SG3 Speech

3
SERVICE GUIDELINE 3
Children Referred for

Speech Delays
Evaluation, assessment and intervention
guidance for service providers and
families of young children whose delays
in communication are a primary concern.
October 2014
ServiceGuidelineBookCovers.indd 3 3/26/12 2:42 PM

Acknowledgments
The Birth to Three System would like to thank the following original members of the Speech
Referrals Task Force. Only because of their commitment to these issues as well as their
donation of time and significant effort was this guideline possible.
Original Speech Referrals Task Force Members:
Eva Bronstein-Greenwald, Parent

Mary Ann DAddario, Dept. of Children and Families and Interagency Coordinating Council
Representative
Rita Davies, MS CCC-SLP, Provider and Chair of CT Speech and Hearing Association
Committee on Infants and Young Children
Kareena DuPlessis, Birth to Three Infoline
Linda Goodman, Birth to Three System, Director
Robert Kiernan, MS CCC-SLP, Provider
Marianne Kennedy, Ph.D., Communication Disorders Dept. Chair, So. CT State University
Elizabeth MacKenzie, MS CCC-SLP, Provider and CSHA Board Member
Lee McLean, Ph.D., A.J. Pappanikou Center a University Affiliated Program, University of CT
Donna McLaughlin, MS CCC-A, Provider
Alice E. Ridgway, MS CCC-SLP, Birth to Three Manager, - Chair
Special Thanks to Dr. Rhea Paul, Southern Connecticut State University, for her contributions
Thanks to all the Birth to Three providers who gave input and reviewed the draft 2013 update.
Requests for copies may be made by:
Contacting: OR Downloading from our website:
Connecticut Birth to Three System

460 Capitol Avenue www.birth23.org
Hartford, CT 06106
(860) 418-6155
Connecticuts lead agency for the Birth to Three System is:
DEPARTMENT OF DEVELOPMENTAL SERVICES
Terrence W. Macy Ph.D., Commissioner

Joseph W. Drexler Esq., Deputy Commissioner
CT Birth to Three System Service Guideline #3 Revised October, 2014

TABLE OF CONTENTS
SPECIFIC EXPRESSIVE LANGUAGE DELAYS (SELD) ..................................................1
IDENTIFICATION ...............................................................................................................2
Other possible underlying issues in expressive language delays ................................2
Otitis media ..............................................................................................................3
Phonology ................................................................................................................4
Oral Motor ................................................................................................................4
Children at-risk for autism spectrum disorder .........................................................5
ELIGIBILITY .........................................................................................................................8
Intervention ....................................................................................................................9
Strategies for children found not to be eligible ..............................................................9
DIAGNOSED CONDITIONS RELATED TO SPEECH
CHILDHOOD APRAXIA OF SPEECH

Identification .................................................................................................................10
Intervention ..................................................................................................................12
SPEECH SOUND DISORDERS

Identification .................................................................................................................13
Intervention ..................................................................................................................14
CHILDHOOD ONSET FLUENCY DISORDER .................................................................15

Identification .................................................................................................................16
Intervention ..................................................................................................................17
Strategies for children found not to be eligible ............................................................17
FAMILIES/CHILDREN WHOSE LANGUAGE IS PRIMARILY NOT ENGLISH................18

Early Identification........................................................................................................18
Intervention for eligible children tested in their primary language ..............................20
Strategies for children found not to be eligible ............................................................20
International Adoptions ................................................................................................21
Hearing Children of Deaf Parents................................................................................21
CONCLUSION ...................................................................................................................22

Appendices Index ............................................................................................................23
1. Connecticut Birth to Three Mission...........................................................................24

2. Evaluation/Assessment Protocol ..............................................................................25
3. Assessment Instrument and Procedure ...................................................................26
4. Resources .................................................................................................................31
5. Language Interpretation and Translation Services ..................................................33
6. PCC How to calculate Percentage of Consonants Correct ..................................34
7. Summary Reference and Recommendation Locator...............................................35
8. Chronology of Phonological Processes....................................................................36
9. Unusual/Idiosyncratic Phonological Processes........................................................37
10. English Phonological Development ..........................................................................38
11. Spanish Phonological Development.........................................................................39
12. Continuum of Disfluent Speech Behavior ................................................................40
13. Guidelines for Differentiating Normal from Abnormal Disfluencies..........................41
14. Guidelines for Working with an Interpreter ...............................................................42
15. Guidelines for Monolingual and Bilingual Speech-Language Pathologist ...............44
16. Glossary ....................................................................................................................45
17. References ................................................................................................................46

PREFACE
Remarkably, of the referrals made to Connecticuts Birth to Three System over
half are identified as having communication as the only area of concern. This
prompted the Connecticut Birth to Three System to establish a task force to
develop the following guideline. The guideline continues to be updated
periodically.
The tasks were to recommend strategies and supports both for those children
with communication delays that are significant enough to make them eligible for
Birth to Three and those who are not eligible (often described as late talkers or
late bloomers.) As the task force began its work, it became clear that the
participants had different understandings of the mission of Birth to Three in
Connecticut. Developed by a wide variety of key stakeholders in the Spring of
1996, the mission of the Connecticut Birth to Three System is to strengthen the
capacity of Connecticuts families to meet the developmental and health-related
needs of their infants and toddlers who have delays or disabilities (Appendix 1).
To do this, the system supports comprehensive Birth to Three programs that

provide the services and supports identified in Part C of the Federal Individuals
with Disabilities Education Act (IDEA). Families may choose the program that
best meets their needs. It is through a variety of means, including guidelines
such as these, that the system can assure that the quality of the support offered
is consistent among programs.
It is often confusing to refer to children as having speech delays.

Communication includes facial expressions, gestures and signs as well as
spoken words where speech refers to spoken communication. Children may
be delayed in speech without having a delay in communication or they may
have communication delays and no actual speech concerns. These guidelines
use the term language to refer to the system of symbols (words) that is used to
communicate.
One of the goals of this guideline include addresses concerns about children for
whom expressive language is their only delay. When is there enough of a delay
or disorder to warrant eligibility for a formal external support like the Birth to
Three System? When are monitoring and suggestions for activities at home
enough? What type of safety net is in place for those not eligible in case they
dont make progress?
Many of the components of these guidelines are written by speech-language

pathologists for speech-language pathologists but they are also intended to be
useful to the entire team, including parents. The primary section focuses on
expressive language delays and the factors that influence why a child may have
age appropriate receptive skills and expressive skills that are impaired. Otitis
media, disorders of phonology, oral motor disorders, childhood apraxia of
speech, speech sound disorders, and disorders of fluency are also discussed as
factors that may determine a childs eligibility for Connecticuts Birth to Three
System.
The guideline offers suggestions for differential diagnosis and eligibility determination.
Appendix 3 was developed to help individuals who work with young children and their
CT Birth to Three System Service Guideline #3 Revised October, 2014 i

families to consider the many facets of a comprehensive language assessment. The
Connecticut Birth to Three System encourages use of a transdisciplinary model in which
one primary person develops a relationship with the family and child while others consult
as needed. In support of that, the primary interventionist with whom a parent has a good
working relationship may not always be a speech-language pathologist. It is expected
however, that a speech-language pathologist will be included in the IFSP team when the
only area of concern is language.
Although the cognitive-behavioural outcomes of late talkers have been previously

explored, the associated neurobiological characteristics of children who are early or late
talkers, such as the neural circuitry for speech and print processing, are not well
characterized (Preston et al., 2010). Preston et al., (2010) reported functional magnetic
resonance imaging data from a subset of early, on-time, and late talkers. Findings
suggest the age of functional language acquisition can have long reaching effects on
reading and language behavior, and on the corresponding neurocircuitry that supports
linguistic function into the school-age years. Nationwide, our understanding of the
purpose of Part C of IDEA is continually being refined. Since these issues are being
researched and explored worldwide, this guideline is a starting point for continued
discussion about preferred practices for working with families who have infants and
toddlers with communication delays and disorders.
* Words that are bold and italicized are listed in the glossary in Appendix 12 & 13.
Note that dis and dys mean the same thing
ii CT Birth to Three System Service Guideline #3 Revised October, 2014

EXPRESSIVE LANGUAGE DELAYS
When early intervention providers see children from 18 to 36 months of age, one of the most
common parental concerns is that the child does not talk. Some parents say their children
understand everything but just cant speak. Many believe that if we could just teach them to
talk, the kids would be fine. Correctly differentiating between children who are late to begin
talking but will eventually speak without intervention from children who will have chronic
language/learning problems, or will function on the autism spectrum, is a very difficult call to
make. Generally, the best we can do is to determine the level of risk for any of these conditions
that a child is currently showing, attempt to treat the present symptoms, and carefully monitor
development. Usually the picture will be clearer by the time the child reaches the third birthday,
but until then it is very hard to be certain.
The term Specific Expressive Language Delay (SELD) is used when a childs expressive
language skills are significantly delayed in relation to his/her receptive language skills and
there are no other apparent developmental problems. That is, nonverbal cognitive skills, motor
skills, and social-emotional development are within normal limits; there is no history of hearing
impairment, intellectual disability, autism spectrum disorder or other significant developmental
disabilities. SELD is usually defined as limited expressive vocabulary (less than 50 words) by
24 months of age (Paul, 1996).
The following characteristics of children with SELD have been identified in the literature:
The majority are male

Although there are mixed findings in the literature, many studies have found a higher
incidence of language delay in families in which there is a history of language
impairment or reading/learning problems
Some oral motor and early feeding problems were found in some children with SELD
Family size is large
Parental interactions with children with SELD may be different than with children who
develop expressive language without delays
Higher rates of challenging behaviors have been noted
Children use nonverbal communication more frequently
Three longitudinal studies have followed such children (expressive language delay between 24-
36 months) in the United States (Fischel et al., 1989; Rescorla & Schwartz, 1990; Paul, 1996).
The results were similar among the studies. However, it is important to note that the subjects in
these studies were from middle class families with NO other risk factors (e.g., normal birth
history, no family dysfunction). These findings cannot be indiscriminately applied to other
children.
Some of the subjects in these studies had therapy during the course of the study. Those
parents that did not choose intervention were given suggestions for home activities to improve
their childs language development and early literacy. Additionally, assessment is, in and of
itself, a form of intervention. It is possible that by virtue of being in the study, the parents
changed the way they interacted with or perceived their children. So, in a sense, we do not
really know what would have happened to these children without any intervention.
CT Birth to Three System Service Guideline #3 Revised October, 2014 1

