulary during activities, and model good listening skills during conversations.

4 to 6 Years: Refining Skills

Four and five-year-olds add sounds like s, z, sh, ch, j, and l to their clear speech repertoire. They should be understood by strangers nearly all the time, though some sounds like “r” and “th” might still be developing.

Grammar becomes more sophisticated, and children can engage in extended conversations about topics that interest them.

What you can do: Play rhyming games, encourage detailed storytelling, and introduce more complex vocabulary through books and experiences.

6 to 8 Years: Mastering Complex Sounds

School-age children typically master the remaining challenging sounds: r, th (both voiced and voiceless), and consonant blends like “str” or “spr.” These sounds require precise tongue positioning that develops with physical maturity.

Children should use adult-like grammar and communicate effectively in various social situations by this age.

What you can do: Encourage reading together, discuss books and movies, and provide opportunities for your child to communicate with different people in various settings.

Red Flags: When to Seek Professional Support

While every child develops at their own pace, certain signs suggest your child might benefit from speech therapy evaluation and support.

Early Warning Signs (12-24 months)

Consider seeking guidance if your toddler isn’t babbling by 12 months, has no recognizable words by 18 months, or seems to have lost previously developed skills. Children should also show interest in communicating through gestures and eye contact.

Difficulty following simple directions or lack of response to their name might indicate hearing concerns that affect speech development.

Concerning Signs (2-4 years)

Two-year-olds who aren’t combining words, have very limited vocabulary, or are difficult for family members to understand may need additional support. Similarly, 3-year-olds who aren’t using simple sentences or 4-year-olds who remain largely unintelligible to strangers warrant professional evaluation.

Frequent frustration during communication attempts or behavioral challenges related to being misunderstood are also important considerations.

School-Age Concerns (5+ years)

Children starting school should be easily understood by teachers and peers. Persistent difficulty with sounds that typically develop by age 5, ongoing grammar errors, or reluctance to speak in social situations might benefit from professional assessment.

Academic challenges related to phonics, reading, or writing sometimes connect to underlying speech sound difficulties.

Playful Ways to Support Speech Development at Home

Everyday Conversation Strategies

Transform routine activities into speech practice opportunities. During meals, name foods and describe textures, tastes, and temperatures. “This soup is hot and creamy” provides multiple speech sounds and vocabulary in natural context.

Bath time offers wonderful chances for sound play. Pour water while saying “pour, pour, pour” or make animal sounds with bath toys. The relaxed atmosphere makes learning feel like play rather than work.

Bedtime stories create perfect opportunities for repetition and new vocabulary. Point to pictures, make character voices, and encourage your child to predict what happens next.

Sound-Specific Games

Create games that target sounds your child is developing. For “p” sounds, pop bubbles while emphasizing “pop, pop, pop!” For “s” sounds, pretend to be snakes saying “ssssss” or airplanes going “zoom.”

Mirror play helps children see mouth movements. Take turns making faces and sounds in front of a mirror, showing your child how tongues and lips move for different sounds.

Music and rhythm naturally support speech development. Sing songs with repetitive sounds, clap syllables in familiar words, or create simple rhymes together.

Reading and Language Activities

Choose books with repetitive phrases your child can join in saying. “Brown Bear, Brown Bear, What Do You See?” provides excellent practice with color words and animals sounds.

Create photo books about your family and activities. Children love talking about familiar people and experiences, providing natural motivation for speech practice.

Make up silly rhymes during car rides or while waiting. “Cat, hat, bat, sat” helps children hear sound patterns while having fun together.

Building Confidence Through Patience and Encouragement

Your response to your child’s communication attempts significantly impacts their willingness to keep trying. Show excitement about their messages, even when pronunciation isn’t perfect. Focus on what they’re trying to tell you rather than how they’re saying it.

Avoid direct corrections that might discourage future attempts. Instead of saying “That’s wrong, say it this way,” try responding with the correct model: “Oh, you want water! Here’s your water.”

Celebrate small improvements and effort rather than expecting perfection. “I heard you working so hard on that ‘s’ sound!” acknowledges their attempts and encourages continued practice.

