Wait and See: Speech Impairment or Late Bloomer?
What the research says on “Late Bloomers”
Late Bloomers Defined
A “late bloomer” is defined as a child who exhibits a delay in:
- Onset of first words
- Vocabulary growth
- Combining words
In the absence of other cognitive, perceptual, or related deficits that could be causing the delay.
Most late bloomers attain average language scores by ages 5-7, meaning they eventually show evidence of catching up to their peers. However, research suggests that these children obtain significantly lower scores on language measures than typically developing children, even when performing in the average range. This is reason enough to believe that intervention is never a bad idea.
- Vocabulary delays usually resolve more quickly and completely than delays in structure and grammar
- Delays in comprehending and expressing (receptive and expressive language) have higher rates of persistent deficits
- Persistent delays have been linked to deficits in Verbal Working Memory
It is important to consider the RISK FACTORS in your late bloomer –
Case History:
- History of family members diagnosed with language disorders, maternal education, poverty at home, premature birth or low birth weight
Evaluation Profile – Combination of risk factors AND:
- Comprehension weaknesses
- Infrequent vocalizations, few verbs, reduced rate and variety of babble
- Lack of ability to imitate
- Slow rate of communication, low frequency of gestures, small range of communicative intentions, reduced amount of initiation to communicate
- Limited or lack of play skills
Bilingualism and Late Bloomers
Language Dominance and the “Weaker” Language
The majority of research on bilingual language acquisition agrees that children suspected of a language disorder in either of their languages be examined in both languages. Age-appropriate skills in EITHER one of their two languages can rule out the presence of a disorder. Many children who grow up in bilingual environments often show dominance in one of their two languages – either because of an imbalance of input or confidence in one language over the other.
Even if the second language is “weaker” in terms of vocabulary acquisition or grammar knowledge, this is not always indicative of a disorder.
- Children who show normal ability for their age in one language have the knowledge and skills necessary to eventually catch up in their second language.
- This depends on language input variables, which usually lead to an even distribution of learned skills between languages 1 and 2.
When does a bilingual late bloomer become a candidate for intervention?
Similar rules apply to monolingual children; the older the child showing signs of a delay, the more likely that the delay will persist. If a certain skill is absent or delayed in BOTH languages, intervention is necessary. Evaluation in both languages by a bilingual SLP is essential.
Beacon Therapies
Evelyn Rodriguez, CCC-B/SLP
Katie Crimmins, BA