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Communication
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Therapy & support
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Therapy & support
Can the Picture Exchange Communication System (PECS) be done online?
Yes — PECS can be supported online, most effectively through video-based parent coaching where the therapist trains you to run the physical picture exchanges at home, often blended with occasional in-person sessions. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
Read the answer AnswerDo children usually outgrow Late Talking?
Many late-talking toddlers do catch up on their own, but a meaningful number do not without support — and there's no reliable way to predict which child is which. Because the early years are when help works best, a gentle developmental check is wiser than waiting. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
Read the answer AnswerDo children usually outgrow mixing up languages?
Mixing up languages, known as code-mixing, is a normal and healthy stage that bilingual children naturally grow through as their vocabulary and awareness of each language grow. It is not a sign of confusion or delay. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
Read the answer AnswerDo children usually outgrow not pointing to show things?
Some children who are slow to point to show things do catch up on their own, particularly when every other area of communication is developing well. Because pointing to share is a key social milestone, it is best gently observed and checked early — around 18 months if still absent — rather than simply waited out. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
Read the answer AnswerDo children usually outgrow not responding to name?
Some children do outgrow a phase of not responding to their name, but when it is consistent and paired with limited eye contact, gestures or words, it is an early communication signal worth checking rather than waiting out — starting with a hearing and developmental review. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
Read the answer AnswerDo children usually outgrow Repeating Words (Echolalia)?
For many children echolalia (repeating words or phrases) is a normal, passing step in learning to talk and eases as their own language grows, usually through the toddler years. Whether it fades depends on why it is happening, so a check is wise if it continues well past age 3 or comes with other communication differences. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
Read the answer AnswerDo children usually outgrow stuttering?
Most young children who begin to stutter outgrow it, often within months, as a normal phase of preschool disfluency between about 2 and 5 years. A smaller number continue, and early speech-language support is highly effective when stuttering lasts beyond 6 months, shows visible effort, or runs in the family. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
Read the answer AnswerHow can a caregiver encourage communication development at home?
Caregivers nurture communication at home through warm, responsive everyday interaction — following the child's lead, serving and returning every sound or gesture, narrating daily life, reading and singing together, and reducing screen time. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
Read the answer AnswerHow can a caregiver nurture a child's Communication development day to day?
Caregivers nurture communication day to day by talking and narrating, responding warmly to a child's sounds and gestures in serve-and-return turns, following the child's lead in play, reading and singing daily, and gently adding a word to extend phrases. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
Read the answer AnswerHow a Teacher Can Support a Child with Childhood Apraxia of Speech
Teachers help a child with Childhood Apraxia of Speech by allowing extra response time, accepting gestures, pointing and devices as full participation, responding to the message rather than correcting sounds, pre-teaching vocabulary, and reinforcing the same target words the speech therapist is using.
Read the answer AnswerHow a Teacher Can Help a Child with DLD Learn
A teacher helps a child with DLD by simplifying spoken language, giving extra processing time and visual support, checking understanding by showing not just saying, and pre-teaching key vocabulary — so the thinking stays challenging while the language load stays manageable.
Read the answer AnswerHow a teacher can help a non-verbal or minimally verbal child learn
A classroom teacher helps a non-verbal or minimally verbal child by making communication possible through pictures, signs, gestures and AAC devices, using visual timetables and simple instructions, allowing extra processing time, presuming competence, and planning a clear participation role — while staying aligned with the family and speech therapist.
Read the answer AnswerHow a Teacher Can Help a Child with Speech and Language Delay
Teachers help a child with speech and language delay by lowering pressure to speak, giving extra response time, pairing words with visuals and gestures, modelling correct language instead of correcting, and aligning classroom strategies with the child's therapy and family.
