Most children begin to speak recognizable words around one year of age. They connect words into sentences by age two and are relatively understandable by age three. Children who do not speak by that age are experiencing a significant language delay that can be indicative of many different conditions. One possibility is that the child has a global developmental delay. Concerned parents should always consult their pediatrician or a language specialist to obtain a specific diagnosis.
Neurological Development
According to David A. Sousa in "How The Brain Learns," the human brain passes through "windows of opportunity" during which it is predisposed to learn specific skills more easily. If the skills are not learned during this time for any reason, it becomes more difficult to master them later, but not impossible. Young children have such a time designed for language development that begins at birth; it's now thought to last to age ten or twelve years. There is no sharp cut off to language learning at age three as once was thought, but such a delay is significant and needs professional intervention. Even those who do not learn to speak before the end of their window of opportunity for oral language can still master speech skills, but will need greater effort and additional time to do so.
Professional Evaluation
If a child is not speaking by age three, he needs a thorough evaluation by a pediatrician, speech therapist, special educator or other qualified professional. Many possible causes for speech delays need different responses and therapies. For example, a child's speech may be significantly delayed by intellectual impairment, autism, hearing problems or neglect. A child with impaired hearing needs a different kind of help than a child who does not speak due to autism. Contact your family doctor or the local school system to get information about where to find help.
Speech and Language Therapy
The nonverbal child should participate in a speech and language development program appropriate for his age and ability. The therapist or teacher can provide parents and care givers with strategies and activities that will make it more likely for the child to communicate verbally. With guidance, the adults who care for the child each day can support the lessons taught in the speech and language program.
Total Communication
Communication minimizes frustration and tantrum behavior in young children. Sometimes parents and therapists make a decision to use different communication systems. The means of communication may not be the spoken word at first. Children with developmental delays often benefit from a total communication system that teaches them to use a combination of verbal language and sign language. For some, the sign language is easier and quicker to learn. It can provide a ready path to communicating with others while they are mastering speech skills.
Behavior Management
Normally-developing children are usually highly motivated to communicate with spoken language and find the process of learning to be rewarding. A child with developmental delays or difficulties with speech may not be receiving the usual positive feedback from attempts at talking. Some children may need an intentional behavior plan designed to increase incidences of speech by rewarding that behavior. The plan may also provide for removing rewards from nonverbal behavior to minimize its frequency. For example, a child may receive a cookie when she requests it verbally, but not when she points at it or reaches for it.
References
- The Sunday Times; "Children Reaching Age Three Without Being Able to Say a Word, Survey Finds"; Joanna Sugden; January 4, 2010
- "Speech & Language Skills in Infants, Toddlers & Young Children with Down Syndrome"; National Down Syndrome Society; Libby Kumin; 2011
- National Network for Child Care; "Ages and Stages for Three-Year-Olds"; Lesia Oesterreich; 1995
- "How the Brain Learns"; David A. Sousa; 2006