Create opportunities for successful communication by asking questions you know your child can answer confidently. This builds their sense of competence as a communicator.

The Power of Professional Guidance

Speech-language pathologists bring specialized expertise to support your child’s communication development. They can distinguish between typical variations and patterns that might benefit from targeted intervention. Professional assessment examines not just speech sounds, but also language comprehension, social communication skills, and oral motor abilities. This comprehensive view helps identify the most effective support strategies for your child’s unique needs.

Early intervention often prevents small concerns from becoming bigger challenges. Children who receive appropriate support during their preschool years typically enter school with stronger communication skills and greater confidence.

Our multidisciplinary approach means speech-language pathologists work alongside occupational therapists, developmental specialists, and other professionals to address your child’s complete developmental picture. This integrated model, refined over decades of experience, ensures all aspects of your child’s growth receive coordinated attention.

Supporting Your Child’s Unique Journey

Speech development is just one part of your child’s overall growth and personality. Some children are naturally more verbal, while others express themselves through actions, art, or careful observation before speaking. Your child’s temperament affects their speech development timeline. Outgoing children might practice sounds frequently in social situations, while more reserved children may perfect sounds privately before using them publicly.

Bilingual children follow slightly different patterns as they learn sound systems for multiple languages. This natural process might temporarily slow development in one language while building stronger overall communication skills.

Remember that speech clarity is a tool for sharing your child’s wonderful thoughts, ideas, and personality with the world. Your patience, encouragement, and celebration of their communication attempts provide the foundation for lifelong confidence in expressing themselves.

When Support Makes the Difference

Professional speech therapy provides structured, evidence-based approaches to help children develop clear communication skills. Our therapeutic rotations create natural opportunities for speech practice within engaging, developmentally appropriate activities.

Children often make faster progress in specialized environments where they receive individualized attention and systematic practice opportunities. The combination of expert guidance and peer interaction accelerates learning while building confidence.

We partner with families to ensure strategies used during therapy sessions extend into home and community settings. This consistency helps children generalize new skills across all their important relationships and environments.

Creating Your Family’s Communication Success Story

Every family’s speech development journey looks different, but the destination remains the same: confident, clear communication that allows your child to share their unique perspective with the world. Start where your child is today, celebrate their current abilities, and provide gentle encouragement for continued growth. Whether your child needs extra time to develop certain sounds or benefits from professional support, your patience and advocacy make all the difference.

We are here to support your family through every milestone and challenge. Our experienced team understands that communication development affects every aspect of your child’s life, from friendships to academic success to self-confidence. Your child’s voice matters, and clear speech helps ensure the world can hear their important contributions. With appropriate support, patience, and practice, children develop the communication skills they need to express their thoughts, needs, and wonderful personalities.

If you have concerns about your child’s speech development, trust your instincts and seek professional guidance. Early support provides the strongest foundation for communication success, and our comprehensive evaluation can help you understand your child’s unique strengths and any areas where additional support might be beneficial.

Remember: speech development is a marathon, not a sprint. Your loving support and encouragement provide the most important foundation for your child’s communication success, today and for years to come.

At Blue Bird Day, we often suggest exploring AAC options for our clients. However, many caretakers are resistant to this suggestion. Clinicians often hear: “But our child uses words,” or “We want our child to speak.” Blue Bird’s Speech-Language Pathologists are here to address common concerns about AAC.

What is AAC?

AAC is an acronym for Augmentative and Alternative Communication. It is any form of communication except oral speech. AAC can be high-tech, speech-generating devices (SGDs) such as the TouchChat App that many BBD clients use on an iPad. It can also be low-tech, such as a static communication board made of pictures the child touches to communicate. An example is shown below:

The key words to remember when thinking about AAC are “augmentative” and “alternative.” AAC augments, or adds to, the user’s communication skills. AAC offers an alternative, additional choice for users to communicate. It does not replace a child’s current forms of communication, such as verbalizations, signs, and body language.

Common Myths about AAC

1. AAC will prevent my child from talking.

Using AAC will not prevent or delay a child from using verbal speech, nor will it decrease verbal communication. Evidence indicates that interventions incorporating the use of AAC increase speech production (Aftab et al, 2023; Miller, 2006). Use of speech generating devices, in particular, can aid in overall language development and increase independence (Aftab et al, 2023).