The following is a summary of the results from the three longitudinal studies:
As children get older, they tend to move into the normal range. By Kindergarten
age, most of the children (approximately 74%) performed in the low end of normal
range on standardized language tests.
Expressive vocabulary seems to be the first aspect of language to improve (by 5 1/2
years of age, almost all of the subjects vocabularies had moved into the normal
range).
Syntactic problems in subjects gradually declined, again a majority of the children
moving into the normal range by age 5.
Phonologic problems persisted in about 22% of the children with SELD by age 5.
Children with a history of SELD continued to score significantly lower on narrative
tasks into first grade.
Children with a history of SELD, although scoring in the low normal range on tests of
early reading, showed a statistically significant gap between reading and math
scores, suggesting some residual effects.
Dale and al. (2003) reported that only 44% of the 740 late talkers identified at age 2 yrs still
manifested expressive vocabulary delays at age 3 yrs and that only 59% of the 835 children
with an expressive vocabulary delay at age 3 yrs had been delayed at age 2 yrs. These
findings indicate low continuity of early expressive vocabulary delay and suggests only a small
group of youngsters display persistent expressive delays in early childhood. Henrichs, J. et al.
(2013) also tested whether gender moderated the associations between vocabulary delay and
behavioral/emotional problems. This study showed modest associations of early vocabulary
delay with elevated levels of parent-reported behavioral/emotional problems in early childhood,
particularly for boys.
Identification
Eligibility evaluations are usually completed using a multi-domain standardized instrument
assessing five developmental areas: cognition, motor, communication, social/emotional
and adaptive skills. Along with parent interview or questionnaire, these instruments can
provide basic, defining information about a childs current developmental status. Multi-domain
standardized instruments which are norm-referenced include the Battelle Developmental
Inventory, the Alberta Infant Motor Scale, the Bayley Scales of Infant Development, the
Developmental Assessment of Young Children, and the Vineland Adaptive Behavior Scales.
When a child is determined to be delayed with one of these tools, the underlying issues that are
causing or influencing the delay may not be apparent. Some children may be delayed in all
areas to approximately equal levels, and some children may have specific delays in one or two
areas.
In the area of communication development, many factors may underlie a delay as measured by
the instruments listed above. These tests may suggest a delay in comparison to typical
development, when in fact, the issues underlying the delay may be the basis for a more involved
and possibly long-term disorder such as autism spectrum disorder or childhood apraxia of
speech. Thus for children with delays in the communication domain, other assessment
measures are important in determining the nature and basis for the delay.
These tests need not be norm-referenced, but may be criterion-referenced or performance

assessments. They may be standardized or non-standardized test instruments, profiles and
inventories of the childs development, formal and informal observations with analysis of these
observations, as well as parent report and case history. Specific indicators obtained via
2 CT Birth to Three System Service Guideline #3 Revised October, 2014
parental report and reason for referral will assist the evaluator in selecting the most appropriate
measures to use as part of the eligibility evaluation.
The four sections that follow explore in greater detail some of the possible underlying issues
and how to distinguish if indeed these are influencing the childs ability to make her needs
known by speaking.
Other possible underlying issues in expressive language delay
Otitis Media is defined as inflammation of the middle ear, usually with fluid, which may or may
not be infected. The condition is very common in young children and is the reason for many
visits to the pediatrician. A condition possibly associated with otitis media is fluctuating hearing
loss. The effect of otitis media and fluctuating hearing loss on the development of speech and
language skills is important to early interventionists.
A child with chronic otitis media as documented by a physician (duration of six months or
longer) is eligible for Birth to Three services if he or she has a delay of -2 Standard Deviation
(SD) below the mean or greater in expressive language only. For children with episodes of ear
infections, which are less frequent or shorter than six months, eligibility is determined by the
standard processes. The research in relation to the effect of otitis media on the development of
speech and language skills is, at best, confounding. Although it may be a factor in the delay of
skills, the presence of otitis media with a language delay suggests that once the otitis media is
successfully treated, there may be improvement in speech and language skills.
Children who have a delay in communication with no history of otitis media may, in fact, be at
greater risk for continued poor performance.
It is the responsibility of the Birth to Three team to explore the potential of hearing loss as a
factor in children with delays in communication development. The nature and importance of an
audiological evaluation (formal hearing test) should be discussed with the childs family and
physician. Infoline will be suggesting that children referred due to concerns about their
communication skills have their hearing tested.
All newborns in Connecticut have their hearing screened at birth, but it is also quite possible for
children to develop what is called late-onset hearing loss due to otitis media, other diseases,
or medications. Therefore, a child who is delayed in speech development needs to have
acquired hearing loss ruled out as a cause of the speech delay.
If the audiological exam is not completed before the childs eligibility evaluation, the Birth to
Three evaluators can help the family prepare the child for the hearing test. These suggestions
for preparation can include the importance of being well rested, selecting a time of day when the
child is most alert and interactive, and practicing play audiometry techniques with older children.
The evaluators can also be of service to the family by answering questions or explaining the
nature and resolution of otitis media in children.
All children with delays in their development of communication

skills must receive an audiological evaluation. It is essential to
make every attempt to rule out hearing losses: unilateral, bilateral,
and frequency specific. As a payer of last resort, it is the
responsibility of Birth to Three to assure that an audiological
evaluation is completed on all children who are eligible and have a
communication delay.

Phonology is the study of the system or pattern of speech sounds used in a particular language,
whereas phonetics is the study of the speech sounds (phonemes) in a language. Phonological
processes are the systematic and rule-governed speech patterns that characterize a childs
speech, including syllable structure changes, assimilation (changing one sound in a syllable for
another sound in the same syllable e.g., dod/dog), place of articulation changes, and manner of
articulation changes (how the jaw, tongue, lips and other speech organs are involved in making
a sound). These and additional terms are defined in the Glossary (Appendix Sixteen). As a
childs speech and language develops, their ability to be verbally understood can be impacted
by many variables effecting their articulation, such as delayed or disordered oral motor
development, speech motor development, integration of speech motor control (motor planning),
cognitive development, and/or sensory impairments. An assessment of a childs skills in the
area of language and speech motor development can reveal either typical or atypical speech
patterns (phonological processes) as children develop verbal speech.
Studies have shown that children who have articulation disorders experience educational,
vocational, and social consequences (e.g., Shriberg, 1980). Speech sound development
develops over time during the toddler and preschool years. A leading role for the jaw has been
implied in clinical models of early speech development (Hayden & Square, 1994). There is a
range of time when children may develop and master speech motor control, a beginner speaker
may articulate sounds in words using total jaw movement, whereas a speaker who is combining
words may articulate sounds in words using refined, flexible, independent movement of the
articulators, using jaw, lip, and tongue movements. Speech motor development entails the
sequential emergence of articulatory control (Green, Moore, Reilly, 2002). As childrens
language and speech motor control develop, their use of phonological rules and processes
changes. A phonological delay can be characterized by a childs use of typical speech patterns
(phonological processes) or inaccurate production of sounds in words past the age at which
correct production typically occurs for most children. A phonological disorder can be
characterized by a childs use of atypical speech patterns which may cause their speech to be
unintelligible. This is thought to be possibly related to an underlying difficulty with the rules of
how sounds are used in a child's language, a motor delay/disorder, and/or sensory impairment.
Appendix 8 includes some typical phonological processes that are present and when they begin
to disappear. Appendix 9 includes some atypical phonological processes children may develop.
Oral motor disorders are also significant factors that frequently impacts on the development of a
childs expressive language skills is the development of the oral motor system or the use of the
muscles in the mouth. These children may have an appropriate vocabulary size, however the
quality of their sound production and utterances are of significant concern to the parents and/or
evaluator. Children who demonstrate weakness or difficulty with their oral motor system may
present with many of the same intelligibility and expressive language difficulties as children with
phonological or developmental delay (e.g. they may consistently leave off final sounds).
Oral motor impairments refer to impairments in muscle function which may include
difficulties in movements for non-speech activities as well as speech. With that in mind,
assessment should include information regarding feeding; the childs ability to handle
different tastes, textures or temperatures; movement patterns of the jaw, tongue, and lips;
and speech production. Speech tasks should include single words as well as conversational
speech.
Several scales and checklists which provide a standard to follow when assessing oral motor
skills are available. Please refer to the procedures listed in Appendix 3.

Identification of oral motor disorders should include the following:
1. Assessment of sound production skills in conversational speech as well as single words.
2. Analysis of the phonological systems for children who have a vocabulary of more than 50
words and who continue to have issues related to the quality of their speech sound
production.
3. Assessment of sensory and oral motor movement patterns both in speech and non-speech
activities.
4. Differential assessment of speech sound production during imitative vs. non-imitative tasks.
To differentiate oral motor disorders from childhood apraxia of speech, see the chart on pages
11 and 12.
Clinicians should be aware studies of the relation of oromotor nonspeech activities to speech
production have been documented in the literature. Forest, K. et al. (2008) found their
investigation did not support the use of nonspeech oral motor exercises (NSOMEs) as an
effective procedure for improving speech sound production. An evidenced-based systematic
review of the effects of Nonspeech Oral Motor exercises on speech by McCauley et al. (2009)
found insufficient evidence to support or refute the use of oral motor exercises to produce
effects on speech.
Children at-risk for autism spectrum disorder

Since ongoing concern about a childs qualitative performance in the areas of
social/emotional or interpersonal skills and/or play interest and/or sensory domains is one of
the biological factors to consider it is important that when we evaluate a child with a
speech/language delay we also look at these other areas. Yet, we also know that it is very
difficult for an evaluator to distinguish among late bloomers, toddlers with language
disorders, and children with autism spectrum disorders under the age of three.
As an aid in making these kinds of distinctions, Dr. Rhea Paul from Southern Connecticut State
University was asked to list the risk factors identified in research on early communication
disorders that are most typically associated with each of these three conditions. She developed
the following table to assist early intervention professionals in assessing children with early
language and communication problems. It is vital to remember, though, that there are no acid
tests, no hard and fast rules for accurately determining diagnosis or prognosis in children under
three. A child may seem to have all the risk factors for one condition at 24 months, but look
significantly different by 36 months. There is no single test or symptom that would allow for a
positive identification of any of these categories. The best we can do is to get a detailed picture
of the childs skills through an in depth, multidisciplinary assessment including intensive parent
involvement, compare our findings to what the research literature tells us, and put our heads
together to come up with the tentative description that seems to best fit the childs current
presentation. In all cases, though, reassessment should be ongoing with more formal
reassessment near the childs third birthday to determine whether we see growth, stagnation, or
regression in each area of development.

Indicators of Risk (Paul, 2007)
Late Bloomer Language ASD
Delay/Disorder
Gestures Uses gestures to Few communicative Few communicative
communicate gestures gestures
Rarely points
May use
unconventional
gestures
Gaze Uses gaze to Uses gaze to Less use of gaze to

regulate interaction regulate interaction regulate interaction
Mutual gaze Mutual gaze Reduced use of three
Three point gaze Three point gaze point gaze
Affect May be labile May be labile Labile or
passive/aloof
Fails to share affect
consistently with
others
Preverbal Reduced Reduced frequency Reduced frequency of
communicative frequency of of initiating initiating
initiations communication communication communication
May use more Uses more Reduced range of
requests than requests than communication; rarely
comments comments comments or initiates
joint attention
Responsiveness Responds to Responds to Limited
gestures and gestures responsiveness to
words of others words and gestures
Imitation Little spontaneous Little spontaneous Limited motor and
verbal imitation verbal imitation vocal imitation when
asked
May use immediate
and/or delayed
echolalia non-
communicatively.
Play Limited symbolic Mostly exploring Mostly exploring and
play and grouping grouping
Construction play may
be better than
symbolic
May use toys in
unusual ways (e.g.,
spinning)
May show high
interest in numbers
and letters
May prefer puzzles
and cause/effect toys
Peer interactions May have peer May have peer May have peer
problems due to problems due to problems due to

Late Bloomer Language ASD
Delay/Disorder
limited limited limited communication
communication communication skills
skills skills May prefer adults
May prefer adults May have difficulty
May have difficulty joining in peer play
joining in peer play
Sounds Uses few CVC and Few consonants May have a range of
two syllable words Limited variety in sounds, but they are
babbling not used
Vowel errors communicatively
Words Small vocabulary Small vocabulary Small vocabulary for
for age for age age
Few verbs
Adaptive Skills Expressive Communication is Socialization is lowest
communication is lowest
lowest
Restricted Interests May be present
& Repetitive
Behaviors
Parental May remember Low SES High level of concern
Characteristics other late Low maternal May have other family
bloomers in the education members with autism
family Directive, non- or language disorders
contingent
interactive style
High level of
concern

ELIGIBILITY
A child referred for communication concerns and not found eligible due to:
child did not have a diagnosed condition found on the Birth to Three website
child did not receive a -2SD in one developmental domain
child did not receive a -1.5SD in two developmental domains
Then they may be eligible for Birth to Three services due to the following:
Children with a delay of -2 standard deviations below the mean in expressive

language ONLY are eligible for Connecticuts Birth to Three System if one of the
following BIOLOGICAL FACTORS is present:
1. Chronic Otitis Media (duration of six months or longer)

2. Oral motor disorders
3. Moderate to severe phonological impairment (fewer than 65% of consonants correct
in a 5-minute continuous speech sample)
4. Immediate family history (parents or sibling) of language impairment or
developmental delay
5. Significant birth history verified through medical records including
congenital infection (e.g., toxoplasmosis, syphilis, rubella, cytomegalovirus)
craniofacial anomalies
birth weight less than 1500 grams (about 3 pounds)
hyperbilirubinemia at a level requiring exchange transfusion
ototoxic medications (harmful to the ear)
bacterial meningitis
Apgar scores of 0-4 at one minute and 0-6 at five minutes
mechanical ventilation lasting more than 5 days
head trauma associated with loss of consciousness or skull fracture
6. ongoing concerns by the family or the evaluator about the childs qualitative
performance in the areas of social/emotional or interpersonal skills and/or play
interest and/or sensory domains
The biological factors listed above raise specific concerns about the possibility of a language
disorder or delay rather than just a child that is slow to speak.
Within the statement of eligibility in each evaluation report, it is important to identify specifically
how the child was determined to be eligible or not eligible, including the presence of one or
more biological factors.
Suggestions for families and children who are determined to be not eligible for Connecticuts
Birth to Three System can be found on the next page.

