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1.5 Communication Development: Expressive Language

Expressive Language

The Typical Language section of this course describes expressive language1 as a tool we use to get a message across to someone. It can be oral, like when we speak, or the use of signs or ‘non-verbal’ language (see full Glossary), like when we wave “bye-bye.”  Children develop their expressive language gradually and sequentially. Some children have a hard time learning how to use gestures, signs and words to communicate. These may be signs of expressive language delay. It is important to recognize them in order to address these delays as early as possible.

Some “linguistic” signs of delays in the area of expressive language include:

  • No babbling by  age 8 months;
  • No spoken words by 18 months;
  • Speaking in one-word phrases after age two years  (e.g.: “ball” for “play ball”);
  • Mostly using baby language after age four years;
  • Repeating what they hear over and over after age three years, or ‘echolalia’ (see full Glossary);
  • Talking to self most of the time after age three years;
  • Not taking turns when speaking, as if speaking in ‘circles’, after age three years;
  • Having difficulty stating their wants and needs after age four years;
  • Giving mostly one-word answers to open-ended questions (see full Glossary) like “what did you play at the party?” by age six years;
  • Using one word to name many things, or ‘over-generalizing’ (see full Glossary) (for example, calling most four wheeled vehicles a car).

Some “non-verbal” and “behavioral” signs of expressive language delay at 12 months may include:

  • Little or no eye contact;
  • No pointing to items or objects;
  • Little or no turn taking skills (see full Glossary);
  • Little or no joint attention (see full Glossary);
  • Little or no joint action (see full Glossary);
  • Throwing temper tantrums, or hitting (when not being able to get their point across to others);
  • Becoming easily frustrated when trying to communicate with others (e.g., crying, using a loud voice);
  • Not wanting to participate in activities with others;
  • Seldom starting a conversation with others.

As described in the Typical and Atypical Cognitive sections in this course, language and cognitive development are closely related. This is why it is so important to address expressive language delays in a child as early as possible.

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1.5 Communication Development: Receptive Language

Receptive Language

The Typical Language section of this course describes receptive language1 as the ability to understand and process language. It usually develops earlier than expressive language. The development of expressive language depends on the development of receptive language.

As part of our communication with others, receptive language is a large part of our life. Therefore, a delay in the development of receptive language skills will very likely influence the development of expressive language, as well as other areas of development.

Signs indicators of receptive language delay that appear by 12 months may include:

  • Not imitating others’ sounds or behaviors;
  • Not responding to name being called;
  • Appearing not to listen.

Some indicators that appear by age three years:

  • Appearing non-compliant (e.g. not following directions);
  • Showing delays in learning how to speak, or in developing expressive language skills.

Some indicators that appear by age five years:

  • Asking others to repeat themselves;
  • Finding it difficult to answer questions.

Some indicators that appear by age seven years:

  • Finding it difficult to make sense, or ‘process’ information (see full Glossary);
  • Not wanting to join in activities with others;
  • Having difficulty understanding stories.

Some indicators that appear by age nine years:

  • Having difficulties reading sentences.
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1.5 Communication Development: How Development In Early Years Affects Development in the Elementary Years

How Development in Early Years Effects Development in Elementary Years

Children who have difficulties with language in the early childhood years1 will very likely continue to exhibit difficulties with language in the elementary years and beyond. If these difficulties are not addressed, they will get more serious and will have a negative effect on practically all aspects of the child’s life. This applies to all aspects of language: receptive, expressive, pragmatic and articulation. Children with language delays do not “outgrow” them. With appropriate support however, they may acquire and develop many of the basic skills.

Children with language delays by age 5 years, at they begin the elementary school years (and beyond) may exhibit the following behaviours:

Children with difficulties with receptive language:

  • May look as if they do not pay attention, because they may not understand what is being asked of them;
  • May only hold a small number of words in their vocabulary;
  • May continue to experience difficulties in social situations, because of their receptive language skills difficulties.

Children with difficulties with expressive language:

  • May continue to find it difficult to be part of groups and  other social situations, and avoid them completely;
  • May continue to feel that they are “different” from others (e.g., things that are easy for others are difficult for them, both in and out of school situations);
  • May struggle with learning how to read and write, and have trouble with subjects like socials, sciences and math that are language-based.

Children with difficulties with pragmatics :

  • May continue to avoid social situations, because it is hard for them to be a part of a conversation;
  • May be avoided or made fun of by other children, because of their  difficulties with language when sharing with others;
  • May be aware of their language difficulties, continue to feel ‘bad’ (see full Glossary) about themselves.

Children with difficulties with articulation:

  • May avoid social situations, because of difficulties with some speech sounds
  • May choose not to talk to avoid other children making fun of them.
  • May be aware of their speech difficulties, continue to feel ‘bad’ about themselves.

Children with language delays who show these behaviours need additional support at school; otherwise, these behaviours could become more complex between 5 and 12 years old. Knowing of how these language difficulties may effect a child is important in any of the four aspects of language. Not being successful in language and communication skills may have long lasting effects. These difficulties may prevent the child from being included in activities such as school plays, debates or any other meetings, or just ‘mingling’ with children and adults. As adolescents and young adults, any daily life situations that include language and communication become difficult, for example, talking to a bank-teller or contacting one’s doctor.

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