2. AAC is expensive.

Low-tech AAC, such as a picture board, can be quickly made by BBD teachers. These boards are easily customizable for each child and for different activities. High-tech options are often covered by health insurance, or can be obtained for trial purposes from various “lending libraries” operated by non-profits and state and federal agencies.

3. A high-tech device will increase my child’s screen time, and I want to decrease screen time.

The American Academy of Pediatrics (AAP) recommends no screen time at all for children, except for video chatting, until 18-24 months of age. The AAP recommends less than one hour of screen time per day for children ages 2-5 years. High-tech AAC devices typically have a
“guided access” setting, which prevents the child from navigating away from the AAC system. It is recommended that an iPad (or other device) used for AAC be used exclusively for communication. Children (and adults) should not access the internet or other apps or features from a dedicated AAC device. Because high-tech AAC devices are used actively and for communication, they are generally excluded from the definition of “screen time.”

Conclusion

The world of AAC can be overwhelming and confusing. If AAC is suggested for your child, or if you are interested in learning more about AAC, please reach out to the Blue Bird Day speech therapy team.

Further Information and Resources

https://www.asha.org/public/speech/disorders/aac/
https://www.bostonabilitycenter.com/post/aac-myths-and-facts
https://praacticalaac.org/
https://aaccommunity.net/2017/11/start-with-a-little-or-a-lot-introducing-core-boards/

References

Aftab, A., Chhavi Arora Sehgal, Noohu, M. M., & Jaleel, G. (2023). Clinical Effectiveness of AAC Intervention in Minimally Verbal Children With ASD: A Systematic Review. NeuroRegulation, 10(4), 239–252. https://doi.org/10.15540/nr.10.4.239

Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49(2), 248–264. https://doi.org/10.1044/1092-4388(2006/021)

“Tips for Setting Screen Time Limits as a Parent.” Mayo Clinic, Mayo Foundation for Medical Education and Research, 10 Feb. 2022, www.mayoclinic.org/healthy-lifestyle/childrens-health/in-depth/screen-time/art-20047952.

Definition

Tongue-tie (or ankyloglossia) is known as a structural impairment limiting tongue mobility. Tongue-ties are often associated with children who have difficulties with feeding and/or speech production.

Tongue-ties impact about 3-16% of infants worldwide (Ingram et al., 2015). The wide variation in incidence is attributed to no universally accepted diagnostic criteria across professions exposed to this population. Incidence is highly dependent on the profession reporting.

Characteristics

Common physical characteristics include short, thick frenulum (what attaches the tongue to the floor of the mouth), and “heart shaped” tongue when stuck out. Difficulty with producing sounds such as /t,d/, /z,s/, /th/, /n/, /l/, /r/ (Messner & Lalakea, 2006).

The Effect of Ankyloglossia on Speech in Children

There is limited research which suggests that there is a known difference in tongue mobility and accuracy in speech among children with tongue ties (Messner & Lalakea, 2006). In previous studies, when the children had their tongue-ties released, some had their speech improve if the procedure was done early enough. However, if too old, may already developed compensatory strategies because of the structural limitation which would be remediated through intervention.

Treatment

Most known treatment is associated with breastfeeding. Currently, there is limited research related to speech production influence. If the tongue-tie is influencing accuracy in speech production, then it is unlikely that speech therapy alone will remediate the issue.

Surgical Intervention

Usually intervention/remediation of the tongue-tie may be completed by a pediatrician, dentist, or otolaryngologist (Ear, Nose, Throat doctor). The most common procedures for tongue-tire remediation are known as frenectomy or frenotomy. A frenectomy is the complete removal of the frenulum by either a laser, scalpel or scissors. This procedure often requires general anesthesia. A frenotomy is a snip or clip of the frenulum. Usually after this procedure, there is remnant of the frenulum and is often not a complete release. The release sometimes improves length or mobility in the tongue, but will often need to follow-up with intervention (Baxter & Hughes, 2018).