Intervention
For children with expressive language delays (-2 SD in expressive language with
a biological factor)
Intervention begins with the way families are included in the evaluation/assessment process and
the writing of a family-centered report (Alvares,1997). If a child is eligible, strategies to work
with the family so that they may enhance the childs language skills throughout their daily
routines may consist of (but are not limited to) the following:
Short-term Individualized Family Service Plans (IFSPs) of 3-6 months
Small group settings with typical peers in natural environments for general language
stimulation (See CT Birth to Three System Service Guideline #2: Natural Environments)
Consultation and training resources for parents (See resources listed in Appendix 4)
Strategies for children found not to be eligible for the Birth to Three System
Supports offered may include:

Ages and Stages/Help me Grow information given to parents and parents assisted to refer
Information given to parents on facilitating language development at home
Books as listed in Appendix 4 of this guideline
Milestones to look for in 3-6 months whose absence might prompt a re-referral.
List of community resources given to parents for activities to foster language (e.g.,
childcare, play groups, library story hours)
Referral to other agencies for family support as needed (Parent Aids, Family Resource
Centers, Parents as Teachers and other programs.)
Parents may always choose to access speech therapy services directly outside of the Birth to
Three System. Programs should assist parents by providing recommendations of at least three
individuals or agencies they can contact.

DIAGNOSED CONDITIONS RELATED TO SPEECH
Childhood Apraxia of Speech (CAS)
Diagnosis by a speech and language pathologist of Childhood Apraxia of Speech (also

sometimes called Developmental Apraxia of Speech) results in eligibility for Birth to Three
services. CAS encompasses apraxia of speech with known neurological causes (e.g.
intrauterine stroke, infections, head trauma), it can occur as a primary or secondary sign in
children with complex neurobehavioral disorders (e.g., genetic, metabolic) or it could not be
associated with any known neurological or complex neurobehavioral disorder. CAS is a
neurological childhood speech sound disorder in which the prevision and consistency of
movements underlying speech are impaired in the absence of neuromuscular deficits (e.g.
abnormal reflexes or abnormal muscle tone). The core impairment in planning movement
sequences of the body parts needed for speech. The child knows what he or she wants to say,
but the brain is not sending the correct instructions to move the body parts of speech the way
they need to be moved. (American Speech-Language-Hearing Association,2007). To
experience what it might feel like, try repeating the phrase: Quid Pro Quo Pros several times
quickly (McMillan, 2007).
When CAS appears in very young children, the child:
May demonstrate limited cooing and babbling

Produces first words after some delay, but these words are missing sounds
Produces only a few different consonant sounds
Is unsuccessful at combining sounds
Simplifies words by replacing difficult sounds with easier ones or by deleting difficult sounds
(Although all children do this, the child with childhood apraxia of speech does so more often).
Identification
Differential diagnosis between oral motor impairments and Childhood Apraxia of Speech (CAS)
can be made primarily through non-speech and imitative tasks by a speech language
pathologist. Children with CAS do not have difficulty in movements for non-speech activities.
They have a speech disorder that interferes with their ability to correctly produce sounds,
syllables, or words but generally there is no muscle weakness. Of significance, this disorder is,
by definition, inconsistent. Parents may report that they have heard the child say a word as
clear as a bell once, but the child has never said it again. There is much disagreement about
whether CAS can actually be diagnosed in children under the age of three. The American
Speech-Language-Hearing Association has not yet issued specific clinical recommendations
and guidelines on the youngest age at which CAS can be diagnosed. Until such resources are
available, differential diagnosis of CAS in very young children and in the context of neurological
and complex neurobehavioral disorders may require provisional diagnostic classifications, such
as CAS can not be ruled out, signs are consistent with CAS, or suspected to have CAS (ASHA,
2007). To consider such a diagnosis, a language sample must be completed. At a minimum,
the child must be able to participate sufficiently in the assessment. Unless the child can attempt
to imitate utterances that vary in length and/or phonetic complexity (such as imitating /i/, then
/mi/, the /mit/ or /o/, then /no/ then /nope/), it is very difficult to make a definitive diagnosis
(Strand, 2003).

Speech behaviors which may provide clues for diagnosing CAS are as follows:
1. Greater difficulty is evident with words that have more than one syllable. Syllables may be
omitted, revised or added.
2. In a speech sample, a combination of error patterns may occur. These often include at least
two or three error patterns such as, prolongations, repetitions of sounds or syllables,
distortions, or additions.
3. The rate and rhythm of a childs speech may also seem different. (It may have a halting
pattern or quality.)
Characteristics of non-speech behavior which differ from a diagnosis of CAS may be as follows:
1. There is difficulty in performing voluntary movements in the muscles of the mouth, especially
those which involve the tongue and lips (e.g. cant imitate lifting their tongue on command
but may do it when licking peanut butter off their lip.)
2. Demonstration is needed to perform movements that require more than one pattern.
3. There is a high incidence of other difficulties in fine motor coordination, gait, and alternating
movements of the extremities and tongue.
Severe Phonological Disorders are also known as speech sounds disorders.
Compiled by the Advisory Board of the Childhood Apraxia of Speech Assoc. of North America
Dysarthria Verbal Apraxia Severe Phonological
Disorder
Decreased strength and No weakness, incoordination No weakness,
coordination of speech or paralysis of speech incoordination or paralysis
musculature that leads to musculature of speech musculature
imprecise speech
production, slurring, and
distortions
Difficulty with involuntary No difficulty with involuntary No difficulty with
motor control for chewing, motor control for chewing, involuntary motor control
swallowing etc. due to swallowing, etc. unless there for chewing and
muscle weakness and is an oral apraxia swallowing
incoordination
Articulation may be Inconsistencies in articulation Consistent errors that can
noticeably different due performancethe same word usually be grouped into
to imprecision but errors may be produced several categories (fronting,
are generally consistent different ways stopping, etc.)
Errors are generally Errors include substitutions, Errors may include
distortions omissions, additions and substitutions, omissions,
repetitions, frequently include distortions, etc. Omissions
simplification of word forms. in final position more likely
Tendency for omissions in than in initial position.
initial position. Tendency to Vowel distortions not as
centralize vowels to a common.
schwaa
May be less precise in Number of errors increases Errors are generally
connected speech than in as length of word/phrase consistent as length of
single words increases words/phrases increases

Dysarthria Verbal Apraxia Severe Phonological
Disorder
No difference in how Well rehearsed automatic No difference in how easily
easily speech is produced speech is easiest to produce, speech is produced based
based on situation on demand speech most on situation
difficult
Typically no significant Receptive language skills are Sometimes differences

discrepancy between usually significantly better between receptive and
receptive and expressive than expressive skills expressive language sills.
language skills
Rate, rhythm and stress Rate, rhythm and stress of Typically no disruption of
of speech are disrupted speech are disrupted, some rate, rhythm or stress
specific ally related to the groping for placement may be
type of dysarthria (spastic, noted
flaccid, etc.)
Monotone voice, difficulty Generally good control of Good control of pitch and
controlling pitch and pitch and loudness, may have loudness, not limited in
loudness limited inflectional range for inflectional range for
speaking speaking
Voice quality may be Age appropriate voice quality Age appropriate voice
hoarse, harsh, quality
hypernasal, etc.
depending on type of
dysarthria
Intervention
Although there are several name approaches for CAS (e.g. STEPS, PROMPT, or others), the
basic commonality of all approaches is that they require intensive direct service by a speech
and language pathologist (SLP). But no matter which approach is selected, the elements of a
successful approach will include use of physical prompting or cueing, building from sound
sequences to words to carrier phrases, building from structured to spontaneous, and use of data
to ensure accountability.
Even though the intervention is at a greater intensity than is typical in early intervention, it is still
important that parents become active participants in the intervention process. Therapy for CAS
requires focus and participation on the part of the child, family, and speech language
pathologist. Parents can share information with the SLP about the childs personality and
preferences that can be used to motivate the child. They can help the SLP understand how the
child responds in frustrating situations and how they manage challenging behaviors. The need
for multiple repetitions to develop motor skills to an automatic level is well established and forms
a basis for treatment of CAS. Given the number of hours per day a child spends with family
versus SLP, opportunities for practice are multiplied when parents encourage speech practice
outside of early intervention visits. This promotes motor learning that goes beyond acquisition
of motor skills. Motor skills are established through many repetitions of a movement. Motor
learning is established when the motor skills are carried over to a functional task. The child that
learns to say more with the speech language pathologist may learn the skills, but having
opportunities to ask for more many times during the day at mealtime and snack time brings the
motor learning into the real world where a child experiences the power of using his or her voice.
Parents and other family members (particularly siblings) who are actively involved in the
intervention process are more likely to be comfortable giving valuable feedback to the SLP.

