Overview
Speech pathologists help children and adults with:
- speech (pronunciation and perception of sounds)
- language (vocabulary, sentences, grammar)
- early literacy skills (supporting reading, spelling, and developing knowledge between letters and sounds)
- fluency (stuttering)
- voice difficulties (hoarse voice, vocal nodules)
- feeding (transitioning to solid food, bottle feeding, safe swallowing and feeding)
- swallowing difficulties (dysphagia).
Speech pathologists help children and adults develop communication and eating skills and support families, carers, educators and others to help.
Speech pathologists work in a range of settings, including community health centres, hospitals, educational settings, early intervention, and private practice.
Speech pathologists have university training and are also called speech-language pathologists, speech and language therapists, and speech therapists in other parts of the world.
When visiting a speech pathologist you may come across terms you are not familiar with.
See below or download a handout with definitions of common speech pathology words (glossary) (PDF 406.3KB).
| Word | Definition |
|---|---|
| Articles | A word such as a, an, or, the that is used with a noun to show a specific person or thing. |
| Augmentative and alternative communication (AAC) | Using tools or devices to help a person communicate their message. These can be high tech (for example an iPad or a Lightwriter) or low tech (an alphabet board or using pictures). |
| Auxiliary verbs | Verbs such as have, be, may, shall, can modify the meaning of other verbs in a sentence to show tense or form a question. |
| Aphasia/dysphasia | An acquired difficulty with language, usually after a stroke or brain injury. Aphasia can affect speaking, listening, reading and/or writing. It does not affect intelligence. |
| Articulation | The way the lips, tongue, palate and jaw move to create speech sounds. |
| Binary choice | Giving the choice between two objects, pictures or words. |
| Childhood apraxia of speech (CAS) | Difficulties planning the movements of the lips, tongue, palate and jaw to create speech sounds. |
| Communication | Exchanging messages between two or more people. Communication can occur by talking, writing, reading, gesturing, signing, facial expressions and many other means. |
| Conjunctions | A joining word such as and, because, then that combines words, phrases or sentences together. |
| Descriptive language | Vivid and colourful language that describes a person, place or thing in a way that formulates a picture in the mind of a reader. |
| Dysarthria | Speech that sounds slurred, and is usually caused by muscle weakness. |
| Dysphagia | Difficulty swallowing, which can include food, drink, and/or saliva. |
| Dysphonia | A different sounding voice, for example hoarse or husky. |
| Dyspraxia | Difficulty planning and coordinating motor movements, including movements of the mouth, or hand movements. |
| Emotion | A feeling, for example love, anger or joy. |
| Expansion | Restate and complete a child’s sentence to how an adult would say the sentence. |
| Expressive language | Using words and sentences to express meaning to others, usually by talking or writing. |
| Focused stimulation | Repeat a word or phrase many times in conversation to increase comprehension and promote language use. |
| Grammar | The rules for the way words are chosen and ordered to form sentences. |
| Language | Can refer to the content of what we say, or the system of how we say it, such as English or Chinese. Language can be verbal (spoken words or sentences), or nonverbal (writing, signing, gestures). |
| Literacy | The skills for reading and writing. |
| Modelling | Demonstrating how to use a word, phrase or sentence. |
| Narrative | A flow of language, spoken or written, for example telling or retelling a story or sequence of events. |
| Negation | A negative statement that might use words such as no, don't and can't. |
| Paediatric feeding | Children’s eating and drinking skills. This includes sucking (breast or bottle) or starting solids. |
| Parallel talk | Describing what children can see, hear or are doing as they do it. |
| Phonological awareness | The ability to hear and manipulate speech sounds within words. |
| Phonological process/pattern | An error pattern featuring replacement of one speech sound or group of speech sounds with another. |
| Pragmatics | The social way in which language is used. Pragmatics includes eye contact, turn taking, how loudly someone talks, how close they stand, the appropriateness of topic, and topic maintenance. |
| Recasting | To give information in a different way. |
| Receptive language | Understanding the words, sentences and gestures of other people. |
| Recount | To retell something that has happened. |
| Requesting | To ask for something. |
| Self talk | An adult talks about what they are doing while a child is observing, for example during cooking, or playing with playdough. |
| Semantics | The content and meaning of a person’s language. |
| Syllable | The beats a word can be broken into. For example, daddy has 2 syllables da-di and hippopotamus has 5 syllables hip-po-po-ta-mus. |
| Verb | Action word or doing word (e.g., The children are playing a game). |
| Vocabulary | Words that make up a language. All of the words known and used by a person. |
| Voice | The sound produced by the vocal cords. |
| Vocal quality | The type of sound produced by the vocal cords. For example, hoarse, husky, rough, breathy or strained. |
| Working memory | Ability to be given information, store it and recall it at a later time. For example going to the grocery store without a list and recalling what is needed. |
Ask your speech pathologist (or other health professional) if you would like further information.
