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Therapy & support
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Therapy & support
Supporting Communication in a Child with Dyscalculia
Dyscalculia is a specific number difficulty, not a language disorder, and most affected children communicate well. Support the spoken language of maths (more, fewer, equal) using real objects and visuals, keep number talk calm to protect speaking confidence, and seek a broader communication check if difficulties span more than maths.
Read the answer AnswerSupporting Communication in a Child with Dysgraphia
Support communication in a child with dysgraphia by separating ideas from the effort of writing: build spoken language and storytelling, use speech-to-text, typing and scribing, and ease the physical load with grips, slant boards and step-by-step planning. Dysgraphia affects writing, not intelligence, and is usually recognised around ages 6–8.
Read the answer AnswerSupporting Communication in a Child with Dyslexia
Support communication in a child with dyslexia by building spoken language first — rich vocabulary, storytelling and sound (phonological) awareness — while taking pressure off reading and protecting confidence. Dyslexia affects decoding, not intelligence or ideas, so let your child show understanding by talking, audiobooks or drawing. A structured assessment tailors support when reading is persistently hard.
Read the answer AnswerHow to Support Communication in a Child with Emotional & Behavioural Difficulties
Support communication in a child with Emotional & Behavioural Difficulties by building emotional safety first — help them regulate, name feelings out loud, and offer simple, predictable ways to express needs. Calm, understood children find words far more easily; communication and emotional regulation grow together.
Read the answer AnswerHow to Support Communication in a Child with Feeding Difficulties
Feeding and communication share the same mouth muscles, so support both together: keep mealtimes calm, talk and name foods richly while eating, follow your child's lead with playful sounds, and build oral strength through blowing and copying games. A speech-language pathologist can guide feeding and communication as one connected journey.
Read the answer AnswerHow to Support Communication in a Child with FASD
Support communication in a child with FASD with predictable routines, short clear language paired with visuals and gesture, generous processing time, and a speech-language therapist who profiles your child's specific pattern. Consistency between home and therapy builds lasting skills.
Read the answer AnswerHow to Support Communication with Fine Motor Delay
Fine motor delay affects the hands, not the ability to communicate. Support communication by offering choices a child can answer by looking, leaning or vocalising, honouring every attempt, building understanding through narration and song, and adding picture or big-button tools when hands tire. Seek a developmental check if understanding or social back-and-forth also seems behind.
Read the answer AnswerHow can we support communication development in a child with a genetic or chromosomal syndrome?
Support communication in a child with a genetic or chromosomal syndrome by starting early, following the child's lead, and using total communication — words, gestures, signs, pictures and AAC together. Respond to every attempt as meaningful, embed practice in daily routines, and check hearing and feeding early. A speech-language therapist tailors the plan to the child's syndrome profile.
Read the answer AnswerHow can we support communication development in a child with Global Developmental Delay?
Support communication in a child with Global Developmental Delay by following their lead, using simple words paired with gestures and pictures, turning daily routines into interaction, and honouring every form of communication. Start speech and language therapy early, woven into home life, and pair with a hearing check.
Read the answer AnswerHow can we support communication development in a child with Gross Motor Delay?
Children with gross motor delay can build strong communication skills — the tracks are related but separate. Settle the body with good positioning so attention is free for connecting, offer choices, narrate daily routines, respond to every gesture and sound, and add gestures, pictures or signs alongside words. Seek a developmental check if babble, words or word-combining are delayed.
Read the answer AnswerHow to Support Communication with Hearing Impairment
Support communication in a child with hearing impairment through three pillars: early consistent access to language (hearing aids, cochlear implants or sign language), a language-rich face-to-face daily environment, and family-centred speech-language therapy. Timing matters most — early intervention drives the strongest gains, and every child can become a confident communicator.
Read the answer AnswerHow to Support Communication in a Child with Hypotonia
Low muscle tone can affect the muscles used for breathing and speech, so communication may build slowly — but it can be strongly supported. Stable supported seating, oral-motor play (bubbles, straws, chewing), responding to every gesture and sound, and using gestures or AAC all help. Seek a developmental check if babble, words or feeding are delayed.