Such feedback can help determine the next steps and will help the SLP determine what is
working well and what is not working well for the family. (Ruth Stoeckel, 2001)
Well designed intervention for CAS should include:

Establishing a routine and format including addressing behavioral issues,
establishing a repetition format, and determining motivators
Use of augmentative communication if the child is unable to communicate effectively.
Some SLPs prefer picture exchange cards while others prefer sign language. This
will not in any way inhibit the childs ability to learn to speak.
Motor planning program and stabilization. Touch cueing and physical prompting are
critical elements, along with determining starting points and establishing a hierarchy.
The challenge is to let the child seemingly set the stage for the sessions while, at the
same time, achieving goals. Oral-motor work should never be done without a sound
production goal in mind.
Generalization so that speech motor patterns become more automatic
Susan MacMillan, 2007
SPEECH SOUND DISORDERS (SSD)
There is a high correlation between some forms of SSD and difficulties with written language
including reading, writing, spelling, and mathematics (Williams, A. L., McLeod, S., McCauley,
R.J., 2010). Preston, J., & Edwards, M. L., (2010) suggest it would seem appropriate for SLPs
to assess the phonological awareness (PA) skills of all children with SSD, perhaps paying
attention to those who exhibit numerous atypical speech errors, as they may be at a slightly
elevated risk for PA problems. Phonological awareness (PA) is a knowledge that involves an
awareness of the sound structure of words. There is also evidence that children with speech
sound disorders (SSD) of unknown origin (i.e., those with no known oral structural problems or
developmental disorders) are at risk for preliteracy and literacy problems, particularly if they
have an SSD and poor PA skills when they enter kindergarten (Nathan, Stackhouse,
Goulandris, & Snowling, 2004). Preston et al. (2012) found different preschool speech error
patterns predict different school-age clinician outcomes. Children with whom more than 10% of
their speech sound errors were atypical had lower PA and literacy scores at school-age than
children who produces fewer than 10% atypical errors (Preston et al., 2012). In short, although
SSD presents focal challenges of relatively short duration for some children, for others, they are
associated with difficulties that are neither confined to speech nor to early childhood
(McCormack, McLeod, McAllister, & Harrison, 2009). SSDs can sometimes be described as
atypical phonological processes.
Identification
In order to diagnose a Speech Sound Disorder that makes a child eligible for Connecticut Birth
to Three services, the speech language pathologist must determine that a child meets the
following diagnostic criteria:
A score of -2SD on a standardized articulation test (e.g., Goldman-Fristoe Test of

Articulation 2) and the presence of two or more atypical speech patterns (see list below)
OR
A score of moderate to severe impairment on the Percentage of Consonants Correct
(PCC) assessment and the presence of two or more atypical speech patterns (see list below)
NOTE: An audiological evaluation must be completed BEFORE direct speech services begin.
An Interim IFSP must be completed with audiological, transportation, and any other services the
team feels is appropriate (but not speech). The Initial IFSP still has to be completed 45 days from
the referral date. For questions on completing an Interim IFSP, please see the IFSP handbook.
13
The following list of atypical speech patterns which result in impaired intelligibility will be
accepted by CT Birth to Three:
Vowel errors
Initial consonant deletion (e.g., up/cup)
Backing (substitution of front consonants with back consonants (e.g., cop/top)
Sound preference substitutions (e.g., overuse of a single consonant for a variety of
consonants; or substitution of glottal consonants or /h/ for many other consonants
Reduplication (a CV syllable is repeated in a multisyllabic word (e.g., dinono/dinosaur)
Assimilation of consonants beyond 30 months of age (e.g., dod/dog) (generally a typical
phonological process for younger children)
One of the most important considerations for determining the phonological status of a child and
the need for intervention is the intelligibility of the child's spontaneous speech (Bernthal &
Bankson, 1993). By observing and transcribing a spontaneous speech sample, a
phonological/motor speech assessment and a percentage of consonant correct (PCC)
assessment can be completed. If a standardized articulation test is used, it should be normed
for children under 36 months. Shriberg and Kwiatkowsi (1982) and Khan-Lewis Phonological
Analysis-2 (2002) created instruments for assessing the severity of involvement of the
phonological system that provides a framework for assessment and management. A motor
speech analysis will help the clinician systematically evaluate a childs motor speech system
and identify the level or stage where problems occur (Hayden, 2004). Other assessment
services should be provided to rule in or out a specific disabling condition (ASHA, 2004).
Another method for providing a measure of speech intelligibility and severity is to calculate
Percentage of Consonants Correct (PCC) in a five minute continuous speech sample (Shriberg
& Kwiatkowski, 1982). (see appendix 6 on how to calculate PCC)
Intervention
The management of phonological disorders in preschool children continues to be a source of

debate in the literature (Balbata et al., 2006). Law, Garret and Nye (2004) indicate speech
language therapy might be effective for children with phonological or expressive difficulties.
Currently there are a variety of programs and techniques available in the treatment of speech
sound disorders. Examples and explanation of direct speech production interventions (e.g.,
Cycles Phonological Remediation Approach, Stimulability Intervention, Core Vocabulary) and
speech interventions in broader contexts (e.g., PROMPT, Naturalistic Intervention for Speech
Intelligibility and Speech Accuracy) can be found in Interventions for Speech Sound Disorders in
Children (L. Williams, S. McLeod, R. McCauley, 2010). Some treatments are multisensory,
using multiple modalities (tactile, auditory ,visual) to help remediate speech sound disorders.
These techniques and programs designed to remediate phonological impairments should be
such that parents/caregivers can generalize them into their routines, giving the child multiple
opportunites to practice throughout the day.

CHILDHOOD ONSET FLUENCY DISORDER
It has long been recognized that young children learning language demonstrate normal
developmental disfluencies (interruptions to the flow of talking) early on, which disappear as
their expressive language skills mature. These developmental disfluencies are characterized
by:
hesitations,
interjections of sounds, syllables, and words
word and phrase repetitions.
This characteristic of speech and language development is considered to be normal and

therefore does not require any type of intervention, except to allay the parents fears and
concerns by explaining this course of normal development.
There is another category of young children generally between the ages of two and four who
have disfluencies that are characteristic of true stuttering. They demonstrate StutteringLike
Disfluencies (SLDs) which are characterized by:
part word and monosyllabic word repetitions

disrhythmic phonations
For a complete description of SLDs as compared to normal developmental disfluencies see

Appendices 12 & 13. (diagnosis for SLDs also called Childhood Onset Fluency Disorder)
The presence of these characteristics indicates the possibility of stuttering rather than just
normal developmental disfluencies. Age of onset for stuttering behavior ranges from 20 months
to 69 months with the mean age being 32.76 months (Yairi & Ambrose, 1992).
The appropriate intervention for very young children who stutter is greatly debated in the
research literature. There is general agreement that young children who stutter show greater
improvements than older children or adults during treatment (i.e. they require fewer hours of
treatment and treatment more often results in permanent remissions of stuttering.) However,
there is considerable disagreement about the necessity of treating every child who stutters as
soon after onset as possible and about the risks involved if their treatment is postponed for a
while (Curlee & Yairi, 1997). Ezrati-Vinacour, R. et al (2001) found that from age 3, children
show evidence of awareness of disfluency, but most children reach full awareness by age 5.
Also, negative evaluation of disfluent speech is observed from age 4.
There are a number of published studies which demonstrate that anywhere from 32% to 80% of
children diagnosed with stuttering experience spontaneous remission within 2 to 3 years of
onset (and as soon as six months from onset) without intervention (Andrews & Harris, 1964;
Ryan, 1990; Yairi & Ambrose, 1992; Yairi et al, 1996). These results have raised considerable
questions as to the need for early intervention for young children who stutter. However, there is
no conclusive research to provide the clinician a tool or checklist to use to definitively determine
which children will and will not experience spontaneous remission.

Yairi and his colleagues in a longitudinal study (Yairi et al, 1996) compared children who
experienced spontaneous remission with those who continued to stutter. The results indicated
that children who stopped stuttering:
were younger
usually began to stutter before three years of age
were girls
had many more family members who stopped, rather than continued to
stutter
frequency of SLDs per 100 syllables decreased by the 12th month post onset
Those children who continued to stutter

were older
began stuttering after age three
were boys
had relatives whose stuttering persisted
were children who continued to stutter 12 months after onset
Although this provides good prognostic information for the family and the clinician, it does not
definitively determine which children will have remission and which are at risk for continuing to
stutter into adulthood. Researchers are asking for more studies to be completed before
recommended clinical practice or public policy with regard to fluency can be determined (Curlee
& Yairi, 1997). Meanwhile, according to Zebrowski (1997), speech and language pathologists
cannot wait for the research to be completed before forming clinical relationships with children
who are stuttering and their families. The recommended intervention for these children prior to
age three is usually done on an indirect basis, providing consultation to parents, monitoring, and
documenting the changes in the childs stuttering behavior.
Identification
The incidence of children under the age of three who are diagnosed as having Childhood Onset
Fluency Disorder is difficult to determine. The incidence of preschool children (age 2 through 5)
is considered to be less than 1%. With the mean age of onset being 32.76 months, a significant
number of the less than 1% would be over the age of three, leaving a very small number of
children under the age of three.
The first step in early identification is to be able to make the differential diagnosis between
normal developmental disfluencies and stuttering-like disfluencies (see Appendices 12 and 13.)
Evaluators must be able to collect a thorough child and family history to determine:
the presence of stuttering among other family members

the exact age of onset of stuttering
the amount of time since the stuttering began
the number of SLDs per 100 syllables demonstrated during evaluation
type of stuttering behavior at onset
changes in the behavior since onset
This information is critical to making sound decisions regarding intervention and monitoring as
the child matures and the length of time from onset of stuttering increases and the stuttering
behavior changes. Please refer to Appendix 3 for more assessment information.

Intervention
Any child under the age of three, diagnosed by a speech-language pathologist as having
Childhood Onset Fluency Disorder, are automatically eligible for Birth to Three services. The
incidence of this is quite low and there is no conclusive method for identifying the children who
will spontaneously stop stuttering.
Recommended intervention is determined by a number of factors such as age and sex of the
child, time lapse since onset, family history, presence or absence of associated behaviors and
coexisting language problems. According to Onslow, M. et al (1990) finding suggest that cases
of early stuttering might be managed effectively by parents with limited expenditure of clinical
time. Based upon these factors, intervention could include:
Providing information to parents regarding stuttering and its early progression
Monitoring the change in the frequency or type of disfluencies
Counseling families, especially when there is a family history of stuttering
Counseling families to evaluate and modify the verbal environment of the child
Counseling parents about their own possible anxiety surrounding the childs
stuttering
The issue of transition to supports and services when the child and family exit Birth to Three at
age three is particularly important for the child who is stuttering. The family history and the
documentation of the progression of the stuttering behavior must be given to the speech
pathologist responsible for intervention after age three. That information is critical to setting the
course for ongoing treatment.
Strategies for children with disfluency found not to be eligible

Since these children were found to be normally disfluent, this characteristic of speech and
language development does not require any type of intervention, except to allay the parents
fears and concerns by explaining this. The family should be instructed to call Infoline or their
school district if the disfluencies do not decrease within 12 months after they began. Also Ages
& Stages/Help me Grow would be a great resource to give to parents if they wish to continue to
monitor their childs overall development.

CHILDREN FROM HOMES IN WHICH ENGLISH IS NOT THE PRIMARY
LANGUAGE
Many families living in the United States speak limited or no English. Conducting valid
assessments and providing effective intervention services to young children who are monolingual
speakers of the majority community language is a challenging endeavor requiring a substantial
knowledge base coupled with a wide array of specific clinical skills. At a minimum, speech-
language pathologists and early childhood educators in the U.S. who typically provide services to
children from English-only speaking families must have a clear understanding of the complex
interactions between communication and cognitive, social, and emotional development in typical
and atypical learners. (Kohnert et al.,2005). A childs and familys use of English must be
considered before any evaluation is conducted. This consideration will give the clinician
information regarding evaluation protocols and tests to use and whether a monolingual clinician,
bilingual clinician, or a monolingual clinician using an interpreter would be best practice when
conducting an evaluation or assessment.
When communication is the concern, if the parent or primary caregiver is:
Bilingual English Proficient - use a Speech-Language Pathologist (SLP)

proficient in English
Limited English Proficient - use a bilingual SLP or a monolingual SLP with an

interpreter
Early Identification
It is important to ask more than whether or not the parent can speak English. More appropriate
inquiries should explore how often English is spoken to the child and how often the parent talks
to child in the non-English language.
The evaluation team should use a standardized test normed in the familys language whenever
possible. A partial listing of available assessment instruments for children with limited English
proficiency is provided in Appendix 3. Some of these instruments are literal translations of
English tests that have not been validated for use in other languages. This list also includes
several non-standardized inventories, checklists, and questionnaires that were developed or
translated specifically for bilingual, bicultural assessments.
Given that a child should be assessed in the primary or dominant

language of the home, the eligibility criteria are the same as for a native
English speaking child. The child would have to show a significant
language delay in their primary or dominant language. Connecticuts
Birth to Three System does not serve children if they are significantly
delayed only in their second language. Other programs may be available
to enhance those English language learning skills.
When assessing bilingual children, it is important for clinicians to be cognizant of the typical
progression of second language acquisition. Second language acquisition is similar to, although
not identical to, first language acquisition and because acquisition is a developmental process,
children need adequate time to acquire a second language: 1-2 years for conversational skills
(grammar, basic vocabulary, pronunciation), and 5-7 years to develop the academic linguistic
proficiency (literacy, problem-solving, and critical thinking skills) needed for academic success