References

Baxter, R., & Hughes, L. (2018). Speech and feeding improvements in children after posterior tongue-tie release: A case series. International Journal Of ClinicalPediatrics, 7(3), 29-35.

Dollberg, S., Manor, Y., Makai, E., & Botzer, E. (2011). Evaluation of speech intelligibility in children with tongue-     tie. Acta Paediatrica, 100(9), e125-e127.

Ferrés Amat, Elvira, et al. “Multidisciplinary management of ankyloglossia in childhood. Treatment of 101 cases. A protocol.” Medicina Oral, Patología Oral y Cirugía Bucal 21.1 (2016):e39-e47. Web.

Ingram, J., Johnson, D., Copeland, M., Churchill, C., Taylor, H., & Emond, A. (2015). The development of a tongue             assessment tool to assist with tongue-tie identification. Archives of disease in childhood. Fetal and neonatal edition, 100(4), F344-F348.

Ito, Y., Shimizu, T., Nakamura, T., & Takatama, C. (2015). Effectiveness of tongue-tie division for speech disorder in children. Pediatrics International 57(2), 222-226. Web.

Messner, A. H., Lalakea, M. L. (2002). The effect of ankyloglossia on speech in children. Otolaryngology Head and Neck Surgery 127(6), 539-545.

Suter, V. G., & Bornstein, M.M. (2009). Ankyloglossia: Facts and myths in diagnosis and treatment. Journal of Periodontology 80(8), 1204-1219. Web.

What is Communication?

Communication is any form of modality (i.e., gestures, verbalization, sign language, etc.) used to obtain and exchange information.

Joint Attention

Teaching children to understand that communication is a shared experience. We need joint attention in order to communicate. Joint attention is a shared experience between two people who are interested in the same occurrence or object. For example, when a parent draws attention to a toy, “Look at the car!” The child will look at the toy and look at the parent affirming that they are both attending to the same thing. Joint attention promotes back and forth exchanges in communication.

Expanding on Words Used

When children begin to communicate, they may utilize the same words or phrases. The following strategies listed can be used to help promote expansion of vocabulary.

• Verbal Routines: A verbal routine usually consists of the same set of words repeatedly. A common example is the verbal routine of “Ready, set, go!” or “1, 2, 3, go!” Use of verbal routines combined with rising tone of voice can help promote joint attention and increase familiarity in communication exchanges.
• Expectant Pauses: An expectant pause is what can be used after a verbal routine has been established. For example, with “Ready, set, go,” we can pause after the word “set.” The pause is where the child may feel empowered to complete the routine, as they know what will happen after they say the word “go.” Verbal routines and expectant pauses can be utilized with any cause-and-effect toys such as a ball or bubbles.
• Expansion: Expansion is the addition of words on the single word a child produces. For example, if the child says “Car,” the adult can expand on that word saying, “I see a car” or “Red car.” Expansion helps to provide models on how the child can expand their own language.
• Options: Providing options is an excellent way to model novel words to the child as well as reduce potential frustration during communication exchanges. For example, a child may request “Help,” but what they want is not entirely clear. During these moments, the adult can model “Do you want x or y.” At that point the child may indicate what they want through pointing, verbalization, or show that they want something else. At that point, we can request the child show us what they want and reinforce the choice through a model, “You want __.”

Follow Up

If there are concerns related to communication abilities, it is recommended to follow up with a speech-language pathologist to further assess and potentially recommend strategies which may benefit the child.

References

^{Clark, C. (2014, September 23). Functional communication. Speech and language kids. https://www.speechandlanguagekids.com/functional-communication/}

Multilingualism: how does it affect the communication of children with neurodevelopmental disorders?

We want to empower parents and families to use their home language, and are happy to discuss with families the implications of their decision to pursue monolingualism or bilingualism. 

What is the evidence to continue with multilingualism/ bilingualism?  

Multilingualism has no negative effects on language learning across a range of neurodevelopmental disorders. The research shows that children with a variety of neurodevelopmental disorders, such as Down’s syndrome, attention deficit hyperactivity disorder, autism, and hearing impairment, can learn more than one language. Language development can be typical or delayed irrespective of the number of languages the child is exposed to. 

