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.

Down Syndrome is a genetic condition that occurs when an individual is born with an extra copy of chromosome 21. This additional genetic material affects brain and body development, leading to a range of physical characteristics and developmental differences. Individuals with Down Syndrome may experience challenges in areas such as learning, communication, movement, and daily living skills (Centers for Disease Control and Prevention, 2026).

Ultimately, school participation is about more than completing tasks or meeting academic expectations. It is about helping children feel included, valued, and connected within their school community. A sense of belonging is often the foundation upon which learning, relationships, and wellbeing can flourish.

When we think about hearing, we often focus on the ears. However, hearing is only one part of the process. Once sound enters the ear, it must travel through the auditory nerve, pass through the brainstem, and eventually reach the brain, where it is interpreted and given meaning. Auditory processing refers to what the brain does with this auditory information and how it makes sense of the sounds we hear (Riggs, n.d.).

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.

Learn how AAC can be naturally incorporated into everyday classroom routines to encourage communication and participation. This article also includes a free printable AAC Circle Time Board designed for use by teachers, therapists, and families.