Read the answer AnswerHow can we support communication development in a child with Intellectual Disability?
Support communication in a child with intellectual disability by following the child's lead, using total communication — gestures, signs, pictures and AAC alongside speech — and turning daily routines into back-and-forth exchanges. Every look, sound or sign is real communication to build on, and a speech-language therapist can tailor a plan to your child's pace and strengths.
Read the answer AnswerHow to Support Communication with Motor Planning Difficulties
Support communication in children with motor planning difficulties through total communication (gestures, signs, pictures, devices alongside speech), predictable repetitive routines, turn-taking play, and low-pressure practice that celebrates every attempt. Comprehension often outpaces speech, so honouring all communication and partnering with a speech therapist helps build reliable movement plans over time.
Read the answer AnswerSupporting Communication in a Non-Verbal or Minimally Verbal Child
A non-verbal or minimally verbal child is still communicating — through gestures, sounds, gaze and behaviour. Support it by responding to every attempt as meaningful, building daily reasons to communicate, and adding tools like signs, pictures and AAC devices, which help rather than hinder spoken words.
Read the answer AnswerHow can we support communication development in a child with Oppositional Defiant Disorder?
Support communication in a child with ODD by naming feelings, offering choices instead of commands, using short calm language, praising communicated emotions, and protecting daily child-led talk-time. ODD is not a speech disorder, but strengthening expression often eases defiance — and speech therapy plus parent guidance work best together.
Read the answer AnswerHow to Support Communication in a Child with Persistent Toe-Walking
Persistent toe-walking is a gait pattern, not a language disorder, and most toe-walkers communicate well. Support communication daily by following your child's lead, narrating movement, using five-second pauses, and responding to every attempt. Arrange a developmental check only if communication or social differences appear alongside the toe-walking.
Read the answer AnswerHow to Support Communication in a Preterm Child
Support communication in a preterm child by using corrected age, talking face-to-face all day, taking turns and pausing for responses, sharing books and gesture, and protecting a calm space. Seek a developmental check using corrected age if babble or gesture is limited by ~12 months or words are few by 18 months — early support works alongside home routines.
Read the answer AnswerHow can we support communication development in a child with Rett Syndrome?
Support communication in Rett Syndrome by presuming competence, honouring eye-gaze as the primary channel, and introducing AAC such as eye-gaze devices and partner-assisted scanning early. Build choices into daily routines, give generous response time, and pair communication with motor and regulation support through a coordinated therapy team.
Read the answer AnswerHow to Support Communication in a Child with a School Readiness Gap
Support communication in a child with a School Readiness Gap through rich back-and-forth daily talk, vocabulary-building play and stories, turn-taking games, and following-instruction practice. The goal is confident, connected communication — and early, focused speech support closes gaps faster than waiting.
Read the answer AnswerHow to Support Communication in Selective Mutism
Support a child with Selective Mutism by lowering the pressure to speak, honouring every form of communication (nods, pointing, whispers) as success, and building confidence in small graded steps using the gentle 'sliding-in' approach with home and school working together — never coaxing or bribing for speech.
Read the answer AnswerHow to Support Communication in a Child with Self-Regulation Difficulties
Help your child feel calm and safe first — a regulated child is ready to communicate. Use simple, predictable, responsive language in everyday routines, follow their lead, pause to invite a response, and honour every gesture or sound as real communication. Self-regulation and language grow together, and small daily moments matter more than drills.
Read the answer AnswerSupporting Communication with Sensory-Based Feeding Selectivity
Eating and talking share the same mouth, sensory and oral-motor systems, so they develop together. Support communication in a child with sensory-based feeding selectivity by keeping mealtimes low-pressure and language-rich, building comfort through sensory and oral play, and modelling words around food and routines — ideally with a speech therapist and feeding-aware team working as one.
Read the answer AnswerSupporting Communication with Sensory Processing Differences
Support communication in children with Sensory Processing Differences by regulating the senses first, following the child's lead, pairing simple words with enjoyed sensory experiences, and building predictable, low-pressure routines. Reduce noise and clutter during talking time, and honour every gesture or sound as communication. Seek a developmental check if daily life is hard.
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