How to know if you need to visit a speech pathologist
If you have concerns that a child is not listening or talking like other children their age, you can refer to a speech pathologist for further advice.
For information about what to expect from children at different ages, visit Speech Pathology Australia - Communication Milestones.
What happens when a child visits a speech pathologist
Speech pathologists often assess children by playing games or activities with them or showing them pictures while observing and listening to their talking. They will ask parents/caregivers questions about their concerns and about the child’s development. Sometimes assessment can take more than one session.
Speech pathologists then discuss options about will happen next. Children may be referred to other health professionals who look at different aspects of development (e.g., audiologist for a hearing assessment, paediatrician, physiotherapist, or occupational therapist). There may be some other services that children can access to support their development. Speech pathologists also explain if children should access therapy, and where, when, and how often this is likely to occur. Some children may be reviewed at a later time to see how they are progressing.
Speech pathologists work with important people in children’s lives (e.g., parents, educators) to set intervention goals. Speech pathologists work with children on their specific areas of difficulty during games and activities in sessions. They demonstrate activities and strategies to help children achieve success and improve in their area/s of difficulty. They recommend activities that can be done at home and school in everyday life to help children with their speech, language, and literacy development.
Knowing what to expect at an appointment can help you think about questions the speech pathologist might ask, what you are most concerned about, and preparing your child.
Information about visiting a speech pathologist is outlined below or can be downloaded (PDF 350.47KB).
During the appointment
The speech pathologist will talk to you about your concerns and ask some questions about your child’s history. Questions can include information about:
- Your child (e.g., what they like doing).
- Your main areas of concern.
- Pregnancy and birth history.
- Milestones such as crawling, walking, and first words.
- Hearing assessments, infections or difficulties.
- If your child had/has any difficulties eating or drinking.
- Preschool and primary school education.
The speech pathologist will complete assessments with your child. This can sometimes look like play. The speech pathologist actually will be looking at how your child communicates during familiar activities. Your child may be asked to say some words, or point to pictures. Some assessments can take longer, and may require another appointment to finish. The speech pathologist may also look at your child’s lips, teeth, tongue and the back of their mouth.
What happens next
Sometimes the speech pathologist is able to give you their recommendations during the first appointment, or they may need to look at the assessment results first. What happens next depends on the service and the needs of your child. Things that might happen include:
- Booking another appointment to complete the assessment/s or to talk about recommendations (results) or strategies to support your child’s communication.
- Suggesting referrals to other services such as a paediatrician assessment, a hearing test, or other health services.
- Discussing therapy including waiting times, how much and what this involves, or if there are other services for your child.
- Waiting or reviewing when your child is older.
The above is generic advice and will depend on your child and the service you are attending. Always ask questions if you are not sure.
Tip: Speech pathologists will often ask if your child has had their hearing checked. You can screen your child’s hearing using the Sound Scouts app.
How to find a speech pathologist
To find a speech pathology service near you, please contact your local community health centre or visit the Speech Pathology Australia website.
Please note: This web page has been developed for families by Western NSW Local Health District and Charles Sturt University, as part of a NSW Health Translational Research Grant titled “Waiting for speech pathology: Device versus advice?”.