Monolingual children with neurodevelopmental disorders usually begin to develop language skills at a slower pace and perhaps not to the same level as their typically developing peers. Similarly, bilingual children with neurodevelopmental disorders learn two languages relatively more slowly and perhaps not to the same level as their typically developing bilingual peers, but at similar levels to their monolingual peers given similar opportunities.  

What are the implications of changing to monolingualism? 

This is when families who have been using their own language at home switch to the majority language to help boost the child’s communicative abilities.  

The research shows that this can potentially limit a child’s communication opportunities, as developing both languages would allow the child to take full advantage of previous experiences with language and to increase the opportunities to use language for meaningful interactions within the family and community. Consequently, reducing the number of languages that a bilingual child with a neurodevelopmental disorder is exposed to does not alleviate the language difficulties; it only creates a monolingual child who has a neurodevelopmental disorder. 

Talk to your child’s Speech and Language Pathologist for further information or if you have any questions regarding this topic. For more information follow the below links: 

Bilingualism Matters Chicago (northwestern.edu) 

Learning Two Languages (asha.org) 

Kids typically love getting involved and helping in the kitchen whether it is helping to cook dinner or baking tasty treats. While we have their attention, we can make cooking and baking an integrative language activity! Here are some ideas:  

• Target preferential “yes/no” questions by asking your child what they want to make. Taking out ingredients or packages can serve as visual supports for making their choice.  
• Label the ingredients as you take them out. Have your child repeat the words while their attention is on that item.  
• Talk about the properties of each item. “The flour is soft and white. The butter is wet and squishy. The egg is hard and needs to be cracked. Etc.” 
• Discuss the measurements of each item that you are putting in and whether the amounts are “more”, “less” or “the same”. “Look how much flour we are putting in. Is that more or less than the sugar?”.  
• Talk about size comparisons. “Should we use a big spoon or a small spoon.” “Do we need a big bowl or a small bowl?” 
• Use temporal language while you complete the steps of cooking/baking. “First we need to get out all of our ingredients. Then we put the butter in. Next, we crack the egg and put it in the bowl…” 
• If it is a recipe that your child already knows, have them explain the steps to you! “What do I need first?” “What should we do next?” etc. If your child provides incorrect steps complete the steps incorrectly and see if they spontaneously correct you. If they don’t, question them, “wait, you told me to crack the egg but there is no bowl on the counter! I think we forgot something” 

Activities that spike a child’s interest are some of the best opportunities to work on language skills. As a bonus, children often are more likely to taste or consume items that they have helped to make in the kitchen!  

Children communicate in many ways before they ever speak their first true word! During the early stages of communication, a child may communicate using eye contact, joint attention, crying or protesting, or pulling an adult’s hand. Parents, caregivers, and therapists can build upon a child’s current level of communication to help them expand their skills. Remember, children learn through play! Here are some ways we can do so:

Manipulate the Environment: When your child has access to all of their favorite toys and activities, they may not be motivated to communicate because they can meet their wants and needs independently. We can encourage children to communicate by creating communicative temptations. Place highly desired items in sight but out of reach of children so they need to communicate in some way to get their desired item. Your child will have to request assistance by looking at the item, pulling a parent to the item, pointing to the item, signing for the item, or verbally requesting the item. All of these are means of communication and should be acknowledged. 

• Place highly desired items on a high shelf that your child can see but not reach.  
• Put highly desired items in clear bins with lids that child is unable to open. 
• Put highly desired items in clear bags that the child is unable to unzip. (Zipped delicate laundry bags work great!)

Use Parallel Talk: Parallel Talk refers to narrating what you and your child are doing. Use few words and high affect to explain your child’s actions and feelings. You can also describe what you are doing. Narrating what is going on around your child helps them to learn that their actions and feelings can be labeled and expressed. Simply hearing language also helps grow your child’s vocabulary! 

• “You are driving the bus. The bus says beep beep.” 
• “That song makes you feel happy!” 
• “Daddy is going to make lunch. Let’s take out the bread…” 
• “We’re walking. I see a car. I see a duck. Look!” 

