What can language problems look like in your school-age child?
Your child may have a language problem if he or she has difficulty with:
- performing at grade level in the classroom;
- learning new vocabulary;
- finding words;
- expressing thoughts and ideas;
- summarizing information;
- following directions and understanding stories;
- grammar;
- getting along with others;
- taking tests;
- telling or writing stories;
- learning to read and write. Some children with language difficulties also have reading, writing and spelling difficulties.
The MFC offers individualized assessment and treatment for school-age children in the following areas:
- Receptive language (the understanding of language)
- Expressive language (the expression of thoughts, ideas, wants, needs)
- Vocabulary understanding and use
- Oral narrative skills (the ability to read a story and then retell it)
- Social-pragmatic language (the ability to use spoken language in socially appropriate ways)
- Written language (reading, writing, spelling)
Receptive issues and therapy
A child with receptive language difficulty has trouble with language comprehension. This child has trouble understanding what other people say or trouble with reading. Following simple directions may be difficult for this child and he or she may struggle with organizing information.
Expressive issues and therapy
A child with an expressive language weakness has difficulty expressing thoughts and ideas, either orally or in writing.
Social-pragmatic issues and therapy
A child experiencing a social-pragmatic language difficulty may not be able to communicate well with others. They may find it hard to make friends or be part of a social group due to difficulties with perspective-taking and problem-solving.
If your child has difficulties with:
- interpreting and using nonverbal communication;
- being aware of other peoples’ thoughts and feelings;
- using language to give and receive information;
- making inferences and predictions;
- making friends — initiating and maintaining interactions with peers
he or she could benefit from the MFC’s social thinking and communication group. This six- to eight-week program promotes social learning for children with high-functioning autism spectrum disorders, ADHD, social behavior problems and social communication disorders. Through weekly sessions facilitated by a speech-language pathologist, the program helps children become flexible social thinkers and social problem-solvers through stories, games and other functional activities.