Finding Their Voice: When to Seek Support from a Speech-Language Pathologist

Insights by Mindy Nguyen, M.S., CCC-SLP, and Leanne Snyder, M.S., CCC-SLP

Determining when a child should see a speech-language pathologist (SLP) can be challenging for parents and teachers. Early identification and intervention, however, can significantly improve a child's communication skills, confidence, and academic performance, according to Mindy Nguyen, M.S., CCC-SLP, Clinical Assistant Professor of Speech-Language Pathology at Lebanon Valley College, and Leanne Snyder, M.S., CCC-SLP, Clinical Assistant Professor of Speech-Language Pathology at Lebanon Valley College.

Early indicators of potential speech or language difficulties often include challenges following directions-particularly multi-step instructions-or expressing ideas clearly. Children who consistently use short or incomplete sentences, omit words, or struggle with grammar and vocabulary may benefit from a professional evaluation. "One of the first signs parents or teachers may notice is when a child has difficulty following directions or organizing their thoughts into clear sentences," says Nguyen. Another important consideration is how easily others can understand a child's speech. "If a child frequently has to repeat themselves or sound errors begin to show up in reading and spelling," adds Snyder, "that's often a sign that an evaluation could be helpful."

Differentiating between a developmental delay and a communication disorder requires professional expertise. Teachers and parents are encouraged to consult a school-based speech-language pathologist to determine whether a child's speech or language patterns are age-appropriate. Snyder notes that, "When multiple sound errors are present or communication difficulties start affecting academic or social functioning, those are indicators that a communication disorder may be present rather than a delay the child will outgrow."

Once a referral is made, the evaluation process involves collaboration among caregivers, educators, and the SLP. A range of assessments are conducted to determine whether a disorder is present and whether services are necessary. The results of this evaluation are summarized in a report outlining the child's current abilities and areas for growth. In Pennsylvania, if services are recommended, an Individualized Education Program (IEP) is developed to establish specific goals, supports, and strategies for improvement. "An evaluation is a team effort-teachers, caregivers, and the speech-language pathologist all contribute to understanding how a child communicates in different environments," explains Nguyen.

The role of the speech-language pathologist extends well beyond articulation therapy. School-based SLPs evaluate and treat a wide range of needs, including receptive and expressive language disorders, fluency disorders such as stuttering, and social communication challenges often associated with autism spectrum disorder. They also support students with executive functioning difficulties and those recovering from concussions, where cognitive-linguistic skills may be affected.

Parents sometimes hesitate to seek an evaluation, preferring to "wait and see" if a child improves naturally. Nguyen encourages families to act on their instincts rather than delay. "Parents know their children best," she says. "If something doesn't feel right, an evaluation can provide clarity-either identifying an area that needs support or reassuring families that development is on track." Early assessment can prevent minor communication issues from developing into broader academic or social challenges.

Speech and language difficulties can affect more than classroom participation. When children struggle to communicate effectively, they may experience frustration, reduced confidence, or difficulty forming social connections. These challenges can influence academic progress as well as personal well-being. Snyder emphasizes that consistent collaboration among parents, teachers, and speech-language pathologists is key. "When everyone reinforces the same skills across home, school, and therapy settings, children are more likely to generalize what they've learned and build lasting communication confidence," she says.

Recognizing and addressing communication concerns early ensures that children receive the support they need to succeed academically and socially. Through early evaluation, open collaboration, and coordinated support among families, educators, and professionals, every child can be given the opportunity to express themselves clearly, confidently, and successfully-both inside and outside the classroom.