I posted a while back (http://www.speechdelay.com/forum/default.aspx?g=posts&t=1558) about my son who was about 17 months old at the time, and is now 20 months. His initial consultation/assessment is coming up on July 9, although because of the wait list, we have been advised this week not to expect him to receive actual service for upwards of 12 months, depending on his level of need.
I realize that only assessment can determine diagnosis etc but one thing I'm hoping is that you could give me an idea of whether he is speech or language delayed, or both, and whether or not it 'sounds' like he is at a high need level? Here is where he is at right now:
Words: started to say 'ah bah' ('bye bye') at 18 months exactly, accompanied by a wave (which was brand new as well). Said it about 1 - 3 times a day for the first week or so, then gradually less and less, and I haven't heard it nor seen a wave for about 2 weeks, despite our continuing exaggerated and enthusiastic use of it ourselves, when appropriate. When he does say it, it is more often than not in context. Seems to be starting to say 'hi' in the past week or so, it sounds like 'i' and is not in context save one time when he was holding something to his ear like a telephone.
Does not mimic us with words nor will he say bye bye or hi when prompted. When he says either word we repeat it multiple times and make a big show of praising him and being enthusiastic.
Gestures: started to wave at 18 months when saying 'bye bye'. Will occasionally wave lately but less often than before. Started to point (primarily at day care) in the past two weeks. Does not point at home despite very conscious use of pointing and waiting to give him the opportunity to etc. Claps when excited, we are seeing that more, he started that around 12 months old. Sometimes will put his arms above his head like in the song "If you're excited and you know it shout hooray!", because when I sing that line I put his hands up above his head. He very rarely does this.
Understanding/receptive: has improved, he seems to understand more like 'want to have a bath?' etc but generally all things that are part of a routine that he is used to. I think more of his understanding comes from body language and visual cues. We make a point of labeling everything with one word or sometimes with one word and then repeating and adding an adjective, i.e. "ball! red ball!". The only labels he understands or responds to are "milk" and "sucky" (soother). He also seems to have realized that when he points to a fire truck in a specific book, I will sing a song about fire trucks. He does not seem to have a clue what we mean when we say 'where are your shoes' or give him instructions beyond 'no touch' and 'not right now', although he does understand that shoes go on his feet and hats go on his head.
As I've mentioned, we make a conscious effort to use clear, simple labels with enthusiasm, and we have also been using the tips you gave me previously re: talking a book etc and that has helped keep his attention when reading, etc. He enjoys looking at the pictures in books but beyond the fire truck song he doesn't ever bring a book for me to 'read' or want to really 'hear' a story. He'd rather look at pictures, turn pages and flip flaps etc. It's a start!
I hope this gives you some basic idea and I of course realize that I'm asking you for something you can't really give me, I guess I'd just like a general idea of things I may want to ask the SLP at our assessment about, and/or things I may hear from her so I can do some research and be educated enough to know what questions to ask. Unfortunately, if a second assessment is required it will mean going back onto a wait list and if we don't require one we will be on a long wait list for service (unless his need is considered great) so I really need to make the most of the appointment :)
Thanks for ANY info/suggestions/recommended websites or reading/feedback you might have!!!!!
Cheers,
Sarah