(Moore & Beatty, 1995.) The development of competence in English is a function of the level of
competence previously developed in the first language (Cummins, 1984; Ortiz, 1994.)
It is the responsibility of the Birth to Three team to raise families level of awareness about
second language acquisition and bilingual issues and how they can best support their childs
development. The parents should be supported for acknowledging the importance of the childs
language development and then encouraged to communicate with the child in their native
language, to enhance the childs intellectual, cognitive, and linguistic development (Moore &
Beatty, 1995.) Learning a second language is easier for children if they have a good language
base in their first language (Erickson, 1992.) According to Ortiz (1994), the native language
is the foundation upon which English competence is built.
The following is a list of considerations team members should be cognizant of when they work
with young children who live in homes in which English is not the primary language (Moore &
Beatty, 1995):
1. The child with limited proficiency in English cannot be compared to a monolingual English
speaker in the social-emotional, academic, cognitive, or communication domains. He or she
can, however, be compared to his or her culturally and linguistically matched peers (e.g., in
the rate of acquisition of English).
2. The child who is not fluent in English may appear hyperactive, or shy and withdrawn in an
unfamiliar situation, depending on the childs personality or culture. This is not clearly
indicative of a disorder.
3. The personality of the child and his or her adaptability may determine the way that he or she
reacts to a new situation, such as an unfamiliar, English-speaking preschool classroom.
4. Learning the childs experiential background is essential in adapting a test that appropriately
measures the childs skills.
5. The childs motivation and attitude towards learning English and interacting with English-
speaking peers may affect his or her development of English proficiency.
Programs should use best practice strategies to procure speech pathologists who meet the
requirements to assess and serve individuals who are limited English proficient including 1)
establishing contacts, 2) establishing cooperatives, 3) establishing networks, or 4) establishing
interdisciplinary teams. However, programs may need to use a monolingual speech pathologist
with an interpreter.
Guidance for using an interpreter
An interpreter is under the supervision of the speech pathologist at all times. An interpreters
activities should be reviewed and assigned by the clinician. The following best practice list
should be considered when using an interpreter (Moore & Beatty, 1995.):
Interpreter should receive training in basics of assessment (role of the interpreter, functions
of the SLP and interpreter, testing protocols), intervention, and conferencing.
In assessment, the interpreter should have an understanding of the rationale, procedures,
and information that is obtained from tests.
Interpreter should have a high degree of proficiency in both English and minority language.
Interpreter should have high school diploma, adequate communication skills, ability to relate
to clinical population.
Interpreter should understand both mainstream American culture and the culture of the child
and family.
Interpreter should usually not be a family member or familys friend if it raises issues of
confidentiality. Children should never be used to interpret.

Appendix 14 has a list of other rules for using an interpreter. It is important to remember that all
reports, correspondences and the IFSP must be translated. Skilled verbal interpreters are not
necessarily also skilled written translators.
Intervention for children determined to be eligible for the Birth to Three System
when tested in their primary language
While it is preferable to have someone work with the family who is fluent in the primary
language of the home and who is very familiar with the particular culture, it is also clear that few
early interventionists meet these characteristics. This is even more true as families from an
ever wider variety of countries and cultures move into Connecticut. Given this, the order of
preference would be as follows:
Primary Interventionist as Consultant Interpreter

Service Coordinator
bilingual/bicultural speech-
language pathologist
bilingual/bicultural other bi- or monolingual speech-
interventionist language pathologist
bilingual speech-language
pathologist
bilingual other interventionist bi- or monolingual speech-
language pathologist
monolingual speech-language bilingual/bicultural if possible
pathologist or solely bilingual
monolingual other interventionist
monolingual speech- bilingual/bicultural if possible
language pathologist or solely bilingual
See Appendix 15 for American Speech-Language-Hearing Association (ASHAs)
recommendations.
Other suggestions include:
If the parent is interested, help connect them with English Language Learner (ELL)
classes.
Small group settings with typical peers in childs native language in a natural
environment.
If possible, give family information regarding normal speech language development and
early literacy skills in their native language.
Give the parents information on available parent training (e.g. Hanen program); or
information on how to facilitate and monitor childs early language and literacy development
in the home.
Encourage the family to call Infoline again to re-refer if they have questions or dont feel
child is making progress in 3-6 months.
Give the family a list of community resources available or activities to foster language
development in the familys native language.
Encourage the family to enroll child in community playgroups, if appropriate.
Inform families who speak Spanish about availability of the Spanish version of Ages and
Stages if they enroll with the Help Me Grow program.

International Adoptions
Children from non-English speaking countries who are adopted by families in Connecticut
should be evaluated in the language they currently hear daily. However, when communication
is the only area of concern, it is prudent to allow time for the child to adjust to his or her new
culture and language before making a referral to Birth to Three. If the delay is in English speech
only, children adopted from non-English speaking countries will not be eligible until the child has
been living with his or her adopted family for at least six months and even then the evaluator
must use clinical opinion about whether the child is a typical English language learner or
whether the child has a true language disorder.
Hearing Children of Deaf Parents
Early Identification
There are several systems of signing used in this country, such as, Signing Exact English
(SEE) and American Sign Language (ASL). Clinicians should be aware they may need to find
interpreters who are proficient in the familys sign language. Connecticut has the Department of
Rehabilitation Services-Deaf and Hard of Hearing Services that may be of assistance.
Research has shown that a hearing child of deaf parents may have sign as a first language and
that oral language skills typically will develop normally (Prinz & Prinz,1979). It is important for
early interventionists to have a working knowledge of beginning sign.
As with other languages, programs should be encouraged to use interventionists fluent in the
primary sign language; if none are available, use monolingual interventionists with a sign
language interpreter for the parents. See Appendix 4 for resources.
Eligibility for these children is the same as for other children but similar to the children adopted
from other countries, the evaluators must distinguish between normal English language learning
and a language disorder.
Intervention for children found to be eligible for the Birth to Three System
IFSPs with familys goals; the plan should support family if they would like intervention
conducted in both sign and speech
Encourage family to contact Department of Rehabilitative Services-Deaf and Hard of
Hearing Services for support groups
Encourage family to participate in small group settings with their child in the company of
typical speaking peers and also peers with deaf parents
Primary interventionists should be fluent in spoken language and sign or monolingual with a
sign interpreter
Encourage the family to enroll their child in community playgroups, nursery school or child
care for purposes of learning spoken English
Provide the family with information regarding normal speech and language development
Encourage the family to contact the Department of Rehabilitative Services-Deaf and Hard of
Hearing Services for support groups
Inform the family about any appropriate parent training programs; videos and books
Encourage the family to re-refer if they dont feel the child is making progress in 3-6 months
Give the family a list of community resources available or activities to foster language
development
Offer the family the Ages and Stages Questionnaire through the Help Me Grow program.

CONCLUSION
The fields of speech-language pathology, early intervention and second language acquisition
have a great number of talented researchers and practitioners. The findings and
recommendations included in these guidelines represent the current standard for those fields of
study as well as The Connecticut Birth to Three System.
Attention is being paid to early brain development and the importance of the first three years of
life at many levels including the media and in Congress. Initiatives in areas such as school
readiness and high quality early care and education will ultimately enhance young childrens
language learning. Our ability to identify issues such as fluency and oral motor skills that
influence later language skills can help early interventionists with differential diagnoses. And as
the global village shrinks, we will increasingly encounter families who speak languages that a
decade ago might have seemed rare.
Given all this, the responsibility of the early interventionist, the family and the community at
large to enhance each childs development will be no less than dynamic.
Connecticuts Birth to Three System is currently designed to support families of children who
have significant developmental delays. Within and beyond this framework, these guidelines
should be helpful to anyone who is concerned about a child who may be challenged by a
speech-language delay or disability.

APPENDICES INDEX
1. Connecticut Birth to Three Mission
2. Evaluation/Assessment Protocol - Plan of care
3. Assessment Instruments and Procedures
4. Resources
5. Language Interpretation and Translation Services
6. Calculating Percentage of Consonants Correct (PCC)
7. Summary Reference and Recommendation Locator
8. Chronology of Phonological Processes
9. Unusual/Idiosyncratic Phonological Processes
10. English Phonological Development
11 Spanish Phonological Development
12. Continuum of Disfluent Speech Behavior
13. Guidelines for Differentiating Normal from Abnormal Disfluencies
14. Guidelines for Working with an Interpreter
15. Guidelines for Monolingual and Bilingual Speech-Language Pathologists
16. Glossary
17. References

Appendix - One
Connecticut Birth to Three Mission

Appendix Two
Evaluation/Assessment Protocol
The primary purpose of an eligibility evaluation is to determine whether or not the child meets
eligibility requirements for Connecticuts Birth to Three System by having a significant
developmental delay. It is not expected that all the elements of this can be completed during
the initial evaluation, however attention should be paid to each area, especially if
communication is the only area of concern. A family history and assessment of phonology / oral
motor skills may provide the information needed to determine eligibility if the childs delay is in
expressive language only. If the child is determined to be eligible, all the areas can be explored
in greater detail during ongoing assessments as a part of service delivery.
Referral - Where communication is a concern, Infoline will recommend to families that they
should pursue a hearing assessment with their physician prior to their evaluation.
1st Phone Call - Explore with the family whether communication is the only area of concern.
Discuss what the child understands and how the child is understood. Ask whether they have
scheduled an audiological assessment.
Areas to consider during evaluation or assessment
Confirm that there has been an audiological exam to rule out hearing loss / Recommend if
needed but be prepared to offer to arrange it for them with your program as payer of last resort
if child is eligible for Birth to Three.
Family history of language delays and disorders including fluency
Medical history (any significant birth history or history of otitis media)
Presence of pre-linguistic skills
Standard communication skills including vocabulary, syntax and semantics
Other ways of communicating; gestures, sounds, facial expressions.
Oral motor skills; including
imitation - note any struggle
feeding; taste, texture and temperature
patterns of speech production - typical or atypical error patterns
degree of intelligibility
childs apparent frustration
Phonological skills
note pattern of speech (typical vs. atypical) in a language sample (phonological
processes)
Articulation assessment with standardized scores
Percentage of Consonants Correct (PCC)
degree of intelligibility
stimulability (need auditory cues, visual cues, tactile cues)
childs age
childs apparent frustration
Pragmatics (how the child uses language)
reasons why child communicates (e.g., requesting, protesting, commenting,
establishing joint attention and reference)
means by which child communicates (e.g., pointing, vocalizing)
frequency of initiating communication (normal milestones: 1 act/minute at 12 months;
2 acts/minute at 18 months; 5-7 acts/minute at 24 months)
Symbolic Play
Fluency
type and frequency of disfluent speech
childs awareness of speaking difficulties
any secondary behaviors
parental response to disfluent speech

Appendix Three
Assessment Instruments and Procedures

The following is a listing of suggested instruments and techniques which will assist the team in
determining the presence or absence of delayed communication, as well as further assessing
the underlying causal or influencing factors. For the purpose of eligibility evaluation,
instruments or parts of instruments, as well as more informal measures supported in the
literature, provide the basis for most effectively determining the presence of a significant delay
or disorder in a timely fashion. This is the purpose of the eligibility evaluation.
Once determined eligible, part of the IFSP process will most likely include a plan for more in-
depth assessment of the childs skills to form the basis of an effective treatment plan. This list is
not meant to be complete or exhaustive, but provides an overview of many current tests and
procedures.
Suggested Evaluation Instruments and Procedures: Expressive Language Delays
Instruments:
Preschool Language Scale- ( 5th. Ed.) (Source: Harcourt Assessment/Psychological

Corporation)
Assessment of speech and language development (auditory comprehension and
expressive communication), articulation screening and other supplemental areas, for children 2
weeks to 6-11 months. Responses obtained via testing and parental report. Provides standard
scores, percentiles and age equivalency. Spanish edition available (see below)
The Rossetti Infant-Toddler Language Scale (Source: LinguiSystems)

Assesses pre-verbal and verbal areas, within specific areas: Interaction-Attachment,
Pragmatics, Gesture, Play, Language Comprehension and Language Expression. Responses
are observed, elicited, and/or reported. Criterion-referenced, with basal and ceiling levels for
children age birth to 36 months. Also available in Spanish (Latin American dialect)
Early Language Milestone Scale (2nd . Ed.) (ELMS-2) (Source: Pro-Ed)

Assesses language development for children birth to 36 months and speech intelligibility
for children 18 to 48 months. Responses obtained by history, testing and incidental
observation. Provides standard scores, percentiles and age equivalency.
MacArthur-Bates Communicative Development Inventories Second Edition (source:

Brookes Publishing)
An inventory completed by parents/caregivers to assess language development in
children 8 to 37 months of age. CDI scores are converted to percentile ranks. Spanish
adaptation available (see below).
Receptive-Expressive Emergent Language Scale ( 3rd. Ed.) (Source: Pro-Ed)

Assesses language development (Receptive Language and Expressive Language) for
children birth to 36 months, via parent/caregiver interview. Yields receptive and expressive
language ages.

Sequenced Inventory of Communication Development-Revised (SICD-R) (Source: Slosson)
Assesses receptive and expressive language for children 4 months to 4 years.
Responses are obtained via testing and parent report. Scoring is a record of successes and
failures, with comparison of the percentage of successes at each age range with normative data
to determine receptive and expressive communication ages. Spanish version available (see
following pages).
Transdisciplinary Play Based Assessment-Second Edition (Source: Brookes Publishing)

Assessment of a childs developmental skills and influencing factors in a
transdisciplinary play approach for children from infancy to 6 years of age.
Communication and Symbolic Behavior Scales (Source: Brookes Publishing)

Assesses communicative and symbolic skills of children 8 to 24 months via a norm-
referenced rating scale. Videotaping recommended.
Vineland Adaptive Behavior Scales, Second Edition (Source: Pearson Assessments)

Assesses personal and social skills for children from birth and older. Standardized
measure, obtained via questionnaire format, providing standard scores, percentile ranks and
age equivalent scores.
Procedures:
Spontaneous Language Sampling:

Obtain a spontaneous language sample during play. Record and transcribe the sample.
From this sample, information can be obtained regarding the childs syntactic skills, semantic
development, pragmatic use of language and speech intelligibility. For children 18 months or
older, a mean length of utterance (MLU) may be calculated to further evaluate the childs
syntactic and morphologic development (Miller & Chapman, 1981, JSHR, 24).
Suggested Evaluation Instruments and Procedures: Phonology/Oral Motor Skills

Instruments:
Goldman-Fristoe Test of Articulation 2 (Source: Pearson Assessments)

Assesses articulation skills in picture naming and story retelling format for children 2
years and older. Scoring is converted to percentile ranks.
Khan-Lewis Phonological Analysis, Second Edition (Source: Pearson Assessments)

Assessment of 15 common phonological processes for children two years and older.
Information is transferred from the Goldman-Fristoe Test of Articulation and analyzed. Norms
are provided for comparison, with percentile ranks and age equivalencies.
Hodson Assessment of Phonological Patterns, Third Edition (Source: Pro-Ed)

Assesses phonological processes with emphasis on presence and severity of disorder.
The task involves a picture or object naming format. Responses are taped, phonetically
transcribed and analyzed. Percentage of occurrence scores, phonological deviancy scores and
severity intervals are obtained. Standardized, norm and criterion referenced. For ages 2-8
(normative data for ages 3-8)
Oral Motor/Feeding Rating Scale (Source: Harcourt Assessments)

Rating scale to evaluate oral motor/feeding dysfunction. One year through adult.
Apraxia Profile (Source: Harcourt Assessment)

Profile of apraxic characteristics in children 2 years and older.
Oral Motor Exercises (Source: LinguiSystems)

Reproducible workbook pages for developing vowel and consonant sounds for children
ages 2-6..
Procedures:
Percentage of Consonants Correct (PCC): (Shriberg & Kwiatowski, 1982)
Obtain and transcribe a 5-minute continuous speech sample to analyze the childs
phonological system.
Assessment of Speech Intelligibility:

Based on informal sample, determine percentage of intelligibility with familiar and
unfamiliar listeners, in known and unknown context.
Assessment of the presence or absence of typical and idiosyncratic phonological

processes:
See Appendices 8 and 9 for characteristics of phonological development of children as
reviewed in the literature.
Pre-Feeding Skills Second Edition: A Comprehensive Resource for Mealtime

Development: Suzanne Evans-Morris & Marsha Dunn Klein (Harcourt Assessment)
A comprehensive resource guide for feeding development.
Suggested Evaluation Instruments and Procedures: Fluency

Instruments:
Stuttering Prediction Instrument for Young Children (SPI): (Source: Slosson)

Assesses type and frequency of disfluent speech to directly measure severity and
predict chronicity in children ages 3-8 years.
Systematic Fluency Training: (Source: Abilitations-The Speech Bin)

Training program with assessment component. Provides direct procedures for
assessment for children ages 3-9 years.
The Fluency Companion: (Source: LinguiSystems)

Manual of checklists and guidelines for assessment and diagnosis of stuttering for
children ages 3-18 years. Easily used in interview format. Will print by request.
Procedures:
Percentage of Stuttered Syllables (%SS)

Obtain a spontaneous speech sample in several speaking contexts (structured, semi-
structured, unstructured). Tape record and transcribe the sample. Calculate the number and
type of disfluencies. Assess the rate of stuttering and co-occurrence of non-verbal behaviors,
as well as type of disfluency and situations in which disfluency occur.
Suggested Evaluation Instruments: Children who are English Language Learners

Instruments:
Assessment of Asian Language Performance information about Vietnamese, Cantonese,
Mandarin, Japanese, Khmer, Korean, and other languages (Source: Academic Communication
Associates)
Bilingual Language Proficiency Questionnaire (Source: Academic Communication
Associates)
Means to gain information about speech and language developmental milestones and
skills, functional use of Spanish and English and parental concerns. Questions provided in
Spanish and English. English/Vietnamese Edition also available.
BRIGANCE Assessment of Basic Skills Revised Spanish Edition (Source: Curriculum

Associates, Inc.)
Criterion referenced measure that can be used as part of a play based assessment.
Spanish adaptation of the Comprehensive Inventory of Basic Skills.
Fundacion MacArthur-Bates Inventario del Desarrollo de Habilidades Comunicativas:

(Source: Brookes Publishing)
Spanish adaptation of MacArthur Communicative Development Inventory (see preceding
pages). Does not yield a standard score.
Preschool Language Scale-5. Edition.-Spanish: (Source: Harcourt Assessment)
This is a direct translation of the English version (see preceding pages). No normative
information for native Spanish speakers.
Sequenced Inventory of Communication Development: (Source: Slosson)
Cuban-Spanish translation of the English version. Assesses receptive and expressive
language for children 4 months to 4 years of age. Direct translation of the English
version (see above).
Spanish Articulation Measures (SAM): (Source: Academic Communication Associates)
Spontaneous word production tasks using familiar pictures. Assesses production of
phonemes and processes. Ages 3 and up.
Spanish Language Assessment Procedures (SLAP): (Source: Academic Communication
Associates)
Assessment tasks for children age 3-9 years. Criterion referenced measures included.
Publisher Information for Instruments and Procedures:
Harcourt Assessment/ LinguiSystems Inc. Paul H. Brookes Publishing
Psychological Corp. Linguisystems.com Co.
Harcourtassessment.com brookespublishing.com
19500 Bulverde Blvd 3100 4th Avenue PO Box 10624
San Antonio, Texas 78259 East Moline, IL 61244 Baltimore, MD 21285
1-800-872-1726 1-800-776-4332 1-800-638-3775
Pearson Assessment Pro-Ed Slosson Educational

Pearsonassessments.com Proedinc.com Publications
Slosson.com
5601 Green Valley Dr. 8700 Shoal Creek Boulevard PO Box 544
PO Box 99 Austin, Texas 78757 East Aurora, NY 14052
Bloomington, MN 55437 1-800-897-3202 1-888-756-7766
1-800-627-7271
The Speech Bin Curriculum Associates, Inc. Academic Communication
Speechbin.com Curriculumassociates.com Associates Acadcom.com
P. O. Box 922668 P. O. Box 2001. PO Box 4279
Norcross, GA 30010 North Billerica, MA 01862 Oceanside, CA 92052
1-800-850-8602 1-800-225-0248 888-755-9558

Other Websites
www.asha.org - the professional association for speech pathologists and audiologists

www.speechpathology.com - contains links to a large number of related sites
www.ECTACenter.org - National Early Childhood Technical Assistance Center
www.hanen.org - information and links on language development
www.CLAS.uiuc.edu - culturally and linguistically diverse resources for early intervention
www.ncela.gwu.edu/pubs - National Clearinghouse for Bilingual Education publication If Your
Child Learns in Two Languages, August 2000. Also available in Armenian, Chinese,
Haitian, Korean, Spanish, and Vietnamese
www.apraxia-kids.org a tremendous amount of information on childhood apraxia of speech
from the Childhood Apraxia of Speech Association
www.promptinstitute.com the website for the Prompts for Restructing Oral Muscular Targets
program to treat childhood apraxia of speech
www.infomedseminars.com publishers of the STEPS Program, Systematic Therapy Program
Sequence to treat Childhood Apraxia of Speech
www.speakingofspeech.com is a site for SLPs seeking and giving advice on therapy and
caseload management issues

Appendix Four
Resources
DVDs/Online
Learning Language and Loving It: DVD provides real-life examples of teachers using
responsive strategies in play and in daily activities with their students to create stimulating,
interactive language-learning environments Available from www.hanen.org
It Takes Two to Talk : DVD Specifically created for parents of children with language delays.
Real-life video examples of the strategies in action, giving parents a clear idea of what to do and
how to do it. Available from www.hanen.org
You Make the Difference Teaching Tape DVD shows parents simple, yet powerful techniques
you can use during everyday routines with your child Available from www.hanen.org
Speech, Language, and Hearing Milestones: Birth to Age Five DVD

Provides examples of normal speech, language, and hearing development and tips on when to
seek services from an SLP or audiologist. A good way to educate and inform parents, teachers,
and health professionals. Available from the American Speech-Language-Hearing Association
1-888-498-6699 or www.asha.org
Target Word: The Teaching Tape 1 hour, 23 minutes

All SLPs will find the video helping with the impact of language facilitation strategies. The video
follows real parents and children showing parents applying the strategies theyve learned and
the difference theyve made. Available from www.hanen.org
The Magic with Music: DVD shows simple techniques you can use while sharing songs and
rhymes with your child that will help you enrich social, language, and early literacy development
More than Words DVD specifically created for parents of children on the autism spectrum
LITERATURE
****Beyond Baby Talk From Sounds to Sentences A Parents Complete Guide to Language
Development, Apel, Kenn and Masterson, Julie J.
An excellent resource for parents and caregivers that covers the stages of speech and language
development for infants, babies, toddlers, and preschoolers. (226 pages) $15 Available from
the American Speech-Language-Hearing Association 1-888-498-6699 or www.asha.org
****How Does Your Child Hear and Talk Slide Wheel, ASHA has taken the How Does Your
Child Hear and Talk brochure and turned it into a fun slide wheel. Find the childs age and read
about typical language development. Also available in Spanish Available from the American
Speech-Language-Hearing Association 1-888-498-6699 or www.asha.org
****You Make the Difference - Hanen Program, Ayala Manolson, Barb Ward and Nancy
Dodington, 1995 (90 pages)
Excellent, illustrated, colorful, parent-friendly book focusing on the 3A method: Allowing children
to lead; adapting to share the moment and adding new experiences and words. Good everyday
activities are highlighted. Available from www.hanen.org Also in Chinese, Spanish, French,
and Dutch

****Parent Articles for Early Intervention, edited by Marsha Dunn Klein
Reproducible articles in several areas. There are more articles available in cognitive
development than in S&L. There is a nice section on the use of music. 220 loose-leaf pages in
a ring-binder. Available from www.pearsonassessments.com, wwwproedinc.com
It Takes Two to Talk, Ayala Manolson, 2004 (145 pages)

This workbook offers the 3A system with a lot of poems and cartoons. It is long but the
summary pages are very effective. Available from www.Hanen.org
Early Communication Games, Deborah G. Casey-Harvey (229 pages)

Offers a good parent checklist but activities geared for clinicians. Available from
www.Proedinc.com
****indicates Parent recommendation

Appendix Five
Language Interpretation and Translation Services in Connecticut
Braille Transcription
Conn. Braille Assn.- Westport (203) 227-5243
Access USA (800) 263-2750
Southeast CT Community Center of the Blind- New London (860) 447-2048
Language Interpretation/Translating
Accuworld, LLC (860) 561-3388
Casa Boricua de Meriden (203) 235-1082
Centro de la Comunidad- New London (860) 442-4463
Centro de la Comunidad- Norwich (860) 886-0001
Community Action Committee of Danbury (203) 744-4700
CTE- Stamford (203) 327-3260
Diocese of Norwich- Haitian Ministries- Uncasville (860) 848-2237
Diocese of Norwich-Hispanic Ministries- Windham (860) 456-3349
Global Link Translations (877) 451-6655
Hilda M. Santana d/b/a/ Language Link Consortium (860) 647-0686
International Institute of Conn.- Bridgeport (203) 336-0141
International Institute of Conn.- Hartford (860) 692-3085
Interpreters and Translators, Inc (860) 647-0686
Language Line Services, Inc. (877) 886-9402
The Language Link of CT (860) 561-5438
Language Learning Enterprises, Inc (telephone interpreting) (888) 464-8553
New Opportunities for Waterbury (203) 575-9799
RDP Agency, LLC (860) 881-8181
Spanish Community of Wallingford (203) 265-5866
Spanish Speaking Center New Britain (860) 224-2651
Sign Language Interpretation

Woodfield Family Services VTDD (888) 676-8554
Dept. of Rehab. Services-Deaf and VTTY (860) 231-1690
Hard of Hearing Services Hartford (860) 708-6796
Telecommunication Relay Services

Relay Services TDD (800) 842-9710
(800) 833-8134

Appendix Six
How to calculate Percentage of Consonants Correct (PCC)
To accurately calculate PCC, a child should be able to produce multiple words for a
speech sample. To calculate PCC:
1. Transcribe or record a speech sample of at least 100 words from the child
2. Transcribe the speech sample phonetically. Indicate where the child produces
consonants in error by highlighting incorrect pronunciations in a different color or
using a specific symbol to denote errors.
3. Add up the total number of consonants and the total number of correct
consonants. Divide the number of correct consonants by the total number of
consonants. Multiply the answer by 100 to determine the PCC.
4. Use the PCC to determine the severity of the speech disorder (see below).
Degree PCC
mild 85-100% PCC

mild-moderate 65-85% PCC
moderate to severe 50-65% PCC
severe less than 50% PCC

Appendix Seven
Birth to Three Speech Guidelines Summary Reference and Recommendation Locator
Look below at the considerations/child and family profile section. Where present is indicated, look along that same row to the right to
see if the child would be eligible. Listed further to the right is the number of the page that contains the rationale and recommendations.
Birth to 3
Considerations/Child and Family Profile Rationale Recommendations
Eligibility
Chronic Family Sig. Birth Concerns
Sig. (-2SD) Sig. Moderate to Otitis History of History about
Oral
Receptive Severe Media Lang. According Interpersonal,
Expressive Language Motor Phonological minimum Impairment to list in Play Interest
Eligible? On Page... On Page...
Lang. Delay Delay Disorder
Impairment 6 months or Dev. Evaluation or Sensory
duration Delay Procedure Domains
Present Present Yes 1 9
Present Present Maybe 8 9
Diagnosed Conditions Resulting in Birth to 3
Other Considerations Rationale Recommendations
Eligibility for Birth to Three Eligibility
English not Adopted from a
Child Onset Childhood Speech Hearing Child
the Primary Non-English
Fluency Apraxia of Sound of Deaf Eligible? On Page... On Page...
Language in Speaking
Disorder Speech Disorder Parents
the Home Country
Present Yes 15-16 17
Present Yes 10-12 12-13
Present Yes 13-14 14
Present Maybe 18 19-20
Present Maybe 21 21
Present Maybe 21 21

Appendix Eight
Chronology of Typical Phonological Processes

From Grunwell (1982) 2.0-2.6 2.6-3.0 3.0-3.6 3.6-4.0 4.0-4.6 4.6-5.0 5.0->>>
Weak efant
Syllable for
Deletion elephant
Final kuh
Consonant for
Deletion cup
dinono
Reduplication for
dinosaur
Consonant Harmony
Cluster Reduction
(initial) ruk for
Obstruent+approximant truck
top for
/s/ + consonant stop
Stopping
/f/ pish/fish
/v/ lub/love
// > [f]
//
// > [d] or [v]
//
/s/ tad/sad
/z/ doo/zoo
Fronting '[s] type'
/ /
Fronting [ts, dz]
/t /, //
tat/cat
Fronting /k, g, / do/go
rin/ring
Gliding /r/>[w] wabbit
Context
Sensitive
Voicing
Solid line = typical age at which the pattern is seen, Dashed line = process begins to disappear

Appendix Nine
Unusual / Idiosyncratic Phonological Processes
Process Definition and Example
Atypical Cluster Reduction Deleting the member that usually remains

play [le]
Initial Consonant Deletion Deletion of the word-initial consonant or cluster
shoe [u]. star [ar]
Medial Consonant Deletion Deleting intervocalic consonants
beetle [bio]
Backing of Stops Replacing a front consonant by phonemes made posterior to
the target (typically velars) toe [ko]
Apicalization A labial is replaced with an apical (tongue tip) consonant
bow [do]
Glottal Replacement Substitution of a glottal stop for a consonant usually in the
medial or final position bat [ba/]
Backing of Fricatives Replacing fricatives with ones made in more posterior
positions suit [ut]
Medial Consonant Substitutions Replacing intervocalic consonants with one or more
phonemes butter [bja]
Denasalization Substituting a nasal consonant with a homorganic nonnasal
no [do]
Devoicing of Stops Replacing a voiced stop with a voiceless phoneme (usually a
stop) in word-initial positions daddy [tdi]
Fricatives Replacing Stops Substituting a fricative consonant for a stop consonant
bat [bs]
Stops Replacing Glides Substitution of a stop for a glide
yellow [dlo]
Metathesis Revering the position of two sounds; the sounds may or may
not be adjacent most [mots]
Migration The movement of a sound from one position in a word to
another position soap [ops]
Sound Preference Substitutions Replacing groups of consonants by one or two particular
consonants /s/, /z/, //, //, // [L]
From: Lowe (1994)

Appendix Ten
English Phonological Development

<24 24 28 3 3 4 4 4 >48
N
m
p
h
t
k
f
w

b
g
s
j (y)
d
l >>>
r >>>
(sh) >>>
t (ch) >>>
(j) >>>
v >>>
z >>>
zh >>>
(t >>>
(th) >>>
Average age estimates (50%) and upper age limits (90%) of customary consonant production. When the percentage
correct at 24 months exceeds 70%, the bar extends to "less than 24." When 90% level was not reached by 48 months,
the bar extends to "greater than 48." (After Prather, D. Hedrick, and C. Kern, Articulation development in children aged
two to four years. Journal of Speech and Hearing Disorders, 40, 179-191, 1975.)
From: Hixon, T., Shriberg, L. & Saxman, J. (1980) (Eds.). Introduction to

Communication Disorders. Englewood Cliffs: Prentice-Hall.

Appendix Eleven
Spanish Phonological Development

Age 2 3 4 5 6 7
(Years) p
*x
*l
*d
*s
Average Customary Age of Production for Consonant Phonemes in

Spanish.
Data from Melagra (1976) and Merino (1983a).
*Age discrepancies between the two studies.

40
Continuum of Disfluent Speech Behavior
More Usual
(1) Typical Disfluencies (2) Atypical Disfluencies
Hesitations (silent pauses) Monosyllabic word repetitions (3 or

more repetitions per instance or
Interjection of sounds, syllables or uneven stress)
words
Part-word syllable repetition (3 or
Revisions of phrases or sentences more repetitions per instance or
CT Birth to Three System

uneven stress)
Phrase repetitions
Sound repetitions
(3) Cross-Over Behaviors

Continuum of Disfluent Speech Behavior
Monosyllabic word repetitions. Two or less

repetitions per instance, even stress no Prolongations
tension
Blocks
Appendix Twelve
Part-word syllable repetitions. Two or less

repetitions per instance, even stress no Increased tension noted, e.g.., tremor
Service Guideline #3
tension of lips or jaw or vocal tension
(3) Cross-Over Behaviors

More UNusual
(1) Typical disfluencies in preschool childrens speech listed in the order of expected frequency (hesitations the most frequent). These disfluencies are relatively relaxed,
as, for example, noted by repetitions being even in rhythm and stress however, if any are noticeably tense, then they are considered atypical
(2) Atypical disfluencies that are very infrequent in the speech of children. More characteristic of what listeners perceive as stuttering. If in a speech sample of 200
syllables or more there is more than 2% atypical disfluency this should be a basis for concern, especially if airflow or phonation is disrupted between repetitions or if
a schwa sounding vowel is substituted in the repetitions of a syllable. Blocks and other signs of increased tension and fragmentation of the flow speech should be the
Revised October, 2014

basis for immediate concern.
(3) Cross-over behaviors on the continuum, such qualitative features as the number of repetitions per instance, the stress pattern involved and the presence of tension
distinguish typical and atypical disfluencies
From Curlee, 1993, p.26
Appendix Thirteen
Guidelines for Differentiating Normal from Abnormal Disfluencies
Behavior Stuttering Normal Disfluency
Syllable repetitions:
a) Frequency per word More than two Less than two
b) Frequency per 100 words More than two Less than two
c) Tempo Faster than normal Normal tempo
d) Regularity Irregular Regular
e) Schwa vowel Often present Absent or rare
f) Airflow Often interrupted Rarely interrupted
g) Vocal tension Often apparent Absent
Prolongations:
h) Duration Longer than one second Less than one second
i) Frequency More than 1 per 100 words Less than 1 per 100 words
j) Regularity Uneven or interrupted Smooth
k) Tension Important when present Absent
l) When voiced (sonant) May show rise in pitch No pitch rise
m) When unvoiced (surd) Interrupted airflow Airflow present
n) Termination Sudden Gradual
Gaps (silent pauses):

o) Within the word boundary May be present Absent
p) Prior to speech attempt Unusually long Not marked
q) After the disfluency May be present Usually absent
Phonation:
r) Inflections Restricted; monotone Normal
s) Phonatory arrest May be present Absent
t) Vocal fry May be present Usually absent
Articulating Postures:
u) Appropriateness May be inappropriate Appropriate
Reaction to Stress:
v) Type More broken words Normal disfluencies
Evidence of Awareness:
w) Phonemic consistency May be present Absent
x) Frustration May be present Absent
y) Postponements (stallers) May be present Absent
z) Eye Contact May waver Normal
From Van Riper, C. (1971) p.28.