Read the answer AnswerChildhood Apraxia of Speech in District Early Intervention
A district programme reaches children under 7 with Childhood Apraxia of Speech (ICD-11 6A01.0) through a three-tier pathway: train frontline workers to flag motor-speech markers, route to a qualified SLP for differential diagnosis, and fund intensive, frequent, caregiver-supported therapy. CAS is a motor-planning disorder, so early identification and adequate therapy dose are what change the trajectory.
Read the answer AnswerIdentifying and supporting under-7s with Developmental Language Disorder
A district programme can identify children under 7 with Developmental Language Disorder through universal milestone screening at anganwadi, immunisation and pre-school contacts, mandatory hearing checks, and structured speech-language assessment for flagged children — then support them with parent-mediated intervention, direct therapy and pre-school inclusion, with documentation that follows the child into school.
Read the answer AnswerHow a district early intervention programme can identify and support under-7s who are non-verbal or minimally verbal
A district early intervention programme identifies children under 7 with non-verbal or minimally verbal presentation through community developmental screening, mandatory hearing checks and prompt multidisciplinary referral, then supports them with early AAC, speech-language therapy and family coaching. The goal is opening communication channels early, not labelling. Developmental measurement supports care planning; diagnosis requires an appropriately qualified healthcare professional.
Read the answer AnswerDistrict early intervention for Speech and Language Delay under 7
A district programme identifies under-7s with Speech and Language Delay by embedding milestone screening into RBSK, anganwadi and PHC touchpoints, ruling out hearing loss, confirming via DEIC assessment, and enrolling children into tracked, family-centred speech-language support before age 5.
Read the answer AnswerHow a frontline worker can screen communication development
A frontline worker screens communication by checking age-expected listening, understanding and talking milestones, asking the parent about concerns, and referring onward when a milestone is missed or a parent is worried — never diagnosing. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
Read the answer AnswerHow a Teacher Can Support a Child with Childhood Apraxia of Speech
Teachers support a child with Childhood Apraxia of Speech by reducing pressure to speak, allowing extra time, offering alternative ways to respond, praising effort over accuracy, and coordinating with the speech therapist. Diagnosis and a clinical AbilityScore are formed only at a Pinnacle centre under clinician care.
Read the answer AnswerHow a teacher can include and support a child with DLD
A teacher supports a child with Developmental Language Disorder by reducing language load, pairing words with visuals and gestures, allowing extra processing time, pre-teaching vocabulary, protecting confidence, and partnering with the speech and language team. Diagnosis is formed only at a Pinnacle centre under clinician care.
Read the answer AnswerHow a teacher can include a non-verbal or minimally verbal child
A child with a non-verbal or minimally verbal presentation thrives in a mainstream classroom when given reliable ways to communicate beyond speech — visual boards, AAC, gestures — alongside predictable routines, honoured communication attempts, peer buddies and sensory support. Partner with the child's speech therapist and family so classroom strategies match therapy goals.
Read the answer AnswerIncluding a Child with Speech and Language Delay in Class
A teacher can powerfully support a child with Speech and Language Delay using simple inclusive strategies: give extra time to respond, pair words with gestures and visuals, keep instructions short, model rather than correct language, and treat every communication attempt as valuable. Flag limited progress to the family and suggest a developmental check.
Read the answer AnswerHow can a teacher support a 1-year-old who shows late talking in class?
At 12 months, having few or no words is usually within the normal range. A teacher helps most by flooding the day with responsive, face-to-face language — narrating, singing, naming and pausing to wait for any response — and by watching communication broadly (gestures, eye contact, understanding), not just spoken words. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
Read the answer AnswerHow can a teacher support a 1-year-old who isn't pointing to show things?
A teacher can support a one-year-old who isn't yet pointing by modelling the gesture, following the child's gaze, creating reasons to reach and show, and responding warmly to every communication attempt — all through joyful, pressure-free play. Pointing usually emerges by 12–16 months; suggest a developmental check if it hasn't appeared by 18 months. AbilityScore® is part of Pinnacle’s developmental assessment. Diagnosis, where needed, requires an appropriately qualified healthcare professional.
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