When we think about a child's communication skills, we often focus on vocabulary, grammar, understanding instructions or participating in conversation. However, communication also relies on cognitive skills that help us process information, organise our thoughts and respond to different situations. These skills are closely linked to executive functioning.

Have you ever had a word on the tip of your tongue but struggled to say it? Word-finding difficulties, also known as word-retrieval difficulties, refer to difficulty retrieving and producing a specific word that a person knows and wants to use during communication.

For some people who use Augmentative and Alternative Communication (AAC), repeatedly pressing the same symbol, word or phrase can become a noticeable part of how they interact with their device.. When this happens frequently, particularly during therapy or learning activities, the immediate reaction may be to redirect the person or try to stop the repetition. For speech and language pathologists, however, the more useful starting point is not how to stop the behaviour, but what the behaviour may be doing for the AAC user.

A late talker is typically a toddler between 18 and 30 months who has a smaller vocabulary than expected for their age. At this stage, their understanding of language may be appropriate, and other areas of development, such as play and motor skills, may also be developing as expected (Lowry, 2011).

Feeding difficulties are common in childhood and can range from mild picky eating to significant difficulties with eating, drinking, chewing or swallowing. Some children may eat only a small selection of foods, refuse particular textures or smells, become upset when unfamiliar foods are presented, or struggle to sit comfortably at mealtimes.

Functional communication refers to an individual’s ability to communicate effectively in order to express their feelings, needs, wants and experiences. It begins to emerge from an early age, with children initially communicating through gestures, facial expressions and signs before progressing towards first words, phrases and, eventually, longer sentences.

Every child develops communication skills at their own pace. For children with different abilities, functional communication may emerge differently or develop at a slower pace (California Scottish Rite Foundation, 2026). Regardless of the form it takes, functional communication provides an important foundation for emotional regulation, coping strategies and participation in everyday activities.

Growing up with more than one language is increasingly common in multicultural communities. A multilingual child is someone who understands and/or uses two or more languages, whether spoken, signed or written, regardless of the age at which those languages were acquired (McLeod, 2024).

As awareness of dyslexia continues to grow, so too does the number of professionals involved in supporting children who experience literacy difficulties. Teachers, speech and language therapists (SLTs), educational psychologists and specialist educators all play an important role. However, this multidisciplinary involvement can sometimes lead to confusion about professional boundaries and responsibilities.

The start of a new scholastic year brings new teachers, new routines and new expectations and, for many students and their families, a new Individualised Education Plan (IEP).

For parents, the IEP process may initially feel overwhelming. There can be unfamiliar terminology, different professionals around the table and several goals to consider. However, at the heart of an IEP is something quite simple: understanding the individual student and identifying how best to support their learning, participation and development at school.

With the start of a new school year fast approaching, teachers will soon be getting to know a new group of pupils: their personalities, strengths, learning styles and individual needs. Among these, Speech, Language and Communication Needs (SLCN) can sometimes be more difficult to spot. While some communication difficulties may be immediately noticeable, others can be subtle and may initially look like inattention, reluctance to participate or difficulties with learning.

Our voice is critical to our daily lived experiences. We use our voice on a daily basis to share our thoughts, express our feelings, and create connections with people. Our voice also gives information about our gender, age, and cultural background. Often, the quality of our voice affects how other people perceive us.

Play is at the heart of speech and language therapy. Speech-Language Pathologists (SLPs) use play because it creates meaningful, enjoyable opportunities for children to communicate, learn, and develop new skills. When activities are based on a child's interests, motivation and engagement naturally increase, making language learning feel less like a lesson and more like fun. The good news is that parents can easily incorporate these strategies into everyday play at home.

Have you ever been told, "He's a boy! he'll talk when he's ready!"?  Many parents hear this reassurance when they are concerned about their child's speech and language development. While there is some truth behind the statement, it does not tell the whole story.

AAC is not about the device. It's about giving people access to language, relationships, opportunities and independence.

Many parents wonder whether speaking two languages at home will confuse their child or delay their speech. This is one of the most common myths surrounding bilingualism. The good news is that research consistently shows that bilingualism does not cause speech or language disorders. In fact, growing up with two languages can offer many lifelong benefits.

Summer is often something families tend to look forward to. Slower mornings, more time together, and a break from the usual routine are often enjoyed. However, for individuals on the autism spectrum, a fundamental shift in communication can often be observed.

These changes may appear subtle and not immediately obvious. Yet, when we observe closely, they tend to show in small but meaningful ways. Reduced initiation, increased frustration, and fewer interactions with others are all common indicators. This highlights an important point. Communication does not exist in isolation. It relies heavily on predictability, regulation, and a sense of safety.

As the population continues to age, SLPs are increasingly encountering individuals with cognitive decline in their daily practice. Cognitive-communication difficulties are no longer a niche area of speech and language therapy; but they are becoming a significant component of many caseloads, requiring clinicians to develop the knowledge and skills required to support this growing population

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that is typically diagnosed in childhood. Traditional estimates suggest that boys are around four times more likely to receive an autism diagnosis than girls (UCLA Health, 2023). However, growing research suggests that this difference may not reflect how common autism truly is. Instead, autism in females is often under-recognised because it can present differently from the traditional profile.

According to the Royal College of Speech and Language Therapists (RCSLT, n.d.), 81% of children with emotional and behavioural disorders have significant, yet unidentified, communication needs. In addition, children with persistent and severe conduct problems are around three times more likely to have low verbal ability than children at a lower risk of conduct problems. These findings highlight the importance of considering communication when trying to understand behaviour (Conti-Ramsden et al., 2012).

Before targeting specific sounds, the SLP needs to understand how the child's speech system is working. This may involve listening to the child's speech during play, conversation, or structured activities. The therapist identifies which sounds are difficult, how often errors occur, and whether the difficulties are related to articulation, phonology, or another speech disorder. This information helps guide therapy and ensures that the most appropriate goals are selected.