Appendix Fourteen
Guidelines for Working with an Interpreter
1. Learn proper protocols and forms of address (including a few greeting and social phrases) in
the familys primary language, the name they wish to be called, and the correct
pronunciation.
2. Introduce yourself and the interpreter, describe your respective roles, and clarify mutual
expectations and the purpose of the encounter.
3. Learn basic words and sentences in the familys language and become familiar with special
terminology they may use so you can selectively attend to them during interpreter-family
exchanges.
4. Meet regularly with the interpreter in order to keep communications open and facilitate an
understanding of the purpose of the interview, meeting, or home visit. At a minimum, meet
with the interpreter before meeting with the parent(s).
5. During the interaction, address your remarks and questions directly to the family (not the
interpreter); look at and listen to family members as they speak and observe their nonverbal
communication.
6. Avoid body language or gestures that may be offensive or misunderstood.
7. Use a positive tone of voice and facial expressions that sincerely convey respect and your
interest in the family, and address them in a calm, unhurried manner.
8. Speak clearly and somewhat slowly, but not more loudly. Limit your remarks and questions
to a few sentences between translations and avoid giving too much information or long
complex discussions of several topics in a single session.
9. Avoid technical jargon, colloquialisms, idioms, slang, metaphors, similes, and abstractions.
10. Avoid oversimplification and condensing important explanations. Repeat important
information more than once.
11. Give instructions in a clear, logical sequence; emphasize key words or points, and offer
reasons for specific recommendations.
12. Periodically check on the familys understanding and the accuracy of the translation, by
asking the family member to repeat instructions or whatever has been communicated in their
own words, with the interpreters facilitation, but avoid literally asking: Do you understand?
13. When possible, reinforce verbal information with materials written in the familys language
and visual aids or behavioral modeling if appropriate. Before introducing written materials,
tactfully determine the clients literacy through the interpreter.
14. Be patient and prepared for the additional time that will inevitably be required for careful
interpretation.

Interpreters must:
demonstrate proficiency in both English and the second language

understand their role and why they are being used
follow the ethics of interpreting and have particular competence in maintaining confidentiality
have a fundamental knowledge, in both languages, of any specialized terms or concepts
show a sensitivity to the culture of the person with limited English proficiency
demonstrate the ability to accurately convey information in both languages
use the interpretation mode that best enhances comprehension and encourages direct
communication between the parent(s) and the provider
reflect the style and vocabulary of the speaker, including level of formality and use of slang
as well as the emphasis and degree of emotion of the speaker
ensures that the interpreter understands the message by asking for clarification or repetition
if unclear
remains neutral where there is conflict between the parent(s) and the provider
does not project his or her own values onto the parent(s) and identifies and separates
personal beliefs
identifies and correct his or her own mistakes; and
addresses cultural based miscommunication by 8identifying instances in which cultural
differences between the parent(s) and provider have the potential to seriously impair
communication
Who can interpret?
professionals from a language bank

bilingual professionals from a health or education background
someone who can read, write and use the two languages fluently
Except in an emergency, do not use relatives or friends for interpreting because it may breach
confidentiality or make the parent reluctant to share important personal information. In addition,
family and friends usually are not competent to act as interprete5rs, since they are often
insufficiently proficient in both languages, emotionally biased, unskilled in interpretation, and
unfamiliar with specialized terminology. It is never acceptable to use a child to interpret for
adults, since it undermines family authority; making a parent dependent on the child.
Adapted from Lynch, E.W., & Hanson, M.J. (1992). Developing cross-cultural competence: A
guide for working with young children and their families. Baltimore, MD: Paul H. Brookes
Publishers and the Office of Civil Rights of the U.S. Department of Health and Human Services
guidance standards.

Appendix Fifteen
ASHA Guidelines for Monolingual and Bilingual Speech-Language Pathologists
Monolingual Speech-Language Pathologists and Audiologists
Guidelines for practitioners who do not speak the language of the client should include the
ability to:
describe the process of normal speech and language acquisition for both multilingual and
monolingual individuals by using a trained interpreter/cultural mediator to gather information
and data from the client/family/caregiver and being familiar with behaviors that reflect the
typical acquisition process of monolingual and multilingual individuals;
conduct culturally and linguistically appropriate assessments by knowing the limitations and
possible cultural and linguistic biases of standardized test;
know the types of and need for alternative forms of assessment;
identify individuals who need to be referred to multilingual clinicians;
distinguish behaviors that are attributed to cultural or linguistic differences; and
utilize interpreters, translators, cultural mediators, and multilingual professionals to involve
the family in the assessments process and to share results of the assessment.
Bilingual Speech-Language Pathologists and Audiologists
To be defined as a multilingual speech-language pathologist or audiologist and provide

assessment and intervention services in the clients home language, it is mandated that the
speech-language pathologist and audiologist possess the following competencies:
language proficiency-native or near native fluency in both the clients language and in
English;
normative processes- ability to describe the process of normal speech and language
acquisition for both bilingual and monolingual individuals and how these processes are
manifested in oral and written language;
assessment-ability to administer and interpret formal and informal assessment
procedures to distinguish between communication differences and communication
disorders;
intervention-ability to apply intervention strategies for communication disorders in the clients
home language; and
cultural sensitivity-ability to recognize cultural factors which affect the delivery of speech-
language pathology and audiology services to non-English speakers.

Appendix Sixteen
Glossary
Adaptive - eating, dressing
American Sign Language - a language using signs with its own rules for combining words
Auditory Stimuli - something you can hear (tapping the table to help with rhythm)
Bilateral - both sides (both ears)
Child Onset Fluency Disorder young children generally between the ages of two and four
who demonstrate disfluencies characteristic of true stuttering or stuttering-like disfluency
Childhood Apraxia of Speech (CAS) - trouble coordinating the mouth muscles for speech only
(also called Developmental Verbal Dyspraxia or Developmental Apraxia of Speech)
Cognition - thinking, problem solving, playing
Criterion referenced - performance is based on passing a criteria rather than on what a sample
did
Diadochokinesis - the rapid repetition of syllables
Disfluency - a disruption in the smooth flow of sounds and words
Dyspraxia / Apraxia - difficulty coordinating the mouth muscles with no impaired muscles (the
prefix DYS means there is some problem, A means one cant do it at all)
Expressive Language - what we communicate to others, how we let others know what we want
Frequency Specific Hearing Loss - some sounds cannot be heard because the hearing loss
affects only that frequency (like radio signals that fade out while others stay clear)
Monaural - one ear
Motor - using big (gross) and small (fine) muscles
Motor Planning - preparing and moving muscles to do something like climb onto a tricycle
Multi-Domain Instrument -a test that looks at communication, cognition, motor, etc.
Norm-referenced - performance is compared to a sample (called a norming sample)
Oral Motor - the muscles in and near the mouth
Otitis Media - an ear infection, with or without pain but with fluid in the middle ear
Phoneme - / / the smallest sound that makes a difference in meaning
Phonemics - studying meaningfully distinct sounds ( bat vs. pat)
Phonetic Analysis - [ ] analyzing each perceptibly different sound meaningful or not (nap vs.
pan)
Phonological rules - regularly occurring events like deleting a weak syllable (efant for
elephant)
Phonology - the system of speech sounds used and the rules for putting them together
Receptive Language - what we understand from others,
Signing Exact English - using signs to communicate following English syntax (rules)
Specific Expressive Language Delay - when understanding is fine and there are no other
problems
Speech - what we say, one way to express what you want
Speech Sound Disorder include problems with a persons articulation (making sounds) and
phonological processes (sound patterns)
Standard Deviation - a statistical measure that spreads the difference in scores out evenly
from the average. Negative standard deviations (SD) are below average and -2 SD is
lower than -1 SD
Stuttering - interruptions to the flow of speech that are more frequent or intense than regular
disfluencies, stuttering may include a reaction to having trouble speaking smoothly
Syntax - the rules for sentence structure
Tactile Stimuli - something you can feel (touching your neck as a cue for the k sound)
Verbal Dyspraxia - difficulty coordinating the mouth muscles just for speech in the absence of a
muscle disorder (used as a synonym for apraxia of speech)
Visual Stimuli - something you can see (like pointing to your neck or lips to show someone
else from where the sound comes)

Appendix Seventeen
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3

Children Referred for

ServiceGuidelineBookCovers.indd 3 3/26/12 2:42 PM

Original Speech Referrals Task Force Members:

Eva Bronstein-Greenwald, Parent

Requests for copies may be made by:

Contacting: OR Downloading from our website:

Connecticut Birth to Three System

Connecticuts lead agency for the Birth to Three System is:

DEPARTMENT OF DEVELOPMENTAL SERVICES

Terrence W. Macy Ph.D., Commissioner

CT Birth to Three System Service Guideline #3 Revised October, 2014

SPECIFIC EXPRESSIVE LANGUAGE DELAYS (SELD) ..................................................1

DIAGNOSED CONDITIONS RELATED TO SPEECH

CHILDHOOD APRAXIA OF SPEECH

SPEECH SOUND DISORDERS

CHILDHOOD ONSET FLUENCY DISORDER .................................................................15

FAMILIES/CHILDREN WHOSE LANGUAGE IS PRIMARILY NOT ENGLISH................18

CT Birth to Three System Service Guideline #3 Revised October, 2014

1. Connecticut Birth to Three Mission...........................................................................24

CT Birth to Three System Service Guideline #3 Revised October, 2014

To do this, the system supports comprehensive Birth to Three programs that

It is often confusing to refer to children as having speech delays.

Many of the components of these guidelines are written by speech-language

CT Birth to Three System Service Guideline #3 Revised October, 2014 i

Although the cognitive-behavioural outcomes of late talkers have been previously

ii CT Birth to Three System Service Guideline #3 Revised October, 2014

The majority are male

CT Birth to Three System Service Guideline #3 Revised October, 2014 1

These tests need not be norm-referenced, but may be criterion-referenced or performance

Other possible underlying issues in expressive language delay

All children with delays in their development of communication

CT Birth to Three System Service Guideline #3 Revised October, 2014 3

4 CT Birth to Three System Service Guideline #3 Revised October, 2014

Children at-risk for autism spectrum disorder

CT Birth to Three System Service Guideline #3 Revised October, 2014 5

Gaze Uses gaze to Uses gaze to Less use of gaze to

6 CT Birth to Three System Service Guideline #3 Revised October, 2014

CT Birth to Three System Service Guideline #3 Revised October, 2014 7

Children with a delay of -2 standard deviations below the mean in expressive

1. Chronic Otitis Media (duration of six months or longer)

8 CT Birth to Three System Service Guideline #3 Revised October, 2014

Supports offered may include:

CT Birth to Three System Service Guideline #3 Revised October, 2014 9

Diagnosis by a speech and language pathologist of Childhood Apraxia of Speech (also

When CAS appears in very young children, the child:

May demonstrate limited cooing and babbling

10 CT Birth to Three System Service Guideline #3 Revised October, 2014

CT Birth to Three System Service Guideline #3 Revised October, 2014 11

Typically no significant Receptive language skills are Sometimes differences

12 CT Birth to Three System Service Guideline #3 Revised October, 2014

Well designed intervention for CAS should include:

SPEECH SOUND DISORDERS (SSD)

A score of -2SD on a standardized articulation test (e.g., Goldman-Fristoe Test of

The management of phonological disorders in preschool children continues to be a source of

14 CT Birth to Three System Service Guideline #3 Revised October, 2014

This characteristic of speech and language development is considered to be normal and

part word and monosyllabic word repetitions

For a complete description of SLDs as compared to normal developmental disfluencies see