Respond to Your Child’s Babbling: Babbling is your child starting to learn and experiment with the sounds that they are able to produce. Engage with your child when they are babbling as if they are speaking to you! Make eye contact, exaggerate facial expressions and respond back to your child with real words. “I hear you!” “You have so much to tell me!” “Tell me more!” This helps your child to begin to understand the turn-taking of communication. You can help also create an imitating, turn-taking game with your child by imitating their sounds back to them. Expand their sounds by slightly changing the sounds you make and see if they imitate you!

Song and Finger Play: Songs and finger play are great for expanding early language skills because they present an expected routine, allow us to pair actions for increased engagement, and many kids love them! Model the actions that go along with these songs for your child. If they are unable to imitate use hand-over-hand assist to help them complete the actions. Pausing songs at unexpected times is also a great way to encourage your child to use communication to request more (remember this could be simple eye contact with you, pointing, signing “more” or verbally asking). Some of our speech team’s favorite songs to use for early language expansion are: 

• Wheels on the Bus 
• Old McDonald Had Farm 
• Five Little Monkeys Jumping on the Bed 
• Five Green and Speckled Frogs 
• BINGO 
• If You’re Happy and You Know it 
• ABC’s 
• Pat-a-cake

Imitative Play: Before your child begins imitating words, they likely will imitate in their play. You can encourage this by showing your child how to interact with toys with your actions, then providing hand-over-hand assistance to help them interact with the toy, then waiting to see if they can interact with the toy in a similar way. Great toys for working on imitative play include:

• Stacking blocks 
• Cause and effect toys (toys that you push a button and something pops up) 
• Popping bubbles 
• Simple puzzles 
• Rolling a ball or car back and forth 
• Animals in a barn 
• Dolls in a dollhouse 
• People in a bus 

Some silence is okay: When working on communication with your child, some silence is okay! Waiting 3-5 seconds after asking your child a question gives your child time to process what you’ve asked before deciding how they want to respond. 

The key to increasing a child’s communication skills is meeting them where they are and building on current skills! Foundational skills of communication are crucial before we can expect a child to communicate verbally. Parents, caregivers, and therapists can all work together to help expand these skills!

As speech therapists, we often hear concerns from parents regarding specific speech sounds that their child is having difficulty with. Each specific speech sound is expected to begin developing at a certain age as a child’s articulators and motor planning skills develop. We consider a sound to be “mastered” when a child is able to produce the sound accurately in 80% of instances. See below for when each speech sound is expected to be acquired and mastered as according to the American Speech and Hearing Association (ASHA). 

  

Speech Sound	Age of Expected Acquisition	Age of Expected Mastery
p	1.5 years	3 years
m	1.5 years	3 years
h	1.5 years	3 years
n	1.5 years	3 years
w	1.5 years	3 years
b	1.5 years	3 years
k	2 years	4 years
g	2 years	4 years
d	2 years	4 years
t	2 years	6 years
ng	2 years	6 years
f	2.5 years	4 years
y	2.5 years	4 years
r	3 years	6 years
l	3 years	6 years
s	3 years	8 years
ch	3.5 years	7 years
sh	3.5 years	7 years
z	3.5 years	8 years
j	4 years	7 years
v	4 years	8 years
th (voiceless as in “think”)	4.5 years	7 years
th (voiced – as in “the”)	5 years	8 years
zh	6 years	8 years

All children develop speech and language at different rates and in different patterns, especially those who are neurodiverse. Therefore, it is important to keep in mind that these are simply guidelines. If your child has difficulty with a speech sound and their age is over the expected age of mastery or if a specific speech sound is greatly impacting their ability to be understood, reach out to our speech team to add a goal to your child’s treatment plan! 

Resources

Sander, E. K. (1972). When are speech sounds learned? Journal of Speech and Hearing Disorders, 37(1), 55–63. 

Templin, M. (1957). Certain language skills in children: Their development and interrelationships. Minneapolis, MN: University of Minnesota Press. 

Wellman, B., Case, I., Mengert, I., & Bradbury, D. (1931). Speech sounds of young children. University of Iowa Study, Child Welfare, 5(2